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Article
Publication date: 1 November 2006

John Guthrie and Sarah Todd

255

Abstract

Details

International Journal of Retail & Distribution Management, vol. 34 no. 11
Type: Research Article
ISSN: 0959-0552

Available. Open Access. Open Access
Article
Publication date: 15 July 2021

Kathy L. Guthrie and Maritza Torres

Identity-based leadership courses support and engage more Latinx students in higher education by focusing on identity development and capacity building. Academic courses that take…

37

Abstract

Identity-based leadership courses support and engage more Latinx students in higher education by focusing on identity development and capacity building. Academic courses that take into consideration cultural relevance foster the academic persistence of undergraduate Latinx students and can support degree completion. This article explores the significance of providing leadership learning opportunities for Latinx undergraduate college students and highlights one institution’s journey in developing and providing an undergraduate Latinx Leadership course. Theoretical underpinnings in leadership learning, culturally relevant leadership learning, and Latinx leadership development are provided as a foundation to the course. Reflections gathered from students’ perceptions of taking the undergraduate Latinx Leadership Development course inform lessons learned in the process, the challenges of developing and teaching such a course. Implications for leadership teaching and learning are also shared.

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Journal of Leadership Education, vol. 20 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 January 2022

Cameron C. Beatty and Amber Manning-Ouellette

Pre COVID-19 there were a growing number of opportunities for study abroad across higher education in the United States, (Rosch & Haber-Curran, 2013; Martinez, 2012). This paper…

108

Abstract

Pre COVID-19 there were a growing number of opportunities for study abroad across higher education in the United States, (Rosch & Haber-Curran, 2013; Martinez, 2012). This paper aims to examine phenomena surrounding outcomes of student abroad experiences while centering students’ leadership learning. Centering leadership learning as a framework, findings indicate participants in the study grew in the of areas of leadership efficacy and capacity through the short-term study abroad.

Details

Journal of Leadership Education, vol. 21 no. 1
Type: Research Article
ISSN: 1552-9045

Available. Content available
Book part
Publication date: 17 June 2019

Abstract

Details

Advances in Mergers and Acquisitions
Type: Book
ISBN: 978-1-78973-599-4

Available. Open Access. Open Access
Article
Publication date: 15 January 2018

Daniel M. Jenkins

This study compares the differences in instructional and assessment strategy use between instructors who teach undergraduate- and graduate-level face-to-face, academic…

81

Abstract

This study compares the differences in instructional and assessment strategy use between instructors who teach undergraduate- and graduate-level face-to-face, academic credit-bearing leadership studies courses. Findings suggest that, overall, discussion-based pedagogies, case studies, and self-assessments are the most frequently used instructional strategies, while instructors attach the most weight in their courses to term papers, group projects, and class participation/attendance. Further, undergraduate-level instructors use service learning far more in their instruction, while graduate instructors attach much greater value to term papers.

Details

Journal of Leadership Education, vol. 17 no. 1
Type: Research Article
ISSN: 1552-9045

Available. Content available

Abstract

Details

British Food Journal, vol. 110 no. 1
Type: Research Article
ISSN: 0007-070X

Available. Content available
Book part
Publication date: 14 November 2014

Abstract

Details

Motivational Interventions
Type: Book
ISBN: 978-1-78350-555-5

Available. Open Access. Open Access
Article
Publication date: 9 December 2021

Giulia Leoni, Alessandro Lai, Riccardo Stacchezzini, Ileana Steccolini, Stephen Brammer, Martina Linnenluecke and Istemi Demirag

This paper introduces the second part of a AAAJ special issue on accounting, accountability and management during the COVID-19 emergency. The authors analyse the themes that…

8763

Abstract

Purpose

This paper introduces the second part of a AAAJ special issue on accounting, accountability and management during the COVID-19 emergency. The authors analyse the themes that emerge from the second part of the special issue, which allows us to identify the diverse accounting and accountability practices across different geographical and organisational contexts. The authors also provide an overall picture of the contributions of the special issue, with insights into avenues of future research.

Design/methodology/approach

Building on the first part of the AAAJ special issue, the paper draws together and identifies additional emerging themes related to research into the COVID-19 pandemic and how it impacts accounting, accountability and management practices. The authors reflect on the contributions of the special issue to the interdisciplinary accounting research project.

Findings

The authors identify two macro-themes and outline their contributions to the accounting literature. The first deals with the changes and dangers of accounting and accountability practices during the pandemic. The second considers accountability practices in a broader sense, including reporting, disclosure and rhetorical practices in the management of COVID-19.

Practical implications

The paper shows the pervasive role of accounting and accountability in the unprecedented and indiscriminate health crisis of COVID-19. It highlights the important role of special issues in producing timely research that responds to unfolding events.

Originality/value

This paper contributes to current debates on the roles of accounting and accountability during COVID-19 by drawing together the themes of the special issue and identifying future interdisciplinary accounting research on the pandemic's aftermath.

Details

Accounting, Auditing & Accountability Journal, vol. 35 no. 1
Type: Research Article
ISSN: 0951-3574

Keywords

Available. Open Access. Open Access
Article
Publication date: 10 May 2021

Massimo Sargiacomo, Laura Corazza, Antonio D'Andreamatteo, John Dumay and James Guthrie

This paper shows the accounting, accountability and calculative practices associated with emergency food allocations by the City of Turin through a program to feed the vulnerable…

1992

Abstract

Purpose

This paper shows the accounting, accountability and calculative practices associated with emergency food allocations by the City of Turin through a program to feed the vulnerable during COVID-19.

Design/methodology/approach

This is a single case study framed by Foucault's governmentality concept. The data was collected through interviews with key institutional actors and triangulated against decrees, circulars, ordinances and other publicly available documents.

Findings

The accounting tools of governmentality are always incomplete. Sometimes unique situations and crises help us to revise and improve the tools we have. Other times, they demand entirely new tools.

Research limitations/implications

Accounting needs both things to count and a context to count them. In the case of food assistance, what is counted is people. In Turin's case, many people had never been counted – either because there was no need or because they were unaccounted for by choice. Now, the government was accountable for the welfare of both. Thus, new classification systems emerged, as did organisational and accounting solutions.

Originality/value

Although the accounting-for-disasters literature is diverse, studies too often favour the macro social, economic and political issues surrounding crises, neglecting the micro issues associated with governmentality and calculative practices.

Details

Accounting, Auditing & Accountability Journal, vol. 34 no. 6
Type: Research Article
ISSN: 0951-3574

Keywords

Available. Open Access. Open Access
Article
Publication date: 15 April 2022

John Weng and Lea Hubbard

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides…

106

Abstract

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides over 350 programs in their database. Guthrie and Jenkins (2018) have outlined dozens of strategies for leadership education that are utilized in degree programs. As such, there exists a need for informed choices when experiential learning pedagogies are incorporated in leadership education curriculum. One methodology, known as case-in-point, was designed at the Harvard Kennedy School to teach adaptive leadership (Heifetz & Linsky, 2017). There lacks empirical research in demonstrating the effectiveness and impact of case-in-point pedagogy. This qualitative study explored the perceived impact of 12 alumni who took a case-in-point course embedded in a leadership master’s program across a decade. Alumni’s retrospective experiences were collected to understand the impact the course had on them during the time they were in their leadership program and the impact of the learning for their professional lives. Key themes that emerged from the participants included increased levels of awareness in race and power dynamics, an increased use of self-as-instrument, awareness of relationships to authority, and shifts in views of leadership. All participants viewed the case-in point pedagogy as powerful or positive after having graduated from the program despite many recollections of mixed or negative experiences during their time in the course/s. Implications of the findings suggest important considerations relating to scaffolding and proper processing to enhance or improve outcomes for case-in-point pedagogy designed to enhance leadership ability.

Details

Journal of Leadership Education, vol. 21 no. 2
Type: Research Article
ISSN: 1552-9045

Keywords

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