The Volkswagen (VW) emissions scandal was one of the largest examples of organizational wrongdoing in corporate history, costing the firm immense damage to its reputation and over…
Abstract
The Volkswagen (VW) emissions scandal was one of the largest examples of organizational wrongdoing in corporate history, costing the firm immense damage to its reputation and over $33 billion in fines, penalties, financial settlements, and buyback costs. In this paper, we draw on the concept of boundary work to provide insight into the causes of wrongdoing at VW. Supplementing other work on the scandal, we show how the ways in which boundaries became established in the organization resulted in an internal context that defined “in” and “out” groups, normalized certain behaviors, and limited communication across intraorganizational boundaries. This allowed wrongdoing to not only become established but also to go unchallenged. We provide contributions to broader understandings of organizational wrongdoing and to the temporal unfolding of boundary work by theorizing how a combination of cognitive, horizontal, and vertical boundaries can create an infrastructure of organizational design that permits organizational wrongdoing, prevents it being challenged, and ultimately normalizes it in everyday activities.
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The aim of this study was to investigate the effect of a discoursal approach on Iranian intermediate EFL learners’ reading comprehension ability. A Quick Placement Test (QPT) was…
Abstract
The aim of this study was to investigate the effect of a discoursal approach on Iranian intermediate EFL learners’ reading comprehension ability. A Quick Placement Test (QPT) was used to select 60 intermediate EFL learners as the participants of this study. Then, they were divided into experimental and control groups. Each group consisted of 30 learners. Prior to the treatment, the participants of both groups were given a pre-test to determine their reading comprehension levels. The experimental group was exposed to the Hymes’ model. In the control group the researcher used a traditional approach for teaching the reading skill. Then a post-test was administered to both groups. An independent samples t-test between post-tests of the study and a paired-samples t-test between the pre-test and post-test of the groups of the study were run. The results of the study indicated that applying Hymes’ model improved the learners’ reading comprehension while the traditional approach did not.
ﻛﺎ ن اﻟ ﮭد ف ﻣ ن ھذه اﻟ د را ﺳﺔ ھو اﻟﺗﺣ ﻘﯾ ق ﻓ ﻲ ﺗﺄﺛﯾ ر اﻟﻧﮭ ﺞ اﻟﺗد ر ﯾﺑ ﻲ ﻋ ﻠ ﻰ ﻗد ر ة اﻟ ط ﻼ ب ا ﻹ ﯾ ر اﻧ ﯾﯾ ن ﻋ ﻠ ﻰ ﺗ ﻌﻠ م اﻟﻘ ر ا ءة واﻟ ﻛﺗﺎﺑ ﺔ ﻓﻲ اﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾﺔ ﻛﻠ ﻐﺔ أ ﺟﻧﺑﯾﺔ. ﺗم ا ﺳﺗ ﺧدام ا ﺧﺗﺑﺎ ر ﺗ ﺣدﯾد اﻟ ﻣ ﺳﺗ و ى اﻟ ﺳرﯾ ﻊ (QPT) ( ﻟﻠﺗﺄ ﻛد ﻣ ن ﺗ ﺟﺎﻧ س ﻣﺗ ﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ اﻹ ﻧ ﺟﻠﯾ زﯾ ﺔ ﻛﻠ ﻐﺔ أ ﺟﻧﺑﯾ ﺔ اﻟذﯾ ن ﻛﺎﻧ وا ﻓ ﻲ ﻓ ﺻ ﻠﯾ ن د را ﺳﯾﯾ ن. ﺛم، ﺗم ﺗﻘ ﺳﯾ ﻣﮭم ﺑ ﺷﻛل ﻋﺷواﺋ ﻲ إﻟ ﻰ ﻣ ﺟﻣوﻋﺎ ت ﺗ ﺟرﯾﺑﯾ ﺔ وﻣراﻗﺑ ﺔ. ﻛل ﻣ ﺟﻣوﻋﺔ ﺗﺗﺄﻟ ف ﻣ 30 ﻣﺗ ﻌﻠ ﻣﺎ. ﻗﺑ ل اﻟ ﻌ ﻼج، ﺗم إ ﻋطﺎ ء اﻟ ﻣ ﺷﺎ رﻛﯾ ن ﻣ ن ﻛ ﻼ اﻟ ﻣ ﺟﻣوﻋﺗﯾ ن ﻗﺑ ل ا ﻻﺧﺗﺑﺎ ر ﻟﺗ ﺣدﯾد ﻣ ﺳﺗ وﯾﺎ ت اﻟ ﻔ ﮭم اﻟ ﻘ ر ا ءة ﻟ دﯾ ﮭم. ﺗ ﻌر ﺿ ت اﻟﻣ ﺟ ﻣو ﻋ ﺔ اﻟ ﺗ ﺟ ر ﯾﺑﯾ ﺔ ﻟﻧ ﻣو ذ ج اﻟ ﺗ ر اﺗﯾ ل . ﻓ ﻲ اﻟﻣ ﺟ ﻣو ﻋ ﺔ اﻟ ﺿ ﺎﺑ ط ﺔ، ا ﺳ ﺗ ﺧ دم اﻟ ﺑﺎ ﺣ ث اﻟﻣﻧ ﮭ ﺞ اﻟ ﺗﻘﻠﯾد ي ﻟﺗد ر ﯾ س ﻣﮭﺎ ر ة اﻟ ﻘ ر ا ءة. ﺛم ﺗدا ر ﺑ ﻌد ا ﻻ ﺧ ﺗﺑﺎ ر ﻟ ﻛ ﻼ اﻟ ﻔ ر ﯾﻘﯾ ن . ﺗم إ ﺟ ر ا ء ا ﺧ ﺗﺑﺎ ر ﻣ ﺳ ﺗﻘ ل ﻟ ﻌﯾﻧﺎ ت t ﺑﯾن ا ﻻ ﺧ ﺗﺑ ﺎ ر ﯾ ن اﻟﻼ ﺣ ﻘﯾ ن ﻟﻠد ر ا ﺳ ﺔ و ا ﺧ ﺗﺑﺎ ر t اﻟﻣﻘﺗ ر ن ﺑﺎﻟ ﻌﯾﻧﺎ ت ﺑﯾ ن ا ﻻ ﺧ ﺗﺑﺎ ر اﻟﻣ ﺳ ﺑ ق و ا ﻻ ﺧ ﺗﺑﺎ ر اﻟﻼ ﺣ ق ﻟ ﻣ ﺟ ﻣو ﻋ ﺎ ت اﻟد ر ا ﺳ ﺔ. أ ﺷ ﺎ ر ت ﻧﺗﺎﺋ ﺞ اﻟد ر ا ﺳ ﺔ إﻟﻰ أ ن ﺗ ط ﺑﯾ ق ﻧ ﻣو ذ ج ھ ﺎﯾ ﻣز ﻗد ﺣ ﺳ ن ﻣ ن ﻓ ﮭم اﻟ ﻘ ر ا ءة ﻟﻠﻣﺗ ﻌﻠ ﻣﯾ ن ﻓ ﻲ ﺣ ﯾ ن أ ن اﻟ ﻧ ﮭ ﺞ اﻟ ﺗﻘﻠﯾد ي ﻟ م ﯾﻔ ﻌل ذﻟ ك