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Article
Publication date: 1 November 2001

Eugene H. Fram and Andrew Callahan

Given the growing and widespread use of consumer penalties, there is little doubt business considers them an effective way to get customers to follow through on commitments. Yet…

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Abstract

Given the growing and widespread use of consumer penalties, there is little doubt business considers them an effective way to get customers to follow through on commitments. Yet no one really knows how people, as individuals, respond when they are penalized by banks, airlines, cell phone companies or other vendors. What types of behavioral reactions do penalties elicit from consumers? What is the impact on the businesses that charged them? The authors turn a spotlight on these previously unexamined issues by analyzing the reactions of 44 randomly selected consumers who faced 66 different consumer penalties. Key findings, from a pilot analysis, include the fact that in 38 of the 66 penalty cases examined, study participants thought that the penalties that they incurred were both unfair charges and the amounts unjustified. Overall, a third of all penalties resulted in customers changing vendors. Additional findings show word‐of‐mouth communication to others was significant, and that over half of penalized consumers challenged their penalties, with 50 percent of them having some success. Study results strongly indicate companies should be taking a closer look at their penalty policies in light of building long‐term customer relationships.

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Journal of Services Marketing, vol. 15 no. 6
Type: Research Article
ISSN: 0887-6045

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Article
Publication date: 29 August 2020

John H. Bickford, Zarek O. Nolen and Andrew A. Cougill

This theory-into-practice article centers on American history through the optics of one religious organization's contestations – the Elim Springs Church of Jesus Christ, or…

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Abstract

Purpose

This theory-into-practice article centers on American history through the optics of one religious organization's contestations – the Elim Springs Church of Jesus Christ, or Harshmanites as they are commonly known – with state and society. Secondary students explore the history and myriad responses from citizens and the federal government, which provides insight into what it means to be an American.

Design/methodology/approach

Embedded action inquiry (EAI) couples investigation with informed action. This whole-class exploration of 19th and 20th century American history transforms into individual, independent inquiries about related historical and current civil liberty contestations. Students communicate newly generated, fully substantiated understandings first to an academic audience and then to the community.

Findings

Teachers direct students' historical reading, thinking and writing toward informed civic participation. Engaging primary and secondary sources spark students' curiosity and scrutiny; writing prompts and scaffolding guide students' text-based articulations.

Originality/value

Harshmanite history, initiated by an iconic leader and maintained by the congregation into its 3rd century, illuminates the best and worst aspects of America. Secondary social studies students can examine emergent, local tensions when citizens' religious freedoms confront civic duty and societal responses. Through EAI, a novel adaptation of inquiry, students make meaning out of the local history and contribute to civic dialogue.

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Social Studies Research and Practice, vol. 15 no. 2
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 1 June 1991

Alex M. Andrew

The traditional approach to AI is limited because it fails to exploit continuity. The reliance on discrete logic has allowed the rapid initial advance of the subject, but…

424

Abstract

The traditional approach to AI is limited because it fails to exploit continuity. The reliance on discrete logic has allowed the rapid initial advance of the subject, but constitutes an inherent deficiency. The limitations have become apparent, and are generally acknowledged by a revival of interest in neural‐net, or connectionist, techniques. This approach has become feasible because of technical developments allowing large‐scale parallel operation. Lessons can be learned by considering the evolution of natural intelligence. Recent studies from a biological viewpoint suggest that this has some unexpected features. The idea of concept formation should be extended to include quantifiable concepts, similar to the semantic variables of fuzzy set theory.

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Kybernetes, vol. 20 no. 6
Type: Research Article
ISSN: 0368-492X

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Publication date: 22 February 2013

Sandi Kawecka Nenga and Jessica K. Taft

Since we began work on this volume in 2011, images of youth who are politically and civically engaged have populated news stories. Youth activists played key roles in the social…

Abstract

Since we began work on this volume in 2011, images of youth who are politically and civically engaged have populated news stories. Youth activists played key roles in the social movements that sparked and spread through Africa and the Middle East in the “Arab Spring” of 2011 and 2012. In Norway, politically engaged youth attending a summer camp run by the ruling Labour Party became the victims of a mass shooting in July of 2011. Students in Chile, Mexico City, and Quebec took to the streets in order to challenge the rising costs of education and to organize for improvements to their colleges and universities. Undocumented youth in the United States publicly shared their stories and lobbied for passage of the DREAM Act. And local newspapers throughout the United States continued to celebrate youth who were honored for their volunteer service with awards and scholarships.

Details

Youth Engagement: The Civic-Political Lives of Children and Youth
Type: Book
ISBN: 978-1-78190-544-9

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Book part
Publication date: 19 July 2022

Andrew Swindell, Kathlyn Elliott and Brian McCommons

Education in Emergencies (EiE) as a subfield of Comparative and International Education (CIE) has played a vital role in advocating for the world’s most vulnerable people with a

Abstract

Education in Emergencies (EiE) as a subfield of Comparative and International Education (CIE) has played a vital role in advocating for the world’s most vulnerable people with a focus on short-term responses to specific events like conflict and natural disasters that often occur in the Global South. However, recent events, like the protests exposing structural racial and gender inequality, the COVID-19 pandemic, and multiple global “slow” conflicts, have revealed a different nature of modern emergencies where issues, which are often considered important but not urgent, can quickly become emergencies under the right circumstances or have in fact always been so. Accordingly, in this chapter, we reimagine a broader framework for EiE which includes long-term, systemic, and universal challenges that affect both the Global North and South. The chapter includes a historical review of EiE as a subfield within CIE along with evidence of new forms of modern emergencies in the United States, Bolivia, Afghanistan, Iraq, Myanmar, and Syria that build toward a broader framework of EiE intended for both CIE scholars and practitioners.

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Annual Review of Comparative and International Education 2021
Type: Book
ISBN: 978-1-80382-618-9

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Article
Publication date: 1 March 2011

Christopher Andrew Brkich and Elizabeth Yeager Washington

This article focuses on the following questions: 1) How do secondary social studies teachers working in schools of color experience pedagogical negotiations when trying to teach…

881

Abstract

This article focuses on the following questions: 1) How do secondary social studies teachers working in schools of color experience pedagogical negotiations when trying to teach students thoughtful, critically informed citizenship and government and school accountability mandates? and 2) How does teaching with lessons grounded in the principles of authentic intellectual work (AIW) affect this negotiation experience? We employed a phenomenological framework as the methodological basis for eliciting two classroom teachers’ experiences, both of whom have advanced degrees in social studies education and several years of teaching experience in schools of color and of poverty. The findings show that prior to the incorporation of lessons based on the principles of authentic intellectual work, these teachers’ negotiation experiences had strong negatively affective dimensions based on a zero-sum pedagogical conceptualization of curriculum. Following the introduction of lessons based on AIW, these negatively affective dimensions began to recede from their experiences and were replaced by more positive ones. Given that classroom teachers are the ultimate arbiters of curriculum in their classrooms, this research has implications for improving the experiences of secondary social studies teachers working in schools of color.

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Social Studies Research and Practice, vol. 6 no. 1
Type: Research Article
ISSN: 1933-5415

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Book part
Publication date: 28 April 2022

Daryl Mahon

In the previous chapter, the reader will have become familiar with the idea of screening for traumatic experiences within organisations as a way to identify those who may benefit

Abstract

In the previous chapter, the reader will have become familiar with the idea of screening for traumatic experiences within organisations as a way to identify those who may benefit most from interventions and support. In this chapter, I present an overview of the trauma therapy literature in the first instance and then explore some of the debates regarding specific trauma-informed treatments versus general therapeutic approaches. The multicultural competency literature is discussed, and the multicultural orientation approach of cultural humility, cultural opportunity and cultural comfort is highlighted in a practice context. This chapter concludes with a case study vignette that brings it all together with a clinical example of what trauma-informed therapy through a multicultural lens might look like. As such I operationalise choice, collaboration , trust and transparency, and cultural principles from the trauma-informed care literature. Although applied here to specific trauma-informed organisations, some of the methods and processes that I unpack can be used in non-specific organisations where social/case managers are employed and wish to operationalise choice and collaboration in a structured way.

Details

Trauma-Responsive Organisations: The Trauma Ecology Model
Type: Book
ISBN: 978-1-80382-429-1

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Book part
Publication date: 4 December 2020

Alan Tapper

The purpose of this paper is to discuss the concept and the content of courses on ‘social ethics’. It will present a dilemma that arises in the design of such courses. On the one

Abstract

The purpose of this paper is to discuss the concept and the content of courses on ‘social ethics’. It will present a dilemma that arises in the design of such courses. On the one hand, they may present versions of ‘applied ethics’; that is, courses in which moral theories are applied to moral and social problems. On the other hand, they may present generalised forms of ‘occupational ethics’, usually professional ethics, with some business ethics added to expand the range of the course. Is there, then, not some middle ground that is distinctively designated by the term ‘social ethics’? The article will argue that there is such a ground. It will describe that ground as the ethics of ‘social practices’. It will then illustrate how this approach to the teaching of ethics may be carried out in five domains of social practice: professional ethics, commercial ethics, corporate ethics, governmental ethics, and ethics in the voluntary sector. The aim is to show that ‘social ethics’ courses can have a clear rationale and systematic content.

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Book part
Publication date: 10 April 2019

Santina Bertone and Sanjeev Abeynayake

(1) Critically analyze the role of diversity and inclusion practitioners and the legal/policy framework for managing diversity and inclusion in Australia. (2) Propose enhanced…

Abstract

Aims

(1) Critically analyze the role of diversity and inclusion practitioners and the legal/policy framework for managing diversity and inclusion in Australia. (2) Propose enhanced framework to improve outcomes for disadvantaged groups in the workforce.

Design/Methodology/Approach

Review of international and Australian literature, overview of gains and continuing gaps for disadvantaged groups, and consideration of the features of work health and safety (Robens-style) legislation that could be adapted to the diversity and inclusion jurisdiction.

Findings

The role of diversity and inclusion practitioner is often transient and fragmented, offering a limited base to advance the diversity and inclusion cause. Based on indicators, much more work is required to achieve full diversity and inclusion. A stronger legislative/policy framework is needed to increase the effectiveness and longevity of the diversity and inclusion practitioner role, spread responsibility, and achieve improved outcomes.

Research Limitations

A lack of qualitative data from workplaces to augment our understanding of the challenges encountered by diversity and inclusion practitioners. To date, there has been no opportunity to test the feasibility of Robens-style legislation/policy in this area.

Practical Implications

Opportunity to develop a fully worked proposal for legislative/policy reform to present to the government, employers, professional associations, trade unions, and representatives of disadvantaged groups.

Social Implications

Reforms could have far-reaching implications for the regulation and administration of diversity and inclusion practice in Australia

Originality

Critical review of the diversity and inclusion practitioner role and associated legislation/policy in Australia and consideration of an alternative framework for diversity and inclusion in the workplace.

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Article
Publication date: 8 June 2022

Robin S. Grenier, Peter Williams and Yonjoo Cho

The purpose of this paper is to conclude this special issue on innovation in qualitative research by addressing the preceding papers in relation to the work of Human Resource…

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Abstract

Purpose

The purpose of this paper is to conclude this special issue on innovation in qualitative research by addressing the preceding papers in relation to the work of Human Resource Development (HRD) scholars and scholar-practitioners, consider the implications to the field of HRD and point to additional directions for innovative qualitative approaches. The authors use the term “innovative” to mean either an approach (or technique) that is newly conceived or one that is new to HRD (or little used).

Design/methodology/approach

The authors reviewed the papers in the special issue, identified other innovative qualitative approaches from the HRD literature and described briefly additional innovative approaches from other fields to suggest future directions for HRD professionals.

Findings

In this review, the authors noted the relatively few approaches to qualitative research that have been used regularly in HRD literature and suggested further innovative approaches that could deepen the understanding of organizations, including narrative, visual and indigenous methods, among others.

Research limitations/implications

This paper provides for HRD scholars an overview of a few qualitative research methodologies that are new to HRD and identifies additional approaches and epistemological challenges that could be valuable for future inquiry into complex organizations by HRD scholars and practitioners.

Practical implications

The authors suggest various feasible approaches and tools for HRD professionals to inquire into their practice in organizations to identify needs, evaluate outcomes and inquire into socially complex issues.

Originality/value

This study’s intent is to encourage the use of various innovative qualitative inquiry approaches when appropriate to understand and transform organizations. In particular, this study encourages the approaches that center the voices and experiences of those being studied and emphasizes the ways of listening to voices from the margins that may have been ignored previously.

Details

European Journal of Training and Development, vol. 46 no. 7/8
Type: Research Article
ISSN: 2046-9012

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