This article analyses the determinants of participation in higher education in Germany, with a particular focus on the role of expectations regarding the cost and the return of…
Abstract
This article analyses the determinants of participation in higher education in Germany, with a particular focus on the role of expectations regarding the cost and the return of higher education. The results show that the enrolment probability is mainly influenced by social origin, even though it also depends on cost and return expectations. In particular, a high unemployment risk and a high expected wage premium seem to increase the enrolment probability, while a higher propensity of non‐ or part‐time employment decreases it. Moreover, extending the coverage of public financial support seems to be more efficient in increasing enrolments than raising the amount granted per beneficiary.
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This study applies to German data a model in which the decision to attend higher education depends on the ratio of marginal cost and marginal return expected from higher…
Abstract
This study applies to German data a model in which the decision to attend higher education depends on the ratio of marginal cost and marginal return expected from higher education. If this ratio is below a certain threshold, the individual will choose to participate in higher education. In a simulation exercise, the impact of selected variables on this threshold, and thus on the participation probability, is quantified. The results suggests the presence of financial constraints binding participation in higher education and that the participation decision responds to some extent to return expectations in terms of labour market outcome and to financial incentives such as student support.
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The purpose of this paper is to analyze the approach of Frederick Winslow Taylor and an early shop management proponent and Harvard Business School instructor, Henry Hallowell…
Abstract
Purpose
The purpose of this paper is to analyze the approach of Frederick Winslow Taylor and an early shop management proponent and Harvard Business School instructor, Henry Hallowell Farquhar, to how management education should connect to business practice. Such analysis has implications both for understanding the philosophical underpinnings of Taylor’s work on shop management and for important dilemmas facing contemporary management curricula.
Design/methodology/approach
The methodology involves analyzing published and unpublished historical sources including books, articles, letters, memoranda, syllabi and other items on shop management education from Taylor, Farquhar and other Progressive Era educators.
Findings
The paper provides evidence that Taylor and some early shop management supporters had strong concerns about whether university management programs would help graduates succeed under actual working conditions. The evidence shows that Taylor and Farquhar believed that effective management education required students to have actual plant experience and contact with practicing managers. The interest in educational links to practice related at least in part to whether programs could install proper character in their students. The concern with manager disposition and attitudes related to a contemporary re-evaluation of Taylorism because it shows a humanist tendency to shop management thought that much literature on Taylor neglects.
Originality/value
The analysis uses a wide variety of published and unpublished sources. It discusses early use of shop management insights in engineering and business programs which are generally analyzed in separate literatures. The discussion focuses attention on the need for contemporary management programs to expand opportunities for practitioner participation in educational development.
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This paper aims to add information on how women's voices enriched American social entrepreneurship in the Progressive era. While most discussions of women as social entrepreneurs…
Abstract
Purpose
This paper aims to add information on how women's voices enriched American social entrepreneurship in the Progressive era. While most discussions of women as social entrepreneurs have centered on white middle class women, this article profiles two female agents for change and innovation who came out of the white working class and Boston's Black elite, respectively. These additions provide an analysis of female participation that takes account of issues of intersectionality and positionality, important concepts in contemporary critical theory.
Design/methodology/approach
This article extends our understanding of women's role as social entrepreneurs in the early twentieth century by offering biographies of Rose Schneiderman and Josephine St. Pierre Ruffin based on extensive examination of sources from Progressive era documents to contemporary scholarly analyses. Inclusion of Progressive era sources enables the narrative to suggest how these social entrepreneurs were viewed in their own day.
Findings
Biographies of Rose Schneiderman and Josephine St. Pierre Ruffin indicate the broad range of women who developed new organizations to serve traditionally marginalized populations in the Progressive era. The article shows the types of obstacles each woman faced; it enumerates strategies they used to further their aims as well as recording some of the times they could not surmount class- or race-based obstacles placed in their paths.
Originality/value
At a time when issues of intersectionality and positionality have become more prominent in management discourse, this article expands the class and race backgrounds of women specifically proposed as icons of social entrepreneurship. It represents an early attempt to link these concepts with the study of entrepreneurship.
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The purpose of this paper is to add information on which voices contributed to the scientific management narrative from Frederick Taylor’s 1915 death to the early 1930s with a…
Abstract
Purpose
The purpose of this paper is to add information on which voices contributed to the scientific management narrative from Frederick Taylor’s 1915 death to the early 1930s with a focus on the role of labor union representatives. The strategy is to analyze the role of labor representatives as participants in Taylor Society meetings and publications. The research contributes to the management history literature by bolstering the picture of the Taylor Society as a liberal, pro-labor organization. The research also shows that the Taylor Society was an early proponent of the idea that assembling diverse groups for dialogue improves organizational problem-solving.
Design/methodology/approach
The research analyzes historical sources including all issues of the Society’s bulletin from 1914 to 1933 and unpublished material from the Morris Cooke papers and the papers in the Frederick Taylor archive at Stevens Institute of Technology.
Findings
Taylor Society leaders took a proactive view of encouraging labor voices to join managers and academics in society meetings. At the beginning, few labor leaders spoke at the society, and often, at least some of their comments were critical of scientific management. By 1925, labor participation increased with William Green, American Federation of Labor (AFL) president appearing several times. In addition, labor leaders became positively inclined toward having scientific management experts working in industrial settings. The labor leaders who participated at Taylor Society meetings in the late 1920s and early 1930s considered scientific management insights as useful for labor and wanted to cooperate with the researchers.
Originality/value
The paper augments a revisionist view of interwar scientific management as progressive and pro-labor, a contested point in the management history literature. The research also shows how the Taylor Society was an early proponent of the importance of diversity, at least in the areas of gender and socioeconomic status, for effective problem-solving.
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Joanne Roberts, Alice Frye, Mary Lu Love and Lisa Van Thiel
This ECEPD project implemented a professional development (PD) protocol within a large public school system. The PD was designed to provide support for both teachers and their…
Abstract
This ECEPD project implemented a professional development (PD) protocol within a large public school system. The PD was designed to provide support for both teachers and their instructional partners in implementation of two curricula designed to foster children's language, literacy, math competencies, and overall cognitive development. The specifics of the PD are outlined including its development, coaching strategies, training approaches, and coursework components.
Results of the evaluation of the project are also highlighted and discussed. Analyses indicated that teachers showed significant growth in relation to the implementation of the curriculums and the PD efforts of both the district and the intervention, with less-experienced teachers showing the highest levels of growth. In addition, results indicated a significant difference between the intervention and the control group teachers in their developmentally appropriate beliefs and practices, with intervention teachers indicating higher levels of developmentally appropriate beliefs and practices. The challenges to field work in a large and ever-changing school system are discussed, and recommendations for further PD are made.
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Allan Wigfield, Amanda Mason-Singh, Amy N. Ho and John T. Guthrie
We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to…
Abstract
Purpose
We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to enhance students’ reading motivation and reading comprehension, and has been implemented at both elementary and middle school, with a particular focus on science information text reading.
Design/methodology/approach
We overview Guthrie and Wigfield’s (2000) reading engagement model, which provides CORI’s theoretical framework. Then we present the major implementation of CORI at elementary school and middle school.
Findings
CORI teachers in elementary school focused on five teaching practices to foster motivation: (1) providing thematic content goals; (2) optimizing choice; (3) hands-on activities connected to reading; (4) providing interesting texts; and (5) fostering collaboration. Teachers also taught six reading strategies recommended by the National Reading Panel. Results of several studies showed that CORI students had higher reading motivation and better reading comprehension than students receiving only strategy instruction or traditional reading instruction. We next describe three implementations of CORI at middle school. The motivational instructional practices at this level included (1) thematic contact goals; (2) emphasizing the importance of reading; (3) showing how reading is relevant to student lives; (4) fostering collaboration; (5) optimizing choice; and (6) enabling success. Results of several studies again documented CORI’s success at boosting students’ motivation and comprehension.
Originality/value
The studies carried out show the success of CORI and the paper closes with suggestions about the next steps for the program.
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Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these…
Abstract
Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.
The case opens with Martha Stewart's 2005 release from prison following her conviction for obstructing an insider-trading investigation of her 2001 sale of personal stock. The…
Abstract
The case opens with Martha Stewart's 2005 release from prison following her conviction for obstructing an insider-trading investigation of her 2001 sale of personal stock. The scandal dealt a crippling blow to the powerful Martha Stewart brand and drove results at her namesake company, Martha Stewart Living Omnimedia (MSO), deep into the red. But as owner of more than 90 percent of MSO's voting shares, Stewart continued to control the company throughout the scandal.
The company faced significant external challenges, including changing consumer preferences and mounting competition in all of its markets. Ad rates were under pressure as advertisers began fragmenting spending across multiple platforms, including the Internet and social media, where MSO was weak. New competitors were luring readers from MSO's flagship publication, Martha Stewart Living. And in its second biggest business, merchandising, retailing juggernauts such as Walmart and Target were crushing MSO's most important sales channel, Kmart. Internal challenges loomed even larger, with numerous failures of governance while the company attempted a turnaround.
This case can be used to teach either corporate governance or turnarounds.
Students will learn:
How control of shareholder voting rights by a founding executive can undermine corporate governance
The importance of independent directors and board committees
How company bylaws affect corporate governance
How to recognize and respond to early signs of stagnation
How to avoid management actions that can make a crisis worse
How weaknesses in executive leadership can push a company into crisis and foster a culture that actively prevents strategic revitalization
How control of shareholder voting rights by a founding executive can undermine corporate governance
The importance of independent directors and board committees
How company bylaws affect corporate governance
How to recognize and respond to early signs of stagnation
How to avoid management actions that can make a crisis worse
How weaknesses in executive leadership can push a company into crisis and foster a culture that actively prevents strategic revitalization
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