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Article
Publication date: 11 May 2021

Erastus Karanja, Donna Grant and Jigish S. Zaveri

Grounded in the principal-agent theory, this study aims to develop and test hypotheses too, investigate how the firm’s strategic orientations, namely, innovation, growth…

333

Abstract

Purpose

Grounded in the principal-agent theory, this study aims to develop and test hypotheses too, investigate how the firm’s strategic orientations, namely, innovation, growth, differentiation and cost leadership impact the chief information officer (CIO) reporting relationship and structure.

Design/methodology/approach

The study uses content analysis to analyze a data set of press releases collected from the LexisNexis Academic wire index. The press releases were issued by firms when they hired CIOs between 2003 and 2007, yielding 128 firms, which had specific information about the CIO reporting relationship and structure.

Findings

The results reveal that firms seeking an innovation, growth or differentiation strategy have their CIOs reporting to the chief executive officer.

Research limitations/implications

The current study is motivated by the desire to replicate and extend the works of previous researchers who have assessed various CIO issues. Replication takes several forms such as the use of similar or different data sets, different research environments or reinvestigating research concepts through a different theoretical lens. This study makes use of a multi-firm data set spanning five years and the principal-agent theory as the theoretical framework to explore the CIO reporting relationship and structure. Although this study focuses on the hiring trends and the strategic orientations of the firms, future studies should explore other characteristics associated with the CIOs that might have an impact on the reporting relationship such as the years of experience, age, educational background of CIOs and information technology budgets.

Practical implications

The existing literature has not settled the debate as to whom the CIO should be reporting to and understanding the reporting relationships is important because, in many firms, the organizational structures and the reporting relationships are indicative of the power dynamics and how the organizational resources are controlled and shared.

Originality/value

Replication studies are important because they confirm, reinforce, extend and provide reliability to the paradigms and knowledge in the discipline, as well as offer reliability of the results upon which scientific progress is based.

Details

Journal of Systems and Information Technology, vol. 23 no. 1
Type: Research Article
ISSN: 1328-7265

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Article
Publication date: 1 March 1991

Susan Goldberg

Community Foundations are becoming an increasingly popular avenue for philanthropy in the United States. They may serve a particular city, as do the Pittsburgh Foundation and the…

76

Abstract

Community Foundations are becoming an increasingly popular avenue for philanthropy in the United States. They may serve a particular city, as do the Pittsburgh Foundation and the Colorado Springs Community Trust, or an entire state, as do the Oregon Community Foundation and Hawaiian Foundation. They may be decades old or in the first stages of development. In an interview with Donna Grant, Executive Director of the Tucson (Arizona) Community Foundation, the many facets of this type of charitable institution are explored.

Details

The Bottom Line, vol. 4 no. 3
Type: Research Article
ISSN: 0888-045X

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Book part
Publication date: 28 June 2024

Patricia J. Larke

As the author reflects on her journey of becoming the first African American female to receive tenure and promotion to the rank of full professor beginning at the rank of…

Abstract

As the author reflects on her journey of becoming the first African American female to receive tenure and promotion to the rank of full professor beginning at the rank of lecturer, to assistant professor, associate professor and then to full professor and retired as Professor Emerita, she is amazed at the stamina that she used to achieve such milestones. “If I can help somebody, as I pass along,” has been the author's mantra for helping others. Therefore, this chapter begins with a synopsis of the author's career goal that was set early in life as an educator. The chapter continues by sharing stories that are embedded in: (a) the author's personal story at Texas A&M University; (b) a mentoring framework; (c) advantages of mentoring, and (d) lastly, her 4 Cs (communicate, create, collaborate and change) and 4 Ps (politics, power, policies, and prayer) to encourage the next generation of African American faculty members.

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Book part
Publication date: 12 April 2021

Jing Li, Cheryl J. Craig, Tenesha Gale, Michele Norton, Gang Zhu, Paige K. Evans, Donna W. Stokes and Rakesh Verma

This chapter narratively examines the value of scholarship grants to seven underrepresented science, technology, engineering, and mathematics (STEM) students who attended the same…

Abstract

This chapter narratively examines the value of scholarship grants to seven underrepresented science, technology, engineering, and mathematics (STEM) students who attended the same research comprehensive university. The scholarships that the students in our convenience sample received were awarded by six National Science Foundation grant programs in the United States. A literature review tracing the effects of scholarships, instrumentalism, and the core purpose of education sets the context for this narrative investigation. The four pillars comprising the theoretical framework are value, experience, story, and identity. The seven stories of impact that emerged from the narrative inquiry reveal multiperspectival insights into the value of scholarships to students' lives, careers, and selves. Moreover, we also explore how scholarship recipients established their sense of value in autonomous and committed ways while promoting their personal welfare and seeking the common good of others. All of these important considerations contribute to the national and international literature relating to diversity, higher education, STEM careers, and the power of scholarship grants to transcend instrumentalism privileging workforce demands.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

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Journal of Public Budgeting, Accounting & Financial Management, vol. 20 no. 1
Type: Research Article
ISSN: 1096-3367

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Details

Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-1-78190-845-7

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Book part
Publication date: 12 April 2021

Cheryl J. Craig, Paige K. Evans and Donna W. Stokes

This chapter outlines the contents of Preparing Secondary STEM Teachers to Teach in America's Urban Schools. The volume begins with an overview of the teachHOUSTON STEM teacher…

Abstract

This chapter outlines the contents of Preparing Secondary STEM Teachers to Teach in America's Urban Schools. The volume begins with an overview of the teachHOUSTON STEM teacher education program in Chapter 2 and is followed by an account of the collaboration that took place between a Physics professor and a teachHOUSTON Physics teacher educator and its impact on STEM teacher preparation in Chapters 3-4. Chapters 5 and 6 include discussions about formal and informal learning opportunities and include a narrative of a student's experience on how the Noyce Internship Institute contributed to their STEM teacher learning. In Chapters 7–9, readers learn about the influence of parents, teachers, and professors on students' entry into and decision to work in the STEM and/or STEM education field, with an emphasis on those in STEM teacher education. Chapter 10 highlights the value of scholarship grants; Chapter 11 addresses the growth and development of teachHOUSTON, the impact of the scholarships awarded to many of its students and traces where its graduates currently are teaching in order to demonstrate that teachHOUSTON has fulfilled its mission. The final chapter of the book reflects on teachHOUSTON as a secondary urban teacher education program and summarizes significant points that have led to its success.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

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Article
Publication date: 9 May 2016

Donna Harp Ziegenfuss and Cynthia Furse

The purpose of this paper is to describe a unique case of a librarian–engineering faculty partnership grounded in a faculty development National Science Foundation (NSF) grant

879

Abstract

Purpose

The purpose of this paper is to describe a unique case of a librarian–engineering faculty partnership grounded in a faculty development National Science Foundation (NSF) grant. Authors will describe processes, lessons learned, challenges and opportunities resulting from designing, implementing and evaluating a massive open online course (MOOC) focused on teaching faculty how to flip classes.

Design/methodology/approach

This case study presents a reflective review of the process of two unlikely collaborators who work together, write a grant, design faculty development training and develop and evaluate a MOOC. Decisions made, perspectives and lessons learned will be discussed.

Findings

The evolution of an NSF grant partnership involving an engineering faculty and librarian is presented. Larger issues, such as proactivity of librarians, non-traditional librarian roles and librarian versus academic identity, are raised and discussed.

Originality/value

This case study presents a unique type of librarian–faculty partnership, one where a librarian is a Co-PI on an NSF grant. Collaborator reflections on lessons learned, challenges and implications could be applicable to other digital/technology projects, online professional development initiatives and course design projects.

Details

Digital Library Perspectives, vol. 32 no. 2
Type: Research Article
ISSN: 2059-5816

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Book part
Publication date: 12 April 2021

Cheryl J. Craig, Paige K. Evans and Donna W. Stokes

Abstract

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

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Book part
Publication date: 12 April 2021

Paige K. Evans, Mariam Manuel, Ha Nguyen, Donna W. Stokes, Cheryl J. Craig, Xiao Han and Jeffrey Morgan

This chapter traces the career trajectories of the teachHOUSTON science, technology, engineering, and mathematics (STEM) teachers since the inception of the program. It asks…

Abstract

This chapter traces the career trajectories of the teachHOUSTON science, technology, engineering, and mathematics (STEM) teachers since the inception of the program. It asks whether the National Science Foundation (NSF) investment of millions of dollars in STEM education produced more STEM teachers of high quality for the diverse, urban area. The chapter is filled with descriptive statistics and stories. Two major findings are that the teachHOUSTON program produced double-digit physics teachers when the Greater Houston area had not had a freshly prepared physics teacher in over a decade. Additionally, teachHOUSTON graduates have distinguished themselves by being named recipients of several awards such as beginning teacher of the year awards, district teacher of the year awards, among other distinctions. teachHOUSTON alumni are also serving in a variety of leadership capacities for high-need public school districts. The chapter ends with a discussion of the program's strengths as well as the areas in which it continues to grow. Three new NSF grants allow for continued improvement and transition this work into two additional books proposed in this three-volume series.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

Keywords

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