Search results

This study seeks to understand one facet of leadership development among the newest members of a Greek Letter community at a southern university. New Members (NMs) of the Greek Community at North Carolina State University were administered the Socially Responsible Leadership Survey (SRLS Guidebook, 2005) during the Fall, 2011. Results indicate this population perceived themselves as open to and able to commit to organizations while not being as comfortable with the idea of change. However, it should be noted that none of the constructs measured in the neutral or negative range. Results of this study could be used to assist in driving the mandatory programming provided by North Carolina State University’s Administration and Greek Life staff in an effort to create more purposeful and directed programming.

The purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master’s of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools.

A participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions.

Students indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold.

This study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities.

“All things are in a constant state of change”, said Heraclitus of Ephesus. The waters if a river are for ever changing yet the river endures. Every particle of matter is in continual movement. All death is birth in a new form, all birth the death of the previous form. The seasons come and go. The myth of our own John Barleycorn, buried in the ground, yet resurrected in the Spring, has close parallels with the fertility rites of Greece and the Near East such as those of Hyacinthas, Hylas, Adonis and Dionysus, of Osiris the Egyptian deity, and Mondamin the Red Indian maize‐god. Indeed, the ritual and myth of Attis, born of a virgin, killed and resurrected on the third day, undoubtedly had a strong influence on Christianity.

The purpose of this paper is to describe the introduction of an online induction programme including an interactive webinar on a distance learning course and to present student feedback on the programme. It focuses on lessons learnt and implications for others implementing similar induction programmes.

A self-completion questionnaire was sent to all students enroled on the programme, including those who did not attend the webinar or participate in the online induction programme. This was followed up with a semi-structured interview. The analysis focused on the student experience of the induction programme.

Overall, students reported to be satisfied with the online programme. The webinar encouraged engagement with some elements of the online workshop and was felt to complement the other learning opportunities available online. The webinar was particularly valued for providing a “face” to the course, facilitating interactivity among tutors and students and helping the students to feel part of the University. Students also reported that the webinar had the advantage of allowing a social interaction between them.

A number of key changes related to multiple offerings of the webinar and the timing of activities in the online workshop were highlighted to encourage participation. Greater clarity on what is required in the induction and how long it would take would also encourage participation.

This case study is one of the few to evaluate the inclusion of webinar technology within an online induction programme and, therefore, has value in this context.

While prior research finds evidence of significant performance persistence in banking, the issue of the determinants of such persistence has rarely been examined. In light of a liberalized thrift takeover market, this study tests for persistence and then attempts to identify its determinants for U.S. thrifts operating during 1989 to 1994. A moral hazard hypothesis for losing persistence is examined, as well as the effectiveness of the takeover market in disciplining persistent losers. Results indicate significant performance persistence, with firms in the sample 16 times more likely to remain in an initial position as a winner, or loser, than to switch. Consistent with moral hazard, persistent losers exhibit low charter values and greater risk‐taking behavior, with the opposite relations for persistent winners. Finally, and perhaps most importantly, persistent losers generally had a significantly higher probability of subsequent takeover, indicating the effectiveness of the takeover market in disciplining poor performers.

The purpose of the study is to examine how women become leaders in the Security Services in Ghana and the challenges they face in the discharge of their responsibilities.

A qualitative phenomenological approach was adopted to explore the intentions and opinions of the participants, interpret their worlds through their lived experiences and present a clearer understanding of their stories.

The study revealed that women deliberately positioned themselves to be considered for leadership placements in their male-dominated professions. The study’s findings also suggest that although both men and women are considered equal in the service, women were faced with challenges in their daily experiences as leaders due to their gender. The gender barriers created a strenuous situation for women to rise to top leadership placements in the Security Services.

This research is one of the first studies that explored the experiences of women in middle and top leadership positions in the national Security Services in Ghana. It contributes to the literature by presenting how female leaders in the Security Services successfully navigate into leadership placements, the challenges and their strategies in excelling in their duties. The study is important in bridging the gender gap in leadership positions in the Security Services.

The subject areas are organizational management, organizational behaviour and human resource management.

The study is applicable for courses in human resource management and organizational behaviour as part of masters-level programmes in business administration and management, executive development programmes on organization design and development for middle/senior management.

In 2003, Elizabeth and Sunil Mehta had founded a voluntary organization, “Muktangan”, focussed on child-centric education through innovative pedagogy for the community of the urban poor. Elizabeth, an educationist, and Sunil, a highly successful business person, joined hands to contribute to the well-being of urban poor to make a difference to their lives. Elizabeth and Sunil presented a proposal to impart education for “the children of the community, by the teachers drawn from the community” to the residents of the slums in central Mumbai. With a humble beginning of running a small pre-school, Muktangan now manages seven schools with 3,400 children and 500 teachers, and a teachers’ training centre with a capacity to train 100 teachers a year. Muktangan won acclaim for its unique pedagogy and a very effective child-to-teacher ratio. Over the years, Elizabeth and Sunil led Muktangan with a strong passion and a “hands-on” approach. Of late, Elizabeth and Sunil faced questions from their donors about the sustainability of Muktangan with respect to leadership and management succession. Elizabeth and Sunil had a vision for Muktangan for self-directed growth with an empowered team. Muktangan embarked on the journey to create a leadership for self-directed growth. Sunil, Elizabeth and team Muktangan conceptualized and implemented a change management intervention with help from an external consultant to build the desired organization.

Outcomes are understanding issues involved in the leadership, organization design and management of change, particularly of those organizations engaged in social change and development in developing societies.

The Muktangan Story: Part A – An Organizational Study; The Muktangan Story Part B – Winds of Change; Teaching Note; References: Bradach J. (1996), Organizational Alignment: The 7-S Model, Harvard Business School Publishing, Boston, MA 02,163. Cooperrider D. and Whitney D. (2005), “A Positive Revolution in Change: Appreciative Inquiry”, In The Change Handbook. The Definitive Resource on Today’s Best Methods for Engaging.Whole Systems, by Peggy Holman, Tom Devane, and Steven Cady. Berrett-Koehler Publishers. Cooperrider D., Whitney D., and Stavros J.M. (2008), Appreciative Inquiry Handbook for Leaders of Change (Second Edition), Berrett-Koehler Publishers. Greiner, L.E. (1998), “Evolution and Revolution as Organizations Grow”, Harvard Business Review, May-June, 3-11. www.muktanganedu.org/ accessed 12 April, 2018. Kessler, E. H., (2013) (ed.), Encyclopaedia of Management Theory, Sage Publications Kotter, J. P. (1996), Leading Change, Harvard Business School Press, Boston. Lewin K. (1951), Field Theory in social science, Harper & Row, New York. Waterman, R. H., Peters, T. J., and Phillips, J. R. (1980), Structure is not organization. Business Horizons, 23(3), 14-26.

CSS 6: Human Resource Management.

The purpose of this manuscript is to reveal how a White social studies teacher educator attempted to go from being a non-racist educator to an anti-racist educator (King and Chandler, 2016) and build her racial pedagogical content knowledge (RPCK).

This manuscript is on part of a collaborative self-study. The authors used critical friendship (Schuck and Russell, 2005) and RPCK as the conceptual framework. The authors used self-study research methodology to analyze and interrogate analytical reflections, course syllabi, and course assignments. All data were analyzed through intentional and analytical dialogue over the course of weekly debriefs and three formal debriefing sessions.

Findings from this study indicate that while stressful and challenging at times, the critical friendship with Taylor was vital in developing her RPCK. The friendship liberated and brought voice to her traditional, racialized self through intentional and analytic dialogue. This dialogue benefited the curricular review she was conducting on her content methods course to develop and integrate RPCK to her pedagogical mind.

The authors show that critical friendships can transform definitions of self and pedagogical practice. If social studies teacher educators are going to do the work of anti-racism, then it is our suggestion that they form a critical friendship to support their self-growth and pedagogical intentions before suggesting pedagogical innovations.

This paper includes visual representation of RPCK that will allow other social studies teacher educators to teach the concept to their students. It also provides a framework to support others who want to work on their RPCK and racialized self.

This manuscript fulfills a need in the field by highlighting how a teacher educator can leverage a critical friendship to describe and reveal the enactment and analysis of balancing the self and practice regarding RPCK development. Visual representations of the conceptualization of RPCK are included.

To explore the advice given by the British Girl Guides Association, a popular girls' youth organisation, to urban members in the period from 1930 to 1960.

This article is based on an analysis of the Girlguiding publications The Guide and The Guider in 30 years spanning 1930–1960.

The article shows that, although rural spaces maintained symbolic position in the education and training of the British Girl Guides Association throughout the mid-twentieth century, the use of urban spaces were central in ensuring that girls embodied Guiding principles on a day-to-day basis. While rural spaces, and especially the camp, have been conceptualised by scholars as ‘extraordinary’ spaces, this article argues that by encouraging girls to undertake nature study in their urban locality the organisation stressed the ordinariness of Guiding activity. In doing so, they encouraged girls to be an active presence in urban public space throughout the period, despite the fact that, as scholars have identified, the post-war period saw the increased regulation of children's presence in public spaces. Such findings suggest that the organisation allowed girls a modicum of freedom in town Guiding activities, although ultimately these were limited by expectations regarding the behaviour and conduct of members.

The article builds upon existing understandings of the Girl Guide organisation and mid-twentieth century youth movements. A number of scholars have recently argued for a more complex understanding of the relationship between urban and rural, outdoor and indoor spaces, within youth organisations in the 20th century. Yet the place of urban spaces in Girlguiding remains under-explored.