Eric J. Iversen and Richard Tee
The purpose of this mainly conceptual paper is to analyze key changes in the institutional setting for standardization and to discuss what they indicate about further developments…
Abstract
Purpose
The purpose of this mainly conceptual paper is to analyze key changes in the institutional setting for standardization and to discuss what they indicate about further developments of the mobile sector. The intention is that this conceptual analysis will complement and contextualize the analysis of Nordic players found in the other papers of this special issue.
Design/methodology/approach
The paper is concerned with issues of industrial organization. The paper presents a treatment of industrial dynamics in them mobile telecom sector and the changing role of standards in it. We approach the substantial changes in the mobile telecom sector, focusing on the correspondence of the changes in the standards system to overall industry dynamics. Empirical information from the Symbian case is used to illustrate the hypothesis of standardization process and of the industry at large.
Findings
The paper identifies changing patters in the organization of technological standardization which represents a microcosm of the larger reorganization of the sector. Nordic actors, whose present position owes much to success in linking capabilities to sequential mobile standards. The paper draws out implications of the limits to “intergenerational leveraging” in standards.
Originality/value
The major contribution of the paper is to focus on changes in the organization of the standardization process in order to discuss the industrial dynamics of an industry which is undergoing a period of rapid change. Its reference to industrial dynamics perspective allows it to link the literature on dominant design to the field of standards research.
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This chapter argues the importance of ritualised family occasions in the moral economy of intergenerational families. The chapter draws on 34 semi-biographical interviews with 13…
Abstract
This chapter argues the importance of ritualised family occasions in the moral economy of intergenerational families. The chapter draws on 34 semi-biographical interviews with 13 men and 21 women aged 20–90, focussing on stories about troubled or failed rituals. The analysis shows that family members depend on the support and recognition of each other to maintain their moral identities. Ritualised occasions work as magnifying glasses, focussing and intensifying the ongoing relationship work, and forcing family members to take stock and signpost the state of their social bond, and as cultural reference points, providing a window into normative expectations of how parents and adult children should perform relatedness.
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While age is receiving increased attention in the literature on workplace diversity, it remains under researched. Intergenerational contact and its relationship to ageism require…
Abstract
Purpose
While age is receiving increased attention in the literature on workplace diversity, it remains under researched. Intergenerational contact and its relationship to ageism require further research to understand their mechanisms and impacts. The paper aims to discuss this issue.
Design/methodology/approach
Using semi-structured interviews in the Norwegian technical industry, this paper explores how generations are formed and how this influences intergenerational contact.
Findings
Through the lens of ageism, the findings reveal that generational stereotypes are strongly held by respondents, and may affect how members of the generations interact in the workplace. Further, the data demonstrate that both age and generation are socially constructed, and age discrimination is perceived by both older and younger workers.
Originality/value
The study has relevance for managers who are overseeing organizations with considerable age differences.
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Anja Johnsen, Gaby Ortiz-Barreda, Guro Rekkedal and Anette Christine Iversen
The purpose of this paper is to summarise and analyse empirical research on protective factors that promote academic resilience in ethnic minority children mainly aged between 13…
Abstract
Purpose
The purpose of this paper is to summarise and analyse empirical research on protective factors that promote academic resilience in ethnic minority children mainly aged between 13 and 18 years attending schools in the Nordic countries.
Design/methodology/approach
This paper was opted for a literature review of 23 peer-reviewed quantitative articles published between 1999 and 2014. The analysis entailed protective factors at both the personal and environmental levels in ethnic minority children.
Findings
Some minority children’s school performance may be just as good if not better than majority children when having similar or even lower socioeconomic status than majority children. Protective factors at the personal level included working hard, having a positive attitude towards school, and having high educational aspirations. Protective factors at the environmental level included supportive school systems, supportive schools, and supportive networks including parental qualities and support. The findings are comparable to the findings outside the Nordic countries with one exception; minority children in the Nordic countries performed better than expected despite socioeconomic disadvantages.
Research limitations/implications
Protective factors affecting academic resilience need further attention in a time with an increased global migration. Research implications may be related to how schools and policy makers develop supportive school systems, supportive schools, and supportive networks to contribute to making a difference for minority children’s educational opportunities in the Nordic countries.
Originality/value
Academic resilience is a relatively new research field in the Nordic countries. This review is the first review which has summarised and analysed existing findings on academic resilience in the Nordic countries in minority children.
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Ronney Moreira de Castro, Sean W. M. Siqueira, César Augusto R. Bastos and Maria Cristina Pfeiffer Fernandes
The use of Active Learning (AL) techniques can significantly improve the teaching–learning process, as the content is explored in a more interactive, participative, and relaxed…
Abstract
The use of Active Learning (AL) techniques can significantly improve the teaching–learning process, as the content is explored in a more interactive, participative, and relaxed way. Although expositive classes are still broadly used in Brazil, in this chapter we present some AL techniques, as well as experiences of their application, used in Brazilian K-12, undergraduate, and graduate Information Systems courses. As a result, we have noticed learning has been more effective, and students have been motivated by the use of these AL techniques. Although used in the context of Information System courses, the techniques could be adapted to other scenarios.
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Eric V. Edmonds and Philip Salinger
The purpose of this paper is to examine the reasons that children migrate without a parent.
Abstract
Purpose
The purpose of this paper is to examine the reasons that children migrate without a parent.
Design/methodology/approach
The economic components of the answer to this question are considered by examining the correlates of out‐migration for children under 15 whose mothers reside in Bihar and Uttar Pradesh, India.
Findings
In this data 1 million children appear to have migrated away from home. On average 3 per cent of living children aged 5‐14 in the communities are away from home, but the fraction of out‐migrant children ranges between 0 and 29 per cent. The data are found to be consistent with a classical view of migration: children on average appear to migrate out of competitive, rural child labor markets for net financial gain.
Practical implications
The costs of migration are important. Children are less likely to migrate from more remote locations. Children are less likely to migrate from locations where child wages are higher. Overall, patterns of child migration away from their mothers look similar to what other researchers have observed in adult populations in different social and economic contexts.
Originality/value
The paper considers the determinants of child migration
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Melanie S. Meyer and Jonathan A. Plucker
Some students with documented learning needs (e.g., learning disabilities, physical challenges) receive strong support through the legislation, funding, and accountability systems…
Abstract
Some students with documented learning needs (e.g., learning disabilities, physical challenges) receive strong support through the legislation, funding, and accountability systems associated with the Individuals with Disabilities Education Act (IDEA, 2004) and Section 504 of the Rehabilitation Act (1973). However, in the absence of supportive federal policy, other students with documented learning needs (e.g., high cognitive ability) experience varying levels of support due to differences in state and local policies, funding, and accountability requirements. These differences are due in large part to misconceptions about students with advanced learning needs (e.g., that they can meet grade-level standards without intervention) and equity concerns (e.g., students with the greatest perceived needs should be served first). Special education has a long history of alleviating educational mismatches by preparing students for challenging learning opportunities, providing classroom support structures, and monitoring educational placements through a system of regular evaluation and adjustment. Students served in gifted and talented education can benefit from these same asset-based, sociocultural approaches. However, efforts to support students with advanced learning needs are more likely to be consistently and successfully applied if they are backed by changes to existing policies, funding, and accountability systems.
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Irvin Sam Schonfeld and Edwin Farrell
The chapter examines the ways in which qualitative and quantitative methods support each other in research on occupational stress. Qualitative methods include eliciting from…
Abstract
The chapter examines the ways in which qualitative and quantitative methods support each other in research on occupational stress. Qualitative methods include eliciting from workers unconstrained descriptions of work experiences, careful first-hand observations of the workplace, and participant-observers describing “from the inside” a particular work experience. The chapter shows how qualitative research plays a role in (a) stimulating theory development, (b) generating hypotheses, (c) identifying heretofore researcher-neglected job stressors and coping responses, (d) explaining difficult-to-interpret quantitative findings, and (e) providing rich descriptions of stressful transactions. Extensive examples from research on job stress in teachers are used. The limitations of qualitative research, particularly in the area of verification, are also described.