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The purpose of this article is to understand how academics in management deal with the concept of generation in the workplace. We begin by conducting an interdisciplinary literature analysis, thereby elaborating a conceptual framework concerning generational diversity. This framework consists of four levels of analysis (society, career, organisation and occupation) and three dimensions (age, cohort and event/period). We then conduct a meta-analysis using this conceptual framework to analyse papers from the management field. The results from this analysis reveal the existence of a diversity of generational approaches, which focus on the dimensions of age and cohort on a societal level. Four factors seem to explain these results: the recent de-synchronisation of generational dimensions and levels, the novelty of theoretical models, the amplification of stereotypes by mass media and the methodologies employed by researchers. In sum, this article contributes to a more realistic view of generational diversity in the workplace for both academics and practitioners.

Research projects designed to examine social identity difference in organizations are driven by a passion to affect positive change that ultimately leads to a more just society rather than one which enables status quo power perpetuation and continues to marginalize certain people and inhibit them from achieving personal and career goals. This important change requires the support of all people and not just those who use a simplistically essentialist dyad because they feel a personal connection or because such avenues of inquiry are considered off limits when a researcher or a manager does not “match” members of specific minority groups. Polyvocality is necessary to exorcise -isms in the workplace and larger global communities, so this important work is everyone’s responsibility.

In Chapter 2, difference is operationalized and it is acknowledged that recognizing power differentials between ourselves as researcher and our respondents or participants as researched is a starting point in any important journey when exploring social identity difference. Researching across social identity difference is examined, the simplistically essentialist dyad or racial-matching paradigm is critiqued, and the partial perspective and lived experience orientations are advanced. Useful guidance and methodological techniques also are offered for self-reflexive moves when considering research paradigms, theoretical underpinnings, data collection procedures, data interpretation and analysis steps, and dissemination of findings – as well as discussion about ways that institutionalized power can intervene in potentially risky ways for researchers of social identity and difference.

This book represents an integration of numerous theory streams and approaches so that researchers of social identity difference will have at least one go-to source for engaging with potential analytical, ethical, and methodological challenges. Chapter 2 is divided into these central subthemes: what is social identity difference?, power issues among researchers and the researched, techniques for doing social identity difference research, and researching across social identity difference and the matching paradigm.

In this qualitative case study we explored the experiences of low- achieving students responding to an educational blog. Our intention was to leverage the unique affordances of blogs to teach United States history concepts primarily by providing access to digital primary sources and facilitating on-line participation. Overall, our findings point to the positive potential of blogs to enhance instruction with low-achieving students. We found the integration of the educational blog provided an effective instructional format to differentiate content instruction and deliver “equity pedagogy.” In this study student participation increased, students engaged in historical work (although tentative), and the resources activated their prior knowledge. Rather than withholding Web 2.0 technologies from low-achieving students we encourage teachers to use them to meet the unique learning needs of all of their students. With thoughtful scaffolding, it appears teachers might be able to leverage the unique features of blog-based activities to improve student experiences.

The extensive normative literature on capital budgeting decision models tends to ignore many factors that influence choice processes. This paper identifies task factors, context factors, and decision maker factors which influence perceived risk in capital budgeting decisions. Central issues explored in the paper are (a) whether some context and decision maker factors can be included in a capital budgeting decision support system's knowledge system, and (b) whether a decision support system can adapt its choice models and interface to different decision situations based on knowledge about task factors, context factors, and decision maker factors.

IT HAS BEEN shown elsewhere that very many incorrect or absurd ideas are taught by textbooks of physics used in preparation for GCE examinations. The present article discusses examples of similar errors in examination questions. All the examples are taken from recent papers for Advanced Level and Scholarship set by school examination boards in England and Wales.

This essay comments on what three eminent UW-Madison economists taught during the first half of the 20th century: John R. Commons (1862–1945), Selig Perlman (1886–1959), and Martin Bronfenbrenner (1914–1997). What we know about what and how they taught varies. Interestingly, little or no effort has been made to preserve records that might inform us about what college and university economists taught their students and when and how new ideas and issues found their way into the teaching of economics. This thought first came to me in the years immediately following my joining the UW-Madison faculty in January 1965. I realized that many of us who gained experience in the policy arena while on leave in Washington DC during the 1960s incorporated that experience into our teaching at all course levels. This meant our students benefited from being on the cutting edge of emerging policy issues, such as poverty, negative income tax, human capital, military draft, and the all-volunteer army, the Kennedy round trade negotiations, tax policy, and cost–benefit analysis. We regularly incorporated these issues into our teaching, usually a half-dozen years before they made their way into the next edition of the textbooks and thus reached a wider student audience. Once incorporated into textbooks, these issues became much less interesting to teach because they had been boiled down to pedestrian textbook-style prose.

The purpose of this chapter is to explore the intersection of identity, culture, and consumption as it relates to multiracial identity development.

The authors employed a phenomenological approach wherein 21 multiracial women were interviewed to understanding the lived experience and meaning of multiracial identity development.

Findings of this study indicate that multiracial consumers engage with the marketplace to assuage racial discordance and legitimize the liminal space they occupy.

While there is much research related to the variety of ways marketing and consumption practices intersect with identity (re)formation, researchers have focused much of their attention on monoracial populations. This research identifies and fills a gap in the literature related to how multiple racial backgrounds complicate this understanding.

Due to their growing social visibility and recognized buying power, multiracial individuals have emerged as a viable consumer segment among marketers. However, there is a dearth of research examining how multiracial populations experience the marketplace.

This study provides a better understanding of the ways in which multiracial individuals utilize consumption practices as a means of developing and expressing their racial identity.

This paper aims to evaluate the risk‐adjusted performance of Malaysian mutual funds using optimized drawdown risk measures (ODRMs) based on modern portfolio theory, and to represent the results in a manner which is easily understood by average investors and portfolio managers.

This study evaluates the performance of 70 Malaysian mutual funds using risk‐adjusted returns during 2000‐2011. The ODRM is primarily calculated by 70 linear programming models, consequently seven new optimized risk‐adjusted performance measures including Sharpe, Treynor, M‐squared, Jensen's alpha, information ratio (IR), MSR, and FPI are proposed to evaluate these funds.

The results of this study have several implications. First, the ODRM can be an alternative risk measure to optimize the selection of mutual funds. Second, it proposes new seven optimized performance measures of Sharpe, Treynor, M‐square, Jensen's alpha, IR, MSR, and FPI. These measures help fund managers to evaluate the performance of Malaysian mutual funds optimally. Third, No‐Islamic funds have the upper performance than Islamic funds based on the results of optimized measures and robustness tests. Fourth, the majority of surveying funds over‐perform the benchmark indexes.

The research evidence reported by this study can be utilized as input in the process of decision making by small and average investors and portfolio managers who are seeking the possibility of participating in Malaysian stock market by mutual funds.

This paper is the first study that optimizes the drawdown risk measure to evaluate the performance of Malaysian mutual funds and propose seven optimized measures, Sharpe, Treynor, M‐Square, Jensen's alpha, IR, MSR, and FPI.