David M. Rosch, Reuben A May, Kevin D. Wilson and Gayle L. Spencer
Co-curricular engagement in postsecondary education provides students with a breadth of opportunity for leadership-focused developmental experiences. However, few studies have…
Abstract
Co-curricular engagement in postsecondary education provides students with a breadth of opportunity for leadership-focused developmental experiences. However, few studies have qualitatively examined in detail how alumni describe years later how formal co-curricular involvement contributes to their development. Such lack of attention has resulted in what we describe as a “hidden leadership curriculum” embedded in co-curricular engagement. To address this gap in the literature, we explored the leadership experiences of 25 recent alumni who were engaged within various co-curricular organizations, and the leadership lessons relevant to their professional success that they report learning as a direct result of their involvement. Findings from this study reveal how the inherent organizational challenges embedded within co-curricular engagements lead students to develop a more interdependent, relational conception of effective leadership behaviors. These conceptualizations place value on collective group engagement and decision-making, and help students recognize group needs over individual desires. In addition, many participants reported acquiring the value of generativity – building a leadership pipeline - within their respective co-curricular organizations. We discuss practical implications, such as the central role of challenging experiences within the co-curriculum, and suggest future research recommendations.
A discourse analysis of the cognitive viewpoint in library and information science identifies seven discursive strategies which constitute information as a commodity, and persons…
Abstract
A discourse analysis of the cognitive viewpoint in library and information science identifies seven discursive strategies which constitute information as a commodity, and persons as surveyable information consumers, within market economy conditions. These strategies are: (a) universality of theory, (b) referentiality and reification of ‘images’, (c) internalisation of representations, (d) radical individualism and erasure of the social dimension of theory, (e) insistence upon knowledge, (f) constitution of the information scientist as an expert in image negotiation, and (g) instrumental reason, ruled by efficiency, standardisation, predictability, and determination of effects. The discourse is guided throughout by a yearning for natural‐scientific theory. The effect of the cognitive viewpoint's discursive strategy is to enable knowledge acquisition of information processes only when users' and generators' ‘images’ are constituted as objectively given natural‐scientific entities, and to disable knowledge of the same processes when considered as products of social practices. By its constitution of users as free creators of images, of the information scientist as an expert in image interpretation and delivery, and of databases as repositories of unmediated models of the world, the cognitive viewpoint performs ideological labour for modern capitalist image markets.
Kevin Wilson and Dan Weilbaker
Global Account Management (GAM) is not a recent phenomenon. Xerox first appointed global account managers in 1988 and Citicorp has a history of using GAM processes that go back…
Abstract
Global Account Management (GAM) is not a recent phenomenon. Xerox first appointed global account managers in 1988 and Citicorp has a history of using GAM processes that go back over twenty‐five years. What is new is that GAM has emerged as one of the major strategic issues facing multinational companies operating markets that are thinking globally. As a consequence GAM has stimulated growing interest among academics and a flurry of experiential articles in practitioner journals and “How we did it” presentations at conferences. Over the past few years a number of major research initiatives have produced papers that attempted to build upon the rather fragmented outputs addressing GAM related issues that began to emerge during the middle of the 1990s. Three of the recent studies of particular interest are: The SRT/SAMA Global Account Management Study; The GAM Contingency Model; and The St.Gallen GAM Study. Even though each has provided valuable insights into the GAM process the new conceptual model provided in this paper is the first attempt to integrate all of the individual findings. A number of propositions are offered in an attempt to stimulate research in the area.
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Elizabeth Wilson and Kevin Besnoy
This article examines ways in which graduates of an online teacher certification program integrate technology into social studies instruction. With dramatic growth in the number…
Abstract
This article examines ways in which graduates of an online teacher certification program integrate technology into social studies instruction. With dramatic growth in the number of online teacher certification programs, educators are faced with how to ensure their graduates incorporate effective teaching strategies, including technology, into classrooms. Research over the past decade indicates that teachers do not integrate technology within social studies instruction in meaningful ways, beyond traditional approaches to teaching (Ravitz & Wong, 1999; Van Fossen & Shively, 2003, 2009). Results from this study indicate that online teacher education graduates, who have access to technology within their schools, find meaningful ways to integrate such technology into social studies instruction. Teacher educators must conduct more research, and receive more funding, to follow online teacher education graduates. Today’s new generation of tech-savvy students deserve teachers who can competently integrate technology into all content areas.
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Elizabeth Wilson and Kevin Besnoy
Social studies teachers possess a daunting task in a 21st century environment of economic-mindedness and technological infatuation. In a setting of individualism and instant…
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Social studies teachers possess a daunting task in a 21st century environment of economic-mindedness and technological infatuation. In a setting of individualism and instant gratification, enabling a future citizenry to realize the patterns of economic disparity and to accept their responsibilities towards other less fortunate citizens provides a formidable challenge. The authors interpret understandings of citizenship as being closely related to conceptualizations of economics and view methods by which classrooms employ instructional technology as paramount to exploring these associations. This paper conveys how technology represents an instructional resource that may foster exploration and examination of these relationships and describes a student-centered cooperative instructional model for its classroom implementation.
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This chapter explores the emergence, growth, and current status of the sociology of sport in Canada. Such an endeavour includes acknowledging the work and efforts of Canadian…
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This chapter explores the emergence, growth, and current status of the sociology of sport in Canada. Such an endeavour includes acknowledging the work and efforts of Canadian scholars – whether Canadian by birth or naturalization or just as a result of their geographic location – who have contributed to the vibrant and robust academic discipline that is the sociology of sport in Canadian institutions coast-to-coast, and who have advanced the socio-cultural study of sport globally in substantial ways. This chapter does not provide an exhaustive description and analysis of the past and present states of the sociology of sport in Canada; in fact, it is important to note that an in-depth, critical and comprehensive analysis of our field in Canada is sorely lacking. Rather, this chapter aims to highlight the major historical drivers (both in terms of people and trends) of the field in Canada; provide a snapshot of the sociology of sport in Canada currently; and put forth some ideas as to future opportunities and challenges for the field in Canada.
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WILLIAM H. DESVOUSGES, F. REED JOHNSON, RICHARD W. DUNFORD, K. NICOLE WILSON and KEVIN J. BOYLE
Kevin Wilson and Diana Woodburn
This paper aims to explore some of the contextual reasons for the failure of key or strategic account management (K/SAM) programmes. It will discuss how organisational context…
Abstract
Purpose
This paper aims to explore some of the contextual reasons for the failure of key or strategic account management (K/SAM) programmes. It will discuss how organisational context impacts the implementation and effective operation of such programmes in business-to-business markets. The paper looks at the issues affecting K/SAM programmes rather than the management of individual relationships.Organisational context shapes the work environment (Rice 2005, Porter and McGloghlin, 2006): it is comprised of those elements that drive behaviour and facilitate or impede management processes (Goodman and Haisley, 2007). The literature prescribes a wide range of contextual elements conducive to K/SAM processes, but is less expansive on the subject of elements that may cause K/SAM programmes to disappoint.
Design/methodology/approach
This work in-progress paper takes an inductive approach to material provided by surveys of K/SAM communities and their discussions in LinkedIn special interest groups or similar forums to develop a model to give structure to the organisational context issues which may be responsible for K/SAM failure.
Findings
From an initial reading of the literature, two broad categories of factors were identified as elements of organizational context: what might be called the formal or “hard” elements supporting K/SAM programmes and the “soft”, more informal and partly cultural elements that “moderate” or “intervene” in implementation. A model is developed to illustrate the linkages between organizational elements in K/SAM.
Research limitations/implications
Although a pilot study, we believe that valuable insights into KAM failure are provided by the study. The next stage will include a co-operative inquiry approach based on this data, in which participants will actively validate and develop the model by exploring it within their organisations.
Practical implications
The paper draws out a number of significant implications for managers.
Originality/value
The existing context within which attempts are made to implement K/SAM have received little attention and often are ignored or remain “unspoken”. This paper addresses those important issues.
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Addresses the question of how to make key account management processes in industrial and business‐to‐business markets more customer focused. Considers the processual issues…
Abstract
Addresses the question of how to make key account management processes in industrial and business‐to‐business markets more customer focused. Considers the processual issues emerging from recent empirical research and looks at a range of factors: cultural; organisational; and attitudinal; which have been found to affect the benefits gained from attempting to implement KAM processes. Points are drawn from a number of different sources, such as: formal research projects, studying particular buyer/seller dyads, broader industry surveys, and from observations made during KAM workshops and consultancy projects. They are presented as a guide to those issues that will be the major focus of future research.
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Argues that key account management (KAM) in industrial and business‐to‐business markets has its roots in sales management where it has long been recognized that customers of…
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Argues that key account management (KAM) in industrial and business‐to‐business markets has its roots in sales management where it has long been recognized that customers of strategic importance require special treatment. Explains that, more recently, growing interest among academics and practitioners in relationship marketing has forced KAM centre stage as one of the few seemingly tried and tested approaches to customer retention and development, but that this trend has exposed three interrelated problems for the adoption of KAM systems. Maintains that: first, many companies have merely extended their traditional approaches to major account selling, rather than transforming their internal processes to accommodate the wider relational aspects of KAM; second, there has been a rush to define managerial competences and best practice, with little theoretical or empirical underpinning; and third, despite parallel developments in purchasing and supply‐chain management, there has been a tendency for the sellers’ perspective to dominate implementation issues. Addresses these problems by operationalizing the relational development model outlined in an earlier article entitled “From key account selling to key account management” (JMP, Vol. 1 No. 1). Draws on the findings from ongoing empirical research which takes the buyer/seller dyadic relationship as the unit of analysis to provide a critique of the relative neglect of KAM processes in preference to outputs in the form of managerial competences.