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Article
Publication date: 15 April 2022

John Weng and Lea Hubbard

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides…

105

Abstract

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides over 350 programs in their database. Guthrie and Jenkins (2018) have outlined dozens of strategies for leadership education that are utilized in degree programs. As such, there exists a need for informed choices when experiential learning pedagogies are incorporated in leadership education curriculum. One methodology, known as case-in-point, was designed at the Harvard Kennedy School to teach adaptive leadership (Heifetz & Linsky, 2017). There lacks empirical research in demonstrating the effectiveness and impact of case-in-point pedagogy. This qualitative study explored the perceived impact of 12 alumni who took a case-in-point course embedded in a leadership master’s program across a decade. Alumni’s retrospective experiences were collected to understand the impact the course had on them during the time they were in their leadership program and the impact of the learning for their professional lives. Key themes that emerged from the participants included increased levels of awareness in race and power dynamics, an increased use of self-as-instrument, awareness of relationships to authority, and shifts in views of leadership. All participants viewed the case-in point pedagogy as powerful or positive after having graduated from the program despite many recollections of mixed or negative experiences during their time in the course/s. Implications of the findings suggest important considerations relating to scaffolding and proper processing to enhance or improve outcomes for case-in-point pedagogy designed to enhance leadership ability.

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Journal of Leadership Education, vol. 21 no. 2
Type: Research Article
ISSN: 1552-9045

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Book part
Publication date: 1 April 2003

Hugh Mehan, Amanda Datnow and Lea Hubbard

To understand Peter Hall’s work on social policy, it is heuristic to place it in the context of work that was done contemporaneously. Public policy studies in the late 1960s…

Abstract

To understand Peter Hall’s work on social policy, it is heuristic to place it in the context of work that was done contemporaneously. Public policy studies in the late 1960s through the early 1980s concentrated in large part on the large-scale governmental policies such as the Great Society Programs of the Lyndon Johnson administration, Follow-through, Headstart, special education, bilingual education. Social policy research of that time tended to take Weberian notions of technical rationality seriously, probably too seriously.

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Studies in Symbolic Interaction
Type: Book
ISBN: 978-0-76231-009-8

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Book part
Publication date: 16 October 2023

Antonio Jimenez-Luque and Lea Hubbard

Organizational initiatives to address diversity, equity, inclusion, and belonging (DEIB) have multiplied with many different courses and training programs in the last three…

Abstract

Organizational initiatives to address diversity, equity, inclusion, and belonging (DEIB) have multiplied with many different courses and training programs in the last three decades. Despite these efforts, some recent studies have pointed out that disadvantages among minoritized social groups continue to persist, and thus far, organizations have failed to address them. University graduate leadership programs are, at least theoretically, able to respond in a way that better prepares future formal and informal organizational leaders with the knowledge, skills, and dispositions needed to be inclusive individuals in the 21st century committed to social change and social justice. This study aimed to understand how some graduate programs were currently teaching DEIB issues; more specifically, to understand if universities implementing DEIB programs were using a critical lens in their program design and to assess if these programs were indeed intended to be transformative. The review of 40 graduate programs in the United States indicated that the majority of them view diversity training and the work of DEIB leadership as “managing diversity” to keep the status quo and for economic profit contributing to the commoditization and tokenism of people; there was no mention of power in terms of asymmetries but rather a legitimizing of the accumulation of power with the leader at the top; and, finally, except for five programs, there was little attention given to DEIB as a transformative project committed to social justice.

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Inclusive Leadership: Equity and Belonging in Our Communities
Type: Book
ISBN: 978-1-83797-438-2

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Book part
Publication date: 16 October 2023

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Inclusive Leadership: Equity and Belonging in Our Communities
Type: Book
ISBN: 978-1-83797-438-2

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Book part
Publication date: 1 April 2003

William K. Rawlins

The essays composing this special partial issue grew out of a program featuring and honoring the work of Peter M. Hall that was presented at the 2001 Convention of the National…

Abstract

The essays composing this special partial issue grew out of a program featuring and honoring the work of Peter M. Hall that was presented at the 2001 Convention of the National Communication Association (NCA) in Atlanta. The session was entitled: “Social Organization, Power, and Communication: The Contributions of Peter Hall in Organizational and Interpersonal Communication Inquiries.” Since the Society for the Study of Symbolic Interaction (SSSI) became an affiliate of NCA in 1997, spotlight sessions like this one have been sponsored to recognize the work of distinguished scholars of symbolic interaction who have made important contributions to communication inquiry, as well as to promote further conversation and engagement with the featured scholar’s ideas. The participants in these panels are accomplished scholars in their own specialties who are well-credentialed to address and exemplify the value of the featured scholar’s work. Accordingly, the authors of the essays appearing here are fellow Symbolic Interactionists and include former and current colleagues and students of Peter Hall, as well as his students’ students.

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Studies in Symbolic Interaction
Type: Book
ISBN: 978-0-76231-009-8

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Book part
Publication date: 1 April 2003

Peter M. Hall

It is a sunny, windy, and cool spring day as I sit down to write my reflections on the preceding papers. It is the end of another semester and the final grades have been turned…

Abstract

It is a sunny, windy, and cool spring day as I sit down to write my reflections on the preceding papers. It is the end of another semester and the final grades have been turned in. Forty years ago I began my academic career at the University of Iowa and two weeks ago my departmental colleagues and my family staged a symposium to mark my retirement. On my desk, just to my right, is a draft of an article requiring my next attention for a special issue of Symbolic Interaction on the past and future of the perspective. So, it feels fitting to comment on my career and scholarly corpus, and the sense-making and framing of it by my gracious, learned and most collegial fellow travelers. I am honored by their willingness to participate in this endeavor and their generous accountings and interpretations. But I can write no further without acknowledging the respectful but strong directing of Shing-Ling Chen in planning and producing the session and the publication of these papers. She gets us all organized, despite our tendencies to procrastination.

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Studies in Symbolic Interaction
Type: Book
ISBN: 978-0-76231-009-8

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Book part
Publication date: 28 September 2020

Nükhet Çıkrıkçı

In this chapter, Turkish educational system and institutional quality assessment initiatives of education are explained. And also, the relationship between educational quality

Abstract

In this chapter, Turkish educational system and institutional quality assessment initiatives of education are explained. And also, the relationship between educational quality assurance (QA) in Turkey and issues of effective schooling is summarised in terms of Turkish literature.

Education is widely accepted as a lifelong process. The school is an institution established in order to provide qualified education which contains complex and more abstract knowledge and ideas as well as literacy and simple numerical skills to the students. Each country has basically established education systems and educational institutions to ensure social integration, continuity and stability, and to sustain the social and cultural heritage of a society. Education in Turkey is one of the state’s basic functions according to the constitution and performed under the supervision and control of the state with the declaration of the Republic of Turkey. Ministry of National Education is responsible for the implementation of all education activities centrally managed in the Republic of Turkey. Higher Education Council (YÖK) is responsible for the management and thus the quality processes of the higher education institutions in Turkey. Two major attempts in this perspective are YÖK, which assesses the institutions with standards which are coherent with international accreditation institutions, and Higher Education Quality Council (YÖKAK), an independent and specific council which is established by YÖK. YÖK and YÖKAK are governmental-based quality-assessment institutions. Association for Evaluation and Accreditation of Teacher Colleges’ Educational Programs (EPDAD) is also an independent institution for quality assessment of education faculties which focusses on teacher training and education. The purpose of EPDAD is to strengthen the student learning in formal training and to ensure the quality standards for candidate teachers. Any undergraduate programme which meets the standards of EPDAD is accredited for three years. Standards of EPDAD are detailed in this chapter.

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From Pedagogy to Quality Assurance in Education: An International Perspective
Type: Book
ISBN: 978-1-83867-106-8

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Article
Publication date: 1 January 1989

L. B Steven

Academic discussion of leasing has sought to provide possible explanations for its widespread use. Generally, taxation is regarded as the dominant factor in the decision to lease…

381

Abstract

Academic discussion of leasing has sought to provide possible explanations for its widespread use. Generally, taxation is regarded as the dominant factor in the decision to lease. Myers, Diil & Bautista, prominent in the area of lease evaluation, came to the conclusion that the tax benefit of leasing seemed to be

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Managerial Finance, vol. 15 no. 1/2
Type: Research Article
ISSN: 0307-4358

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Article
Publication date: 1 January 1989

Henry Lo

When financing capital investments, financial executives are often confronted with “lease or borrow” decisions. Leasing is financially justifiable when the non‐taxpaying lessee…

580

Abstract

When financing capital investments, financial executives are often confronted with “lease or borrow” decisions. Leasing is financially justifiable when the non‐taxpaying lessee leases from a full taxpaying lessor. However, surveys have found that tax paying lessees do utilise the leasing market, suggesting that the tax factor is not the only consideration.

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Managerial Finance, vol. 15 no. 1/2
Type: Research Article
ISSN: 0307-4358

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Article
Publication date: 1 January 1989

Colin Drury

It is apparent from the empirical studies in the UK and USA that incorrect approaches are frequently used to evaluate finance leases. Sykes (1975), Hull and Hubbard (1979) and…

643

Abstract

It is apparent from the empirical studies in the UK and USA that incorrect approaches are frequently used to evaluate finance leases. Sykes (1975), Hull and Hubbard (1979) and Drury and Braund (1989) in the UK and Ferrara et. al., (1980) in the USA have expressed concern regarding the methods which companies use to evaluate finance leases. For example Sykes (1975) found that only 19% of UK companies used DCF methods to evaluate leases. Hull and Hubbard (1979) observed that many companies used the implied rate of interest quoted from the lessor's leasing tables and compared this with the borrowing rate. However, these tables did not include tax cash flows and were therefore only applicable to a permanent non‐taxpaying organisation. In the most recent study Drury and Braund (1989) found that 41% of the 300 firms responding to a questionnaire used the wrong discount rate to evaluate finance leases and a further 14% used non‐discounting methods. The objective of this article is to explain how the lease or purchase decision should be evaluated. It will be shown that leasing should be compared with borrowing and three different methods of correctly evaluating the lease or borrow decision will be presented and reconciled.

Details

Managerial Finance, vol. 15 no. 1/2
Type: Research Article
ISSN: 0307-4358

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