Leslie Baldwin, Alan Day, Ian Orton, Quentin Bibble and Graham Barnett
IN THESE recessionary times it is encouraging to be able to record some library expansion. After several years of anticipation (by turns eager and nervous, according to the state…
Abstract
IN THESE recessionary times it is encouraging to be able to record some library expansion. After several years of anticipation (by turns eager and nervous, according to the state of rumour at both the national and local levels in the higher education world), the City University Business School moved into imposing new premises on the uppermost floors of the emerging Barbican Arts Centre.
LESLIE R BALDWIN, BRIAN REDFERN, OWEN SURRIDGE, TERRY HANSTOCK, TONY WARSHAW, EDWIN FLEMING, ALLAN BUNCH and WILFRED ASHWORTH
While I agree with the broad theme of Jane Little's article in June NLW that there are not enough women in senior library posts, I feel that at least some of her points must be…
Elizabeth Dreike Almer, Amelia A. Baldwin, Allison Jones-Farmer, Margaret Lightbody and Louise E. Single
To understand the reasons that accounting academics leave the tenure-track academic pipeline.
Abstract
Purpose
To understand the reasons that accounting academics leave the tenure-track academic pipeline.
Design/methodology/approach
Survey study was conducted of PhD graduates who left the tenure-track accounting pipeline over a 22-year period.
Findings
We located and surveyed accounting PhD graduates who have opted out of the tenure-track. These opt-outs included those who have left academia entirely and those who have moved into non-tenure-track positions. Survey results indicate that dissatisfaction with research expectations is the most significant factor for faculty now employed in non-tenure-track positions. Although there were no gender-related differences in the number of faculty who left the tenure-track but stayed in academia, there were some gender differences in the importance of family-related factors in motivating the move off of the tenure-track.
Research limitations/implications
The study examines the importance of the “push” and “pull” factors associated with changing career paths in academia that have been identified in the literature. The study finds some differences in influential factors between accounting academia and other fields. Sample size is a potential limitation.
Practical implications
The study provides recommendations for PhD program directors and for hiring institutions to help reduce the number of opt-outs.
Social implications
Retention of qualified faculty who are dedicated teachers improves students’ educational outcomes.
Originality/value
This is the first study to examine factors that drive accounting academics to opt-out of the tenure-track.
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Develops an original 12‐step management of technology protocol and applies it to 51 applications which range from Du Pont’s failure in Nylon to the Single Online Trade Exchange…
Abstract
Develops an original 12‐step management of technology protocol and applies it to 51 applications which range from Du Pont’s failure in Nylon to the Single Online Trade Exchange for Auto Parts procurement by GM, Ford, Daimler‐Chrysler and Renault‐Nissan. Provides many case studies with regards to the adoption of technology and describes seven chief technology officer characteristics. Discusses common errors when companies invest in technology and considers the probabilities of success. Provides 175 questions and answers to reinforce the concepts introduced. States that this substantial journal is aimed primarily at the present and potential chief technology officer to assist their survival and success in national and international markets.
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The purpose of this paper is to describe “what happened” with round two of the implementation of Learning 2.0 with a large and diverse group of library staff at Edith Cowan…
Abstract
Purpose
The purpose of this paper is to describe “what happened” with round two of the implementation of Learning 2.0 with a large and diverse group of library staff at Edith Cowan University (ECU) Library during 2007/2008.
Design/methodology/approach
A previous paper reported on a study of the suitability of the 23 Things Learning 2.0 program for a small group of early adopters in the ECU Library. This follow‐up paper reports challenges that library management faced when the remaining staff were given the 23 Things Learning 2.0 program. All remaining library staff members were encouraged to undertake the program, but take‐up was not strong and only 25 per cent of staff completed the program. At the conclusion of round two of Learning 2.0, all staff were surveyed to find out reasons for completion or non‐completion, what types of technologies they needed support with, and how they wished to learn about the emerging/Web 2.0 technologies.
Findings
From the observations and survey responses in this study it was found that while Learning 2.0 was a suitable program, some staff required extra time and a more hands‐on approach to their workplace learning.
Originality/value
The paper is unique in that it follows up on previous research at the same institution, and reveals new findings.
Details
Keywords
Rebecca M. Brossoit, Leslie B. Hammer, Todd E. Bodner, Cynthia D. Mohr, Shalene J. Allen, Tori L. Crain, Krista J. Brockwood and Amy B. Adler
We examined the impact of a leadership support training intervention implemented prior to the coronavirus (COVID-19) pandemic on support behaviors specific to COVID-19 during the…
Abstract
Purpose
We examined the impact of a leadership support training intervention implemented prior to the coronavirus (COVID-19) pandemic on support behaviors specific to COVID-19 during the pandemic. Primary intervention targets (i.e. family-supportive supervisor behaviors and sleep leadership behaviors) were explored as mediators between the intervention and supportive COVID-19 leadership behaviors.
Design/methodology/approach
A cluster randomized controlled trial intervention was implemented with service members and their supervisors in the Army and Air National Guard throughout 2017–2019. Follow-up survey data were collected after the intervention, including during the COVID-19 pandemic in 2020. Direct and indirect intervention effects were tested.
Findings
A pre-COVID intervention targeting leader support for family and sleep health had a direct effect on leader support specific to the COVID-19 pandemic. Additionally, sleep leadership, but not family-supportive supervisor behaviors, mediated the intervention effects on supportive COVID-19 leadership. These findings suggest that certain leadership training interventions can transfer across knowledge domains and time.
Practical implications
Findings from this study demonstrate that training leaders on support behaviors improves their ability to support employees during the COVID-19 pandemic and may translate to crisis leadership in other contexts.
Originality/value
We examined the long-term effects of an intervention that was implemented approximately 1–2 years prior to the COVID-19 pandemic on leadership support behaviors specific to the pandemic. Our findings contribute to the leadership, training, and organizational intervention literatures, and have implications for how leaders can support employees during crises.
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It is now forty years since there appeared H. R. Plomer's first volume Dictionary of the booksellers and printers who were at work in England, Scotland and Ireland from 1641 to…
Abstract
It is now forty years since there appeared H. R. Plomer's first volume Dictionary of the booksellers and printers who were at work in England, Scotland and Ireland from 1641 to 1667. This has been followed by additional Bibliographical Society publications covering similarly the years up to 1775. From the short sketches given in this series, indicating changes of imprint and type of work undertaken, scholars working with English books issued before the closing years of the eighteenth century have had great assistance in dating the undated and in determining the colour and calibre of any work before it is consulted.
The underrepresentation of African-American faculty in the US professoriate has persisted for some time. Relatedly, adjunct faculty remain a fast-growing sector of the…
Abstract
The underrepresentation of African-American faculty in the US professoriate has persisted for some time. Relatedly, adjunct faculty remain a fast-growing sector of the professoriate. Adjunct faculty include “experts” and “specialists” who teach postsecondary courses with a narrow focus and with content tailored to their full-time employment. Using a qualitative narrative approach, I delineate ways I construct meaning for myself as a part-timer. I develop a cultural interpretation of adjunct teaching that provides alternative view of professional socialization to counter the ongoing challenge of increasing the number of Black faculty in higher education. In doing so, three themes from the data (ideal worker as adjunct, historical role models, and clinical value of course content) suggest the identity of part-time faculty is situated in personal, professional, and cultural experiences.
New Directors. British Oxygen Chemicals Ltd. have appointed two new directors. They are LESLIE G. D. SHELDRAKE, B.SC., A.M.I.CHEM.E., A.R.I.C., who is appointed works director…
Abstract
New Directors. British Oxygen Chemicals Ltd. have appointed two new directors. They are LESLIE G. D. SHELDRAKE, B.SC., A.M.I.CHEM.E., A.R.I.C., who is appointed works director, and J. M. WILLIAMS, B.A., who becomes sales director. The appointments were effective from July 1st.
This chapter presents a theory of socialization that explains cultural transmission while balancing both biological aspects of development and the child’s agency and creativity.
Abstract
Purpose
This chapter presents a theory of socialization that explains cultural transmission while balancing both biological aspects of development and the child’s agency and creativity.
Design/methodology/approach
This chapter presents a synthesis of research in sociological theory, developmental psychology, and neuroscience. It is roughly divided into two complementary sections based around the metaphor of ivy growing upon a trellis. The discussion centered around the “ivy” utilizes psychological and neuroscience research to explain how early learning is guided by significant others. The “trellis” section synthesizes literature in developmental psychology and social theory to explain how the child’s experience is enframed both cognitively and emotionally in ways that guide the child into appropriate forms of action and feeling. Finally, I discuss how this model can explain other forms of socialization.
Findings
I propose that the child’s innate capacities and motivations are enframed through significant relationships in order to direct the child’s emergent behavior into sequences of competent action. Isolated competencies are guided into simple and delimited domains of social activity like games and, later, more complex and interpretive structures like paradigms and ideologies.
Originality/value
This chapter synthesizes research in several literatures in order to develop a new theory that addresses some old questions regarding cultural transmission. Additionally, it represents another step in showing how sociology can integrate research from biological fields without deferring to them.