Jane C. Linder, Martin I. Cole and Alvin L. Jacobson
Outsourcing is rapidly evolving beyond the simple reengineering of support processes. For many companies, outsourcing partnerships are being used to achieve rapid, sustainable…
Abstract
Outsourcing is rapidly evolving beyond the simple reengineering of support processes. For many companies, outsourcing partnerships are being used to achieve rapid, sustainable improvement in enterprise‐level performance. More specifically, in addition to the baseline value of reducing costs and offloading unimportant activities, partnership with an outsourcing vendor can be used to gain access to competitive skills, improve service levels, and increase the company’s ability to respond to changing business needs. To classify an outsourcing program as truly “business transformation”, it must change the way the client company works by using outsourcing to achieve a rapid, sustainable radical improvement in performance – as measured by dramatic growth, market repositioning or rapid diversification. The resulting performance improvement can be measured in dramatic gains in share price, market position and return on capital. In short, it is a comprehensive approach that seeks to create new capabilities and then use them to achieve a clear strategic objective. Business transformation outsourcing achieves results by integrating five essential process components: top‐level leadership, bold strategic agenda, innovative financial structure, outsourcing to transform critical processes, and focus on enterprise outcomes.
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Tali Farbiash and Andrea Berger
Inhibitory control (IC) is a central executive function that shows significant development throughout the preschool years. IC is known as a factor that underlies the ability to…
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Inhibitory control (IC) is a central executive function that shows significant development throughout the preschool years. IC is known as a factor that underlies the ability to self-regulate in daily situations. This ability is challenged when a child faces negative emotions; a challenge that is seen in children’s IC performance and brain activity. This chapter elaborates on the effects that negative emotional experiences have on children’s IC functioning. Moreover, previous studies regarding the way emotional experiences are reflected in brain activity are included. Additionally, this chapter will offer a comprehensive review of the factors affecting individual differences in IC, including the role of children’s temperamental effortful control and negative affectivity. Further, the role of parenting behaviors will be discussed, focusing on the way in which maternal self-regulation influences child inhibitory control, including related educational implications.
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Byron A. Brown and Olivia Nthoi
This chapter explores the perceptions that custodians of African cultures such as parents, grand-parents, village chiefs, and other community leaders hold regarding what higher…
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This chapter explores the perceptions that custodians of African cultures such as parents, grand-parents, village chiefs, and other community leaders hold regarding what higher education institutions ought to achieve for their children, and the extent to which these final ends are being, or can be, achieved through teaching and learning in cyberspace. Using the African context of Botswana as a reference point, the chapter situates learning and teaching practices online in the context of culture. After exploring the literature on cultural worldviews, African expectations of higher education, and online pedagogy and technology, the chapter documents the understandings and perceptions of the final ends that higher education institutions ought to pursue held by 39 village chiefs, community leaders, and parents from different cultural groups and communities. Evidence from phenomenological interviews revealed that Africans held that Afro-communal purposes for higher education in which promoting virtue, supporting culture, facilitating cooperation, and contributing to socio-economic development were seen as the paramount final ends for higher education institutions. The findings support Metz’s (2019) theoretical model of the ends of African higher education institutions. The chapter argues that, for online pedagogy in African universities and colleges to be successful, it should be grounded in collectivism where emphasis is given to the use of synchronous communication systems for the delivery of learning experiences, pedagogical practices are framed within community of practice, students are exposed to education for morality to foster a deeper sense of being real humans, and a socio-economic development agenda is emphasised.
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Brenda Jones Harden, Brandee Feola, Colleen Morrison, Shelby Brown, Laura Jimenez Parra and Andrea Buhler Wassman
Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their…
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Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.
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This chapter explores the circumstances in the global south that have been reshaping teaching and learning practices, with particular focus on the African context. Anchored on a…
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This chapter explores the circumstances in the global south that have been reshaping teaching and learning practices, with particular focus on the African context. Anchored on a literature review strategy, the chapter explores some of the key pressure points in the higher education context that have been the trigger of reforms in the core practice of teaching and learning in recent years. In particular, the chapter discusses the neoliberalism crisis associated with the coronavirus pandemic in higher education, drawing attention to the inequalities that it ignited: not all students were affected in the same way; not all universities or colleges were affected in the same way; and not all students had the learning technologies required to carry on their education in the same way. Alongside the COVID-19 concerns, the chapter reflects on other pressure points for change including developments in digital technologies and the internet and changing students and changing higher education markets in sub-Saharan Africa. It argues that these forces are among a wave of influences that higher education institutions across the African continent cannot ignore. They form a blend of neoliberal reforms that are pressurising academics to change pedagogical models and threatening certain core values of a university: academic freedom, autonomy, and truth. The chapter develops the argument that although multiple pressures – arising from the pervasive influences of technology and the COVID-19 pandemic – are mounting on the higher education sector to reform its pedagogical practices, it should not be at the expense of perpetuating injustices, particularly among students.
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Measuring customers′ perceptions and expectations can be very difficult. Suggests how to avoid these difficulties and presents a proven measurement system. Asserts that to be…
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Measuring customers′ perceptions and expectations can be very difficult. Suggests how to avoid these difficulties and presents a proven measurement system. Asserts that to be successful it is necessary for service to be addressed in the same way as traditional business strategies. Discusses customer surveys and the resulting customer perceptions and expectations. Suggests ways in which the problems might be overcome. Concludes that an assessment figure is more easily understood when it is obtained from a sound system, and that results should be used positively to achieve service improvement. Advises having a long‐term service plan to ensure later efforts are pertinent and financed.
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David Nicholas, Peter Williams, Helen Martin and Peter Cole
The Internet looks set to have a major influence on information seeking behavior, although there is very little hard data around as to what these changes will be or where they…
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The Internet looks set to have a major influence on information seeking behavior, although there is very little hard data around as to what these changes will be or where they will occur. This British Library funded study set out to gather such data from the media using open‐ended interview techniques. Several hundred journalists, editors and media librarians were interviewed. The early findings indicate that the Internet is not impacting in the way forcasted. Change appears to be slow and variable; the issues of information overload and the authority of Web data seem not to worry users; and there is little evidence that other information sources are being significantly displaced because of Internet use. However, it is still too early to determine the full impact of the Internet although it is best judged away from the Information Centre/Library.
In this chapter, I consider how and why gender continues to impact motivation, task engagement, self-regulation, and educational aspirations, choices, and outcomes among both boys…
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In this chapter, I consider how and why gender continues to impact motivation, task engagement, self-regulation, and educational aspirations, choices, and outcomes among both boys and girls. How can motivation theory and research contribute to understanding gender differences in achievement at school, where girls now tend to do better than boys, especially in less advantaged social groups, and at work, where women still tend to achieve and earn less than similarly qualified men? In the first section of this chapter, I review evidence of gender-related motivational orientations whereby boys tend more to “prove and protect” and girls tend more to “doubt and try to improve” their abilities. I analyze the benefits and costs of these orientations, focusing on how they contribute to the superior school performance of girls, to spurring high-achieving boys to succeed more in later life than similarly able girls, and to placing lower-achieving boys, who often belong to minority groups, at particular risk for academic disengagement. I then consider how boys and girls construct and maintain motivating and motivated beliefs and strategies in interactions with parents, teachers, and peers within the social and educational contexts of their daily lives. In the final section, I first present some educational recommendations that follow from my analysis. I then engage directly with the overarching theme of this volume by considering some broad societal trends that present continuing challenges to educators concerned to promote optimal motivation for learning among both boys and girls in the twenty-first century.