Eri Mountbatten-O’Malley and Thomas Howard Morris
This paper aims to address the concern that humans are experiencing unprecedented, rapidly changing conditions, in part exacerbated by a recent pandemic, digitization and ongoing…
Abstract
Purpose
This paper aims to address the concern that humans are experiencing unprecedented, rapidly changing conditions, in part exacerbated by a recent pandemic, digitization and ongoing wartime.
Design/methodology/approach
A paper that seeks to address what the authors are calling the “Educational Malaise”. The authors achieve this through a conceptual and theoretical exploration of the social nature of human beings and learning in the context of readings of human nature, and moral and rational powers.
Findings
It is proposed that education should be designed to empower learners to meet the demands of rapidly changing conditions. The ability to adapt is of primary importance for meeting the demands of the changing world, and the “Self-Directed Flourishing” meta-framework can help educators to meet this challenge.
Originality/value
Using conceptual and theoretical lenses, in this paper, the authors identify some core problems with traditional pedagogies in formal education and advance a person-centred, humanistic approach to pedagogy. The authors advocate for a new meta-framework for educators: “Self-Directed Flourishing”. The authors propose placing co-creation, courage and conceptual insight at the heart of educational policies and practices, which the authors suggest will nurture a dynamic, adaptable and ethical microculture for human flourishing in 21st-century education and beyond.
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Bert Steens, Anouk de Bont and Frans Roozen
The plethora of changes in the corporate governance landscape over the past two decades has the potential to tighten governance regimes and influence the preference of supervisory…
Abstract
Purpose
The plethora of changes in the corporate governance landscape over the past two decades has the potential to tighten governance regimes and influence the preference of supervisory board members vis-à-vis the involved decision-making role of business unit (BU) controllers and their independent fiduciary role. Stricter financial reporting and compliance requirements may lead organizations to prioritize the latter role. However, recent studies support the need to balance these roles, inducing the potential for role conflict. The purpose of this study is to shed light on the influence of a tight and loose governance regime on this balance as preferred by supervisory board members.
Design/methodology/approach
This study uses a unique data set from an experiment among 73 supervisory board members. The authors take their perspective because compliance with governance codes and corporate policies are relevant topics for their function.
Findings
The authors find evidence for the preference of supervisory board members for “all-round” BU controllers who, irrespective of the governance regime, demonstrate substantial levels of fiduciary and decision-making qualities and deal with the resulting role conflict.
Originality/value
The outcomes of the experiment among supervisory board members provide evidence for their preferences concerning the balance of the two primary controller roles and for the potential of role conflict. The authors have not found studies that provide such empirical evidence.
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María-Jesús Martínez-Usarralde and and Carmen-María Fernández-García
This chapter presents the development of Comparative Education in the most representative countries for this discipline in Western Europe, taking into account the diachronic…
Abstract
This chapter presents the development of Comparative Education in the most representative countries for this discipline in Western Europe, taking into account the diachronic evolution (since the first texts of Jullien de Paris in 1718 or the written work of Sadler in 1900) and the synchronicity of the discipline from which our patterns of committed intellectual activism have been perceived and have consequently allowed the regulation of its current mapping.
Special reference will be given to some of the classic and renewed dilemmas that have prevailed over the decades as cross-cutting themes of interest for specialists in Comparative Education with issues related to denomination, its purposes of ideographic or nomothetic nature, its sometimes problematic entailment with International Education, the significance of the lending and transferring policies in the current scenarios or the present increasing globalization phenomenon in our educational reality, among others.
The chapter also aims at recognizing the possibilities and, at the same time, the limitations currently faced by “Comparative Educations” in Cowen´s words, through working effectively with the most idiosyncratic signs of identity in the discourse and its most immediate future projection in the coming years.
We focus our article on the reasons that support the importance of the discipline: the global evolution of the current supranational scenarios from a social, economic or cultural perspective; the state of education since the contribution of educational policies or the situation of higher education in the context of the European Higher Education Area (EHEA) that, among other aspects, mark the good stage through which the analyzed discipline is experiencing.
Finally, the ratification of this statement is complemented by the firm consolidation of Comparative Education in the European context, giving reference not only to the articulation of its own associations or societies created but also to the journals emerged from them, with a notable impact on the rest of the world and their special contribution to the dissemination of the purposes of the discipline related to the generation and diffusion of policies and practices from a comparative view.
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Prior to 1994, the government procurement system in South Africa favoured large and established businesses and it was very difficult for newly established business to enter the…
Abstract
Prior to 1994, the government procurement system in South Africa favoured large and established businesses and it was very difficult for newly established business to enter the procurement system. In 1994, however, government procurement was granted constitutional status, and was recognised as a means of addressing past discriminatory policies and practices. This paper critically analyses the way in which provision has been made in legislation for the use of procurement as a policy tool. It is argued that the use of procurement as a policy tool in South Africa is justified. On the whole, the primary legislation dealing with the use of procurement as a policy tool offers an adequate effect to the constitutionally prescribed use of procurement as a policy tool.
Sibel Dinç Aydemir and Selim Aren
This study aims to examine the roles of individual factors on risky investment intention as an indicator of risky financial behavior.
Abstract
Purpose
This study aims to examine the roles of individual factors on risky investment intention as an indicator of risky financial behavior.
Design/methodology/approach
The data were collected from a survey instrument and composed of 496 individuals’ responses. The authors exploited structural equation modelling and multigroup structural equation modelling for direct and indirect effects, respectively.
Findings
Results indicate that emotional intelligence and locus of control have a positive impact on financial risk-taking, while risk aversion in general has the negative one. Although financial literacy does not have a direct effect on risky financial behavior, it has important role as a moderator variable, interacting with external locus of control.
Originality/value
The authors expect this study to contribute into behavioral finance literature in two ways. First, they investigate joint and relative effects of four major factors (i.e. emotional intelligence, locus of control, risk aversion in general and financial literacy) identified in the literature on financial risk-taking of individual investors. Each belongs to a different venue in an individual’s psyche and therefore is expected to influence financial risk-taking through different mechanisms. However, the research arguing their roles on the financial risky behavior directly is very limited. Investigating their individual effects is likely to provide unique insights into our understanding of risky financial behavior. Second, the authors also posit and manifest that the effects of the first three of the aforementioned factors on risk-taking intentions are moderated by financial literacy. This finding is likely to provide rather valuable insights pertaining to the emergence of risk-taking behaviors and may shed light on the root reasons behind equivocal findings in previous research regarding the effect of each factor.
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Several countries in South Asia face the challenge of ineffective educational reforms manifest in increasing rates of school failure and poor learning outcomes after embarking…
Abstract
Several countries in South Asia face the challenge of ineffective educational reforms manifest in increasing rates of school failure and poor learning outcomes after embarking along education for all. Critical voices from the South have questioned the relevance and appropriateness of ideas that have shaped these reforms. Narratives from the region tell us that importation of educational concepts and policy orientations have led to the dismantling of existing structures and processes of education, creating new forms of inequities and disadvantage. The sheer scale and diversity of populations within the region poses formidable challenges and opportunities for contextual innovation. The construction of national imaginaries in the diverse societies of South Asia has the potential to provide new discourses to educational reform; going beyond the abstract goals set by disconnected international experts and the institutional processes they represent. This chapter deliberates on the need to establish a persuasive critical perspective that can influence and shape the trajectories of policy and practice, research and theorization, within the field of comparative education in South Asia, and the global south.
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The global financial turmoil of 2008 spilled over into the British Isles offshore jurisdictions of Guernsey and the Isle of Man resulting in the collapse of two local subsidiaries…
Abstract
Purpose
The global financial turmoil of 2008 spilled over into the British Isles offshore jurisdictions of Guernsey and the Isle of Man resulting in the collapse of two local subsidiaries of major Icelandic banking groups and consequent depositors' losses. The purpose of this paper is to contrast the sharply differing reactions of the insular authorities and critically evaluate Guernsey's recently enacted deposit protection scheme.
Design/methodology/approach
The paper outlines the nature of the Guernsey jurisdiction, its offshore development and policy issues in deposit protection. Legislation establishing Guernsey's deposit protection scheme is described and critically evaluated.
Findings
Guernsey's scheme is a rushed legislative reaction dominated by finance centre reputational concerns. The legislation is clear and comprehensive but the long‐term robustness of its funding model is unclear.
Originality/value
The analysis contained in this paper highlights the ramifications of international bank instability in small offshore jurisdictions and the regulatory problems this poses. Discussion of the legislative basis of the deposit protection scheme clarifies its nature and limitations as an investor protection technique, which is timely given the status of deposit protection as a key theme in the UK Government's initiated Foot Review of nine offshore jurisdictions.
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Andrew J. Felo and Steven A. Solieri
Financial reporting decisions are influenced by environmental and individual factors. One environmental factor is the example set by management. Research has shown that the tone…
Abstract
Financial reporting decisions are influenced by environmental and individual factors. One environmental factor is the example set by management. Research has shown that the tone at the top is related to financial reporting decisions. However, this does not take into consideration that ethical cues from an employee's supervisor might also be relevant. On an individual basis, people who make unethical financial reporting decisions do not appear to be bad or evil people. So, why do these seemingly “good” people make these decisions? The theory of self-concept maintenance (Mazar et al., 2008) posits that individuals balance the desire to gain by behaving unethically with the desire to maintain a positive self-image by behaving ethically. How one balances these is based on one's ability to rationalize an action as honest, with decisions seen as having an ethical component being more difficult to rationalize. Findings indicate that having one person in a leadership position demonstrate a commitment to ethical behavior is related to more ethical financial reporting decisions, whether that person is at the top or closer to the middle. Additionally, a strong tone at the top is related to perceiving a situation is an ethical dilemma while a strong tune in the middle is not. Last, the authors find that a stronger perception that a situation is an ethical dilemma is associated with more ethical financial reporting decisions when the tune in the middle is controlled for, but not when the tone at the top is controlled for.
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Based on a description of the national features of the Israeli society and educational system, this chapter will briefly describe various attempts conducted since the 1970s to…
Abstract
Based on a description of the national features of the Israeli society and educational system, this chapter will briefly describe various attempts conducted since the 1970s to decentralize the Israeli educational system and promote school autonomy. It will focus specifically, on the School-Based Management (SBM) policy, borrowed by educational policymakers and implemented in the Israeli educational system during late 1990s. The decision to borrow this policy did not follow policymakers’ recognition in the limitations and shortcomings of the centralized structure of control, which characterized the educational system since Israel became an independent state in 1948. Rather, it followed pressures coming from various stakeholders who considered centralized policy plans irrelevant and not enough sensitive to the variety of local circumstances and needs (David, 1989; Hanson, 1984; Nir, 2002; Nir et al., 2016). Therefore, more than 20 years later, it appears that the implementation of SBM created limited effects in terms of teachers and school leaders’ degrees of freedom and that the educational system still maintains its centralized structure and features. The main argument the present chapter will attempt to make is that borrowed policies have a limited capacity to promote significant change in the borrowing system when policymakers do not fully believe in the policy’s values and ideas and are reluctant to abandon current patterns of organizational behavior. Specifically, it will describe the process that characterized the borrowing and implementation of the SBM policy in the Israeli educational system and will discuss the main symptoms that characterized the policy borrowing process when policymakers were not fully committed to the values and mode of operation brought by the borrowed policy.
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The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals…
Abstract
Purpose
The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines.
Design/methodology/approach
This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines.
Findings
From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations.
Originality/value
This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.