Patsy E. Johnson and Susan J. Scollay
School‐based, decision‐making councils were studied as vertical teams, groups of individuals who share a common purpose but operate on different levels from different role…
Abstract
School‐based, decision‐making councils were studied as vertical teams, groups of individuals who share a common purpose but operate on different levels from different role perspectives within the organization. These role perspectives were considered important determinants of the amount of conflict experienced by council members when conflict was considered to be a function of the bases of leader power of the principal and the social influence of the council members. Subjects were from 144 schools in Kentucky, representing the three school council constituencies: teachers, principals, and parents. Findings of the study revealed significant differences in the amount of conflict, power, and influence between the three council constituencies and a significant relationship between the amount of conflict and power and influence.
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It is easy to imagine some monstrous other embodying the unknown that is under one's bed, but hardly anyone imagines that the monster is the one tucking you into bed. The one you…
Abstract
It is easy to imagine some monstrous other embodying the unknown that is under one's bed, but hardly anyone imagines that the monster is the one tucking you into bed. The one you call mom. Departing from Cristina Santos's work, in this chapter, I will be examining the role of ‘pre-social’ news media (pre-Instagram, Twitter, Facebook, etc.) in depicting the ‘monstrous mother’, the mother who kills her own children. The television news medium holds large potential for the construction and maintenance of stagnant hegemonic values. Women, predominately mothers, continue to be characterised in media as nurturing, gentle and comforting. With a strategic absence of discourses surrounding the ‘monstrous mother’ in the early 2000 news media, it is important to consider the ways these mothers are constructed when these sweet caretakers turn into murderous villains. By examining the cases of Patsy Ramsey and Casey Anthony, I will be discussing how their stories were presented in the media as doubly monstrous, since they both committed crimes that contradict the expected role of a mother. Regardless of the time gap between these cases, ultimately, until ideas about women, women's bodies and women's roles change, women and mothers will continue to face constant scrutiny as media reflects current beliefs, ultimately allowing women and mothers to be equated with the monster.
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Since Title IX of the Education Amendments of 1972 (Title IX) was signed into law, the landscape of sport in the United States has changed dramatically, not only in terms of sport…
Abstract
Since Title IX of the Education Amendments of 1972 (Title IX) was signed into law, the landscape of sport in the United States has changed dramatically, not only in terms of sport participation rates for girls and women but also increased levels of support, sponsorship, viewership, competition and media coverage. While educational institutions were slow to develop and implement policies to comply with Title IX, decades later, girls' and women's sports have shown clear signs of having reaped the benefits of the law that prohibits discrimination on the basis of sex or gender in educational programmes receiving federal funding. As girls' and women's participation in scholastic and collegiate sport has grown, however, so too have reported incidents and public exposure of harmful hazing activities among female athletes. The purpose of this chapter is to examine hazing practices in girls' and women's sports, including the perspectives of female athletes and the broader community. Based on quantitative and qualitative survey data, interviews with college female athletes and public responses to hazing reports in the media, this chapter presents an analysis of hazing in girls' and women's sports 40+ years post-Title IX. Findings showed mixed opinions about the dangers and perceived utility of hazing ceremonies, highlighted athletes' ideas to promote positive team interactions in lieu of hazing and considered the impact of contemporary social and cultural shifts on athletes' ability and willingness to speak out against hazing and other forms of violence and abuse in sports.
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The study of markets encompasses a number of disciplines – including anthropology, economics, history, and sociology – and a larger number of theoretical frameworks (see Plattner…
Abstract
The study of markets encompasses a number of disciplines – including anthropology, economics, history, and sociology – and a larger number of theoretical frameworks (see Plattner, 1989; Reddy, 1984; Smelser & Swedberg, 1994). Despite this disciplinary and theoretical diversity, scholarship on markets tends toward either realist or constructionist accounts (Dobbin, 1994; Dowd & Dobbin, forthcoming).1 Realist accounts treat markets as extant arenas that mostly (or should) conform to a singular ideal-type. Realists thus take the existence of markets as given and examine factors that supposedly shape all markets in a similar fashion. When explaining market outcomes, they tout such factors as competition, demand, and technology; moreover, they can treat the impact of these factors as little influenced by context. Constructionist accounts treat markets as emergent arenas that result in a remarkable variety of types. They problematize the existence of markets and examine how contextual factors contribute to this variety. When explaining market outcomes, some show that social relations and/or cultural assumptions found in a particular setting can qualify the impact of competition (Uzzi, 1997), demand (Peiss, 1998), and technology (Fischer, 1992). Constructionists thus stress the contingent, rather than universal, processes that shape markets.
Patsy Perry and Margarita Kyriakaki
The purpose of this paper is to explore the decision-making process used by luxury fashion retail buyers in Greece in order to assess the applicability of Sheth's (1981) model to…
Abstract
Purpose
The purpose of this paper is to explore the decision-making process used by luxury fashion retail buyers in Greece in order to assess the applicability of Sheth's (1981) model to the selection of brands and collections by retail buyers in luxury fashion resellers.
Design/methodology/approach
The study takes an interpretive approach, utilising participant observation and semi-structured interviews with retail buyers in five luxury fashion reseller companies in Greece, which boasts the world's highest proportion of luxury fashion consumers. Qualitative data were analysed thematically according to the theoretical constructs in Sheth's (1981) model of merchandise buyer behaviour.
Findings
Brand reputation, quality, appropriateness for the market and exclusive distribution were the most important criteria for supplier selection. For evaluating merchandise, the most important criteria were design, style, fashionability and quality. The most relevant influencer of decision making in supplier selection was the competitive structure in terms of the power balance between retailer and brand. For merchandise selection, the most relevant influencing factors were retailer size, management mentality, product positioning and type of decision (re-buy or new task).
Research limitations/implications
Due to the exploratory nature of the study and its focus on the context of a particular geographical marketplace, the findings may not be generalised to other countries.
Originality/value
This paper provides an insight into the decision-making practice of retail buyers in Greek luxury fashion retailers, where the buying task involves balancing the retailer's commercial interests with a more cultural role in terms of shaping fashion trends and generating PR and publicity for the retailer. The task is further complicated by the power imbalance between retailer and brand, enabling brands to impose limitations on the buyer's decision. Additionally, the combined influence of shortening product life cycles, increasing product variety and the emergence of a new and younger luxury fashion consumer requires a shift from intuitive to scientific, data-driven decision making.
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Mr. Alfred Levy has been appointed Group managing director of Carless, Capel & Leonard Ltd. Mr. John Leonard continues as executive chairman of the company.
Anders Norberg, Charles D. Dziuban and Patsy D. Moskal
This paper seeks to outline a time‐based strategy for blended learning that illustrates course design and delivery by framing students' learning opportunities in synchronous and…
Abstract
Purpose
This paper seeks to outline a time‐based strategy for blended learning that illustrates course design and delivery by framing students' learning opportunities in synchronous and asynchronous modalities.
Design/methodology/approach
This paper deconstructs the evolving components of blended learning in order to identify changes induced by digital technologies for enhancing teaching and learning environments.
Findings
This paper hypothesizes that blended learning may be traced back to early medieval times when printed material provided the first asynchronous learning opportunities. However, the digitalization of contemporary learning environments results in a de‐emphasis on teaching and learning spaces. When time becomes the primary organizing construct for education in a technology‐supported environment, blending possibilities emerge around five components: migration, support, location, learner empowerment, and flow.
Research limitations/implications
This study enables the readers to conceptualize blended learning as a combination of modern media, communication modes, times and places in a new kind of learning synthesis in place of traditional classrooms and technology with the teacher serving as a facilitator of a collective learning process.
Practical implications
The major implication of this paper is that modern learning technologies have freed students and educators from the lock in of classroom space as being the primary component of blended learning, thereby emphasizing learning rather than teaching in the planning process.
Originality/value
This paper proposes a new model of blended learning in which physical teaching environments give way to time. Time and synchronicity become the primary elements of the learning environments. In addition, the authors suggest that the time‐based model as an educational “new normal” results in technologies as enablers rather than disruptors of learning continuity.
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Ruofei Chen, Patsy Perry, Rosy Boardman and Helen McCormick
This paper synthesises peer-reviewed published journal articles on augmented reality in retail settings to ascertain the current foci of academic research in this nascent area and…
Abstract
Purpose
This paper synthesises peer-reviewed published journal articles on augmented reality in retail settings to ascertain the current foci of academic research in this nascent area and develop a conceptual framework to form the basis for a future research agenda.
Design/methodology/approach
Thematic analysis was conducted on a sample of 76 papers published between 1997 and 2020 identified through a systematic search of high quality peer-reviewed papers.
Findings
Three major research avenues and theoretical bases emerged: AR adoption-based factors with technology acceptance models, AR user experience design and features that influence consumer behaviour, and AR shopping experience and value theory. The resultant S-O-R-based conceptual framework highlights the functional and experiential elements needed for an effective consumer AR experience, which could be implemented by retailers seeking to engage consumers with an augmented shopping experience and make AR applications financially viable.
Originality/value
This is the first systematic literature review on AR in retail settings to include multiple disciplinary perspectives (HCI and marketing/management) and research methodologies.
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The purpose of this study is to examine student perspectives about the principal from an intentionalist perspective. The following claims are made: One, that student mentality…
Abstract
The purpose of this study is to examine student perspectives about the principal from an intentionalist perspective. The following claims are made: One, that student mentality appears as a knowledge construction and reified mode of consciousness out of which students perceive and interpret principals’ practices. This mental mode is composed of unconscious and conscious negative images and representations that are shared as general background knowledge to students’ collective intentionality about the principal. Two, that through metaphor we can discover this phenomenon in the reification of consciousness ‐ the objectification of the principal and self‐objectification of students in the relationship based on an information fetishism in the communicative form of gossip. And three, furthermore, that student mentality is supported and reproduced in the traditional hierarchical organization of schools, institutionalized routine practices of principals, and extended through social knowledge networks that students share with other members of the school. Provides a metaphorical analysis of this mental configuration, identifies the social networks and school contexts that contribute to and sustain its construction and suggests that leadership needs to become better informed and sensitively aware in their reflective practices of intentional leadership.