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Article
Publication date: 1 June 1997

Paul Murray

Technology for technology's sake?. It's been called one‐to‐one marketing on the Internet; it's been compared to subscribing to a magazine so that you never need to visit a…

26

Abstract

Technology for technology's sake?. It's been called one‐to‐one marketing on the Internet; it's been compared to subscribing to a magazine so that you never need to visit a newsagent ever again to look for it. But is push technology all it's made out to be? More importantly, is it technology for technology's sake or is it actually useful?

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Online and CD-Rom Review, vol. 21 no. 6
Type: Research Article
ISSN: 1353-2642

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Article
Publication date: 17 July 2007

Paul E. Murray and Sheran A. Murray

This paper aims to analyse an initiative to provide learners on “career‐based” programmes with opportunities to reflect upon their values within the context of sustainability.

2569

Abstract

Purpose

This paper aims to analyse an initiative to provide learners on “career‐based” programmes with opportunities to reflect upon their values within the context of sustainability.

Design/methodology/approach

An international literature review relating values and behaviour to the sustainability agenda led to the development of “sustainability training” workshop activities for construction students at the University of Plymouth. The activities, drawing on good practice from a range of education for sustainability initiatives and the behavioral discipline Neuro Linguistic Programming, enable participants to elicit and reflect upon their core values and to relate these to key sustainability issues. Following multiple pilots the workshops were offered as voluntary field trials to students, their effectiveness being measured through structured feedback.

Findings

The feedback returns demonstrate the popularity of the enquiry‐based learning techniques utilized and the effectiveness of the individual activities in achieving their aims. Constructive criticism centred on the need to simplify some of the activity instructions.

Practical implications

This research shows that open‐ended enquiry‐based learning techniques are useful for promoting sustainability values within educational programmes. As the activities described here are not discipline‐specific, they have potential to be adapted for similar disciplines at other institutions and for use with other career‐based disciplines.

Originality/value

Much is written about the need to embed sustainability values in the curriculum. This paper describes a method of fulfilling this need and may be of significant value to those attempting to embed sustainability within educational programmes.

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International Journal of Sustainability in Higher Education, vol. 8 no. 3
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 10 April 2007

Paul E. Murray and Alison J. Cotgrave

This paper seeks to analyse the hypothesis that sustainability is destined to become the operating paradigm for construction education in the UK.

4925

Abstract

Purpose

This paper seeks to analyse the hypothesis that sustainability is destined to become the operating paradigm for construction education in the UK.

Design/methodology/approach

An international literature review is used to assess the relationship between sustainability and the built environment. The viewpoints of the construction‐related professions are examined by analysing the accreditation policies of key professional bodies and through a survey of public sector‐based UK building professionals. International and national policy initiatives on educating for sustainability are reviewed and a survey of UK universities delivering construction degrees is used to explore the environmental content of construction courses. A brief case study describes recent efforts to systematically embed sustainability within construction education.

Findings

The sustainability agenda and construction are intricately linked. The rationale, therefore, for embedding sustainability within the construction curriculum is powerful. Strong policy drivers for embedding sustainability in the curriculum also exist, but the response from construction educators is thus far patchy. However, the case study demonstrates that integrating sustainability issues within construction courses is readily achievable.

Practical implications

The findings will influence policy decisions taken by educators and professional bodies seeking to respond to the fast‐developing sustainability agenda.

Originality/value

This research demonstrates the rationale for systematically embedding sustainability within the construction curriculum to the benefit of professionals, professional bodies and educators.

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Structural Survey, vol. 25 no. 1
Type: Research Article
ISSN: 0263-080X

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Article
Publication date: 1 November 1906

IT is fitting that a new series of this magazine should be introduced by some reflections on the whole question of book selection, both for the general public and libraries.

50

Abstract

IT is fitting that a new series of this magazine should be introduced by some reflections on the whole question of book selection, both for the general public and libraries.

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New Library World, vol. 9 no. 1
Type: Research Article
ISSN: 0307-4803

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Article
Publication date: 1 September 2000

Jonathan C. Morris

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and…

32113

Abstract

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

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Management Research News, vol. 23 no. 9/10/11
Type: Research Article
ISSN: 0140-9174

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Book part
Publication date: 16 December 2004

Randall W. Eberts, Ph.D., is the executive director of the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Mary Hatwood Futrell, Ed.D., is president of…

Abstract

Randall W. Eberts, Ph.D., is the executive director of the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Mary Hatwood Futrell, Ed.D., is president of Education International (EI), headquartered in Brussels, Belgium, and dean of the Graduate School of Education and Human Development at George Washington University, Washington, DC.Bob Harris, M.A., Dip.T (Sec.), (Australia), advanced study at the Institut Universitaire des Hautes Etudes Internationales, Geneva, is a former EI executive director and current senior consultant based in Nyon, Switzerland.Ronald D. Henderson, Ph.D., is the director of the Research Department at the National Education Association, Washington, DC.Rachel Hendrickson, Ph.D., is the higher education coordinator in the Membership and Organizing Department at the National Education Association, Washington, DC.Kevin Hollenbeck, Ph.D., is a senior economist and director of publications at the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Susan Moore Johnson, Ed.D., is Carl H. Pforzheimer, Jr., Professor of Teaching and Learning at the Harvard University Graduate School of Education, Cambridge, Massachusetts.Charles T. Kerchner, Ph.D., is Hollis P. Allen Professor of Education at the Claremont Graduate University, Claremont, California.Julia E. Koppich, Ph.D., is president of Koppich & Associates, an education policy research and consulting firm, in San Francisco, California.Carrie M. Lewis, J.D., is a senior writer-editor in the Government Relations Department at the National Education Association, Washington, DC.Christine Maitland, Ph.D., is a former higher education coordinator for the National Education Association who now works on higher education issues with the NEA’s Pacific Regional Office in Burlingame, California.Christine E. Murray, Ph.D., is a professor in the Department of Education and Human Development and dean of the School of Professions, State University of New York College at Brockport.Diane Shust, J.D., M.S.Ed., is the director of the Government Relations Department at the National Education Association, Washington, DC.Joe A. Stone, Ph.D., is W. E. Miner Professor of Economics at the University of Oregon, Eugene.Wayne J. Urban, Ph.D., is Regents’ Professor of Education in the Department of Educational Policy Studies at Georgia State University, Atlanta.Fred van Leeuwen is the general secretary of Education International, Brussels, Belgium.Maris A. Vinovskis, Ph.D., is Bentley Professor of History, senior research scientist at the Institute for Social Research, and faculty member of the Gerald R. Ford School of Public Policy at the University of Michigan, Ann Arbor.Paul Wolman, Ph.D., is a senior policy analyst in the Research Department at the National Education Association, Washington, DC.

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Teacher Unions and Education Policy: Retrenchment of Reform?
Type: Book
ISBN: 978-1-84950-126-2

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Article
Publication date: 1 November 1991

Thomas O. Nitsch

Misbegotten, misnamed, antisocial homo oeconomicus is nowcontrasted with the more human personae of homo oeconomicushonorabilis, the “open”/ “Semi‐economic Man”of Pantaleoni and…

160

Abstract

Misbegotten, misnamed, antisocial homo oeconomicus is now contrasted with the more human personae of homo oeconomicus honorabilis, the “open”/ “Semi‐economic Man” of Pantaleoni and Marshall, the still arcane homo oeconomicus humanus of Nitsch and Malina, and (most recently) the positivistic (neo‐) homo socio‐economicus of Etzioni et al., which ‐‐in turn – harks back to Smith′s Theory of 1759‐90. Showing the essential identity of modern economics and Aristotle′s oikonomikē, and recognising the ozone layer as pre‐eminent among once‐free but now very scarce resources (chrēmata ) that have to be utilised efficiently and administered prudently, the author joins forces with Herman Daly et al. in proposing an Aristotelian/Biblical homo oeconomus as a “Good Steward” in the spirit of Frigerio′s L′Economo Prudente (1629) and qualitative improvement over the being who has masqueraded as homo oeconomicus. Uniting this prudent conservator and caretaker of our natural endowment with “Homo Faber, the Subject‐creator of Social Economy” of an earlier work yields the antithesis of the veritable homo oeconomicus impudens of Classical‐Neoclassical infamy.

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International Journal of Social Economics, vol. 18 no. 11/12
Type: Research Article
ISSN: 0306-8293

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Book part
Publication date: 13 August 2018

Robert L. Dipboye

Abstract

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The Emerald Review of Industrial and Organizational Psychology
Type: Book
ISBN: 978-1-78743-786-9

Available. Content available
Book part
Publication date: 18 November 2022

Christi U. Edge

Free Access. Free Access

Abstract

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Making Meaning with Readers and Texts
Type: Book
ISBN: 978-1-80262-337-6

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Article
Publication date: 1 March 1988

H. Visser

The epithet “Austrian” in “Austrian economics” is applied to the work of economists as far apart in time as Carl Menger, whose Grundsätze der Volkswirthschaftslehre (Principles of

177

Abstract

The epithet “Austrian” in “Austrian economics” is applied to the work of economists as far apart in time as Carl Menger, whose Grundsätze der Volkswirthschaftslehre (Principles of Political Economy) first appeared in 1871, and Ludwig Lachmann, Israel Kirzner and Murray Rothbard, writing a century or more later. It would be vain to attempt to define Austrian economics by a set of beliefs, commonly held by its adherents. There is much to be said for following Zuidema (1987), who prefers to speak of “styles” rather than “schools”. This implies that there need be no clear‐cut dividing lines between Austrians and the rest of the economics fraternity and that not all those dubbed “Austrian” are necessarily “typically” Austrian all of the time. There certainly seems to be a style of reasoning that can be seen as specifically Austrian. Some of the components of a “style” mentioned by Zuidema are:

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Journal of Economic Studies, vol. 15 no. 3/4
Type: Research Article
ISSN: 0144-3585

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