Search results

In this paper, we measure the impact of transactional leadership and transformational leadership styles on student learning outcomes. Leadership style was measured using a set of questions that were developed based on the conceptions of leadership style from Avolio, Waldman and Yammarino (1991). Student learning outcomes investigated included overall final mark achieved in the course, as well as communication skills, writing skills, critical thinking and analysis skills, study skills, reading skills and interpersonal skills.

Since the mid-1990s, the social model of disability has come under scrutiny. Several researchers have examined the role of ontology (philosophical ideas about the nature of what it means to be human) in relation to disability. In this paper, we situate this burgeoning understanding of disability within the set of post-cartesian ontologies, which disrupt the separation of the mind from the body and its attendant dichotomies. Furthermore, we seek to show how such a change can carry through to the research paradigm and therefore affect tangible outcomes of disability research.

A commitment to an embodied ontology requires first and foremost that researchers rethink what is being studied by focusing on the diverse characteristics of being and its actualization within the world. This will involve an emphasis on the lived experience of the body, including issues of affect, identity and movement, as well as broader issues of embodied being.

Using a research program currently underway at the Center for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS) as a detailed example, we draw on the ontological framework to help articulate the way research can be re-organized. We show how projects at different scales can be brought to work together, and highlight how a focus on embodiment issues facilitates such multi-disciplinary, inter-project collaboration. We note that adopting such an ontology-based framework will accomplish three major outcomes: (1) increase the relevance and effectiveness of new projects with regard to the overall vision; (2) enhance cross-project synergies and ensure stronger ties between research and practice; and (3) contribute to shifting the underlying ontology from a more cartesian approach to a post-cartesian embodied perspective.

The new ontologies embrace, integrate and extend the earlier social and biomedical perspectives, and offer a critical perspective on technology. The embodied approach recognizes not only the embodiment of research subjects, but also the embodied experience of the researchers themselves. In addition, the approach leads to a more holistic organization of research within a global, interconnected structure of projects rather than simply a collection of separate projects organized into thematic areas, as was done in previous decades. This reorganization of research enhances the ability to engage academic researchers with practitioners not just in the hospital and clinical settings, but also within the wider community.

Explores the possibilities that accounting could become a resource in a movement towards fairer and more just societies. Considers specifically the ways in which mainstream management accounting textbooks, as tools of management accounting education, have the effect of encouraging students of the discipline to be unaware, unquestioning and uncritical of the social and organizational effects of management accounting practice. Aims to explore, through illustrations from a leading mainstream management accounting text, both the obvious and the more subtle ways in which such texts can inculcate these future practitioners with norms of practice that preclude management accounting’s emancipatory role in society. Considers in the course of this analysis the described purpose of management accounting; the assumptions made about human behaviour; the presentation of class structures and interests; and the importance of cultural specificity when considering management accounting. Counter‐illustrations are offered of how accounting educators might move towards encouraging students to consider accounting’s enabling possibilities. Finally, suggests areas for further investigation and effort which are material to the development of an enabling accounting.

This paper explores how group cognition can provide a basis for understanding knowledge creation and sharing that does not depend on the assumption of extant internal representations that filter sense‐data. Literature from a wide variety of disciplines is synthesized to provide an ecologically‐oriented model of group cognition. Group cognition means moving away from idiosyncratic, subjective mental models of the world to the notion that agents with similar capacities to act can potentially discern similar action possibilities in the world. It changes the direction from discovery and alignment of mental models to selectivity calibration and informational structure sharing. “What one thinks” at a given moment is dependent on boundary objects available at the moment that predominately originate with human actors. Therefore, in this way, one’s cognition is predominately group cognition. Based on the breadth of the topic, this paper must be considered a work‐in‐progress, a snapshot of the exploration of such a complex subject. It provides an alternate view of knowledge creation and sharing as the basis for incorporating more effective collaboration functionality into technologies that support joint work. This paper challenges long‐held views of extant internal representations that filter sense‐data and offers a radically different ecological‐based model of group cognition.

The purpose of this paper is to provide comment on the contribution of the Environmental performance accountability special issue of Accounting, Auditing & Accountability Journal published in 1997 towards the innovation through a personal reflection developed from the perceived need to move academics and practitioners into the same space on environmental improvement by organisations. In addition, the paper will offer future directions for environmental performance accountability research, including the potential for tools such as integrated reporting, the need for theoretical pragmatism and importance of a transdisciplinary approach to research.

The diegetic method used for this article allowed for the provision of a narrative about actions, characters and events of interest to an audience. This method facilitated the intersection between the biographical and the historical content and context, and a hypodiegesis provided the ability for an embedded story within the larger history. The approach allowed for a hypodiegetic as the story within the story of developing the relationships between academic accountants and practitioners.

Contained in the special issue is a set of articles marking the extremes of academic and practitioner perspectives on what is broadly termed environmental performance and accountability. Review of the content of the special issue reveals that the bias is towards academic rather than practitioner appreciation. Review of the context providing the setting for the special issue shows the need for publishers to engage in the social media mechanisms needed to commence dialogue and convey the messages of academics to practitioners.

Subjective assessment is overtly recognized rather than subsumed in the research methods adopted.

The embedding of articles in special issues within a broader communications portfolio for practitioner understanding is suggested.

The nature of the personal reflection means that thoughts recorded are novel and unique.