Jeffrey W. Alstete, John P. Meyer and Nicholas J. Beutell
This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output…
Abstract
Purpose
This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community.
Design/methodology/approach
This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities.
Findings
The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators.
Practical implications
Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment.
Originality/value
This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.
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Terry David Gibson and Nigel Scott
The purpose of this paper is to provide a detailed account of the “Views from the Frontline” and “Frontline” methodologies, which underpinned the case studies presented in this…
Abstract
Purpose
The purpose of this paper is to provide a detailed account of the “Views from the Frontline” and “Frontline” methodologies, which underpinned the case studies presented in this issue.
Design/methodology/approach
A participant observer account of the development of the methods, leading to a critical discussion of their deployment and impact and a concluding discussion of further work required.
Findings
The study found that iterative development of the programmes had improved their ability to gather and analyse local experience, knowledge and priorities concerning risk and resilience, but raised a concern over the means by which this information was able to achieve necessary political influence.
Originality/value
This technical paper is a first assessment of the underlying method and application of “Views from the Frontline” and “Frontline” and benefits from the participant observer status of the authors. More work is required on the underlying questions concerning qualitative vs quantitatitive methods, and on the means of achieving political impact from the work.
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Pedro Vaz Serra and Cláudia Seabra
Tourism, as a system, develops strategies for risk prevention and mitigation. The shock generated by the COVID-19 pandemic is different when compared with previous events because…
Abstract
Tourism, as a system, develops strategies for risk prevention and mitigation. The shock generated by the COVID-19 pandemic is different when compared with previous events because it is more intense and prone to structural changes. Tourists' perceptions condition their behaviour and decisions, with adverse results on travel and tourism consumption; and hygiene and health risks generate a cause-effect relationship on destination specificities.
From globalisation to risk perception and crisis management, in a framework where technology, communication and digital content represent undeniable importance, we are facing circumstances especially conducive to the redesign of the collective future, where the sustainability of tourism is a collective goal, arising from the right balance between the competitiveness of destinations and climate action.
Given the prospects for the next decade, health and hygiene are structural factors to be considered in decision-making processes. Thus, so the proposed approach contributes to the awareness, by the various stakeholders, of its importance and the need to implement methods and processes compatible with more inclusive and responsible tourism.
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Donald E. Gibson and Scott J. Schroeder
Attributing blame for performance failure and credit for success is ubiquitous in organizations. These responsibility attributions can play an important role in aligning…
Abstract
Attributing blame for performance failure and credit for success is ubiquitous in organizations. These responsibility attributions can play an important role in aligning individual and organizational performance expectations, but may also exacerbate conflict in groups and organizations. Theory suggests that an actor's organizational role will affect blame and credit attributions, yet empirical work on this prediction is lacking. This article tests an organizational role approach by assessing the effect of the responsible actor's hierarchical position and whether he or she acted as an individual or as part of a group on blame and credit attributions. The study finds that in response to organizational failures and successes leadership roles attract more blame than other positions, but in contrast to previous predictions, these roles do not attract more credit than lower level roles. In addition, upper level positions tend to be assigned greater blame than credit, while lower level positions show a reversed pattern: they attract more credit than blame. Groups are less likely to be assigned blame and more likely to be credited than are individuals, and occupants in flat organizational structures are assigned higher levels of blame and credit than are occupants in taller organizational structures.
Terry David Gibson, Festus Tongwa Aka, Ruiti Aretaake, Sarwar Bari, Guillaume Chantry, Manu Gupta, Jesusa Grace Molina, John Norton, Bhubaneswari Parajuli, Hepi Rahmawati and Nisha Shresha
The purpose of this paper is to discuss the findings from the body of case studies offered in the issue, combined with three external perspectives on local voices and action.
Abstract
Purpose
The purpose of this paper is to discuss the findings from the body of case studies offered in the issue, combined with three external perspectives on local voices and action.
Design/methodology/approach
Using as its basis the eight key case studies and three external contributions to the special issue, the paper offers a theoretical framework as a basis for discussion of this material. Through this, it identifies possible modes of action understood through the theoretical framework and elaborated through the specific cases. It concludes with proposals for further work.
Findings
The discussion finds that from a local perspective, the ambitions of local populations and local NGOs to achieve emancipatory change depend on the scope for local collaboration and partnerships to exercise influence on underlying risk factors. It resolves the suggested tension between operating within, and outside the system through the concept of “legitimate subversion”.
Originality/value
It is felt that the original recording of case studies of local level action combined with the process of iterative critical reflection on the part of the contributors offers a novel approach to knowledge creation from practice, and offers insights bridging theoretical and practitioner perspectives into means of addressing underlying risk factors affecting local populations.
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Silvia Elena Gallagher and Timothy Savage
This chapter provides a critical discussion of challenge-based learning (CBL) within future trends in higher education (HE). It explores how CBL may address challenges facing…
Abstract
This chapter provides a critical discussion of challenge-based learning (CBL) within future trends in higher education (HE). It explores how CBL may address challenges facing higher education institutions (HEIs) in response to these future trends by using a framework of common CBL characteristics. Clear recommendations for CBL practitioners to succeed in CBL implementation within the ever-changing HE landscape are presented. It complements previous chapters on CBL case studies by situating CBL in the broader HE space. A discussion on the interrelationships between these characteristics and predictions on the future integration of CBL in HE concludes this chapter. These macrolevel discussions of CBL will be of interest to government officials, managers, business stakeholders, teachers, policy advisors, and academic teachers. Insights on the future institutional impact of CBL, how it may improve business and academic collaborations, how it aligns with sustainability and transversal skills policies, and where CBL is situated in the post-COVID-19 landscape are discussed. Ultimately, it argues that CBL is part of a pedagogical toolkit to meet future trends in HE.
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Flor S. Gerardou, Royston Meriton, Anthony Brown, Blanca Viridiana Guizar Moran and Rajinder Bhandal
Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher…
Abstract
Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.
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The purpose of this paper is to demonstrate how fixed‐share prices, as a structural flaw in private equity funds targeted to small‐unit investors, economically disadvantages those…
Abstract
Purpose
The purpose of this paper is to demonstrate how fixed‐share prices, as a structural flaw in private equity funds targeted to small‐unit investors, economically disadvantages those investors in favor of sponsors.
Design/methodology/approach
The theoretical model incorporates fixed share prices with continuous investment opportunity and evaluates the wealth transfer from long‐term investors to marketing affiliates and soliciting dealers in the form of fees paid on the sale of shares to follow‐on investors.
Findings
This result holds in the presence of high‐payout dividend policy that attempts to compensate for wealth transfer.
Research limitations/implications
Should share prices be marked‐to‐market using real estate appraisals or another method, the unlisted REIT and related offerings, such as tenant‐in‐common funds, will be profitable for sponsors without economically disadvantaging long‐term investors.
Practical implications
The findings from this research are useful to fund sponsors who design real estate investment products for small‐unit investors. These products may retain the advantageous characteristics of existing products while eliminating the disadvantageous features.
Originality/value
This is the first academic research on private equity capital raised from small‐unit investors.
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Librarians have lavished years of scholarship on the subject of collection development. The rewarding process of organizing and building a relevant and competitive collection is…
Abstract
Librarians have lavished years of scholarship on the subject of collection development. The rewarding process of organizing and building a relevant and competitive collection is one of librarianship's more rewarding jobs.
James March was a bundle of wisdom and contradiction. Numerous lessons learned from him as a doctoral student have guided the author’s career as a scholar. Using simple models to…
Abstract
James March was a bundle of wisdom and contradiction. Numerous lessons learned from him as a doctoral student have guided the author’s career as a scholar. Using simple models to achieve complex understanding, but also looking for deeper insights rather than being satisfied with readily recognizable patterns – together they exemplify how the seemingly contradictory form a tapestry of wise advice. Being humble enough to be open to criticism without defensiveness and to be open to reconsidering your old ideas, these represent other important lessons. Finally, maintaining the ability to be playful with important ideas as a way to make deeper discoveries offers not only the promise of great impact but, as important, offers the promise of a fun journey.