Leslie Ann Williams, Linda Atkinson, Sharon Dean, Tracy Watts McCarty, Emmett Mathews and Shelley Jaques-McMillin
To meet the needs of under-resourced, rural schools where teacher attrition is high, this case study examined how a school–university partnership strengthened teacher and leader…
Abstract
Purpose
To meet the needs of under-resourced, rural schools where teacher attrition is high, this case study examined how a school–university partnership strengthened teacher and leader abilities to support deeper learning for students.
Design/methodology/approach
This research focused on a 17-year collaborative partnership between one rural school district and a university research and outreach organization to develop deeper learning experiences for students through shared and supportive leadership and learning of teachers and leaders. The researchers utilized documents, field notes and interviews with administrators to validate the data.
Findings
The study’s findings suggest that participation in authentic, researched-based professional development through the partnership improved the skills of leaders and teachers to support deeper learning for students. This partnership heightened teacher and leader capacity to promote and support continued change and sustainability.
Originality/value
This case study explored how one university center collaboratively engaged with a district by sharing research and strategies to support the development of leaders and teachers to create deeper learning for students. Through these experiences, the district evolved its deeper learning system and improved its organizational effectiveness, leadership development and learning for all.
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Sharon Mavin, Patricia Bryans and Teresa Waring
This paper argues that UK business and management schools continue to operate a gender blind approach (or at best gender neutral) to management education, research and the…
Abstract
This paper argues that UK business and management schools continue to operate a gender blind approach (or at best gender neutral) to management education, research and the development of management theory. This echoes a pattern repeated in the practice of management, which closes down and inhibits opportunities for management to be “done differently” and for organizations to be different. Our aim in this paper is to critically scrutinise and enable a consciousness raising in ourselves and our audience by highlighting what we understand as gender blindness within management, management research and education. However, the issue of whether this gender blindness results from “not seeing”, “being unaware”, “suppressing gender” or “gender defensiveness” remains problematic. We conclude with a call for an “unlearning” and a “rethinking” of gender blind management education and provide some examples of how this might be achieved.
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This paper aims to recommend dynamic capabilities as an integrative framework for the business school curriculum.
Abstract
Purpose
This paper aims to recommend dynamic capabilities as an integrative framework for the business school curriculum.
Design/methodology/approach
The paper discusses the history, sources, and consequences of the disciplinary fragmentation of most curricula. There is a determined effort to draw on all the relevant social science disciplines along with practice to create an intellectually coherent, interdisciplinary framework.
Findings
The dynamic capabilities framework can provide guidance for integrating the curriculum across disciplines and between theory and practice.
Social implications
Implementation along the lines proposed will give students more of what they need and allow business schools to graduate individuals with a better chance of managing organizations in fast‐changing environments exposed to strong global competition.
Originality/value
The application of one of the dominant paradigms in management studies is proposed as a framework for integrating and enhancing the entire business school curriculum. There is no other framework that purports to do so in an intellectually coherent manner.
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Patrick Lo, Robert Sutherland, Wei-En Hsu and Russ Girsberger
The purpose of this paper is to revisit theoretical positions on gender and the implications for gender in management by building upon current research on doing gender well (or…
Abstract
Purpose
The purpose of this paper is to revisit theoretical positions on gender and the implications for gender in management by building upon current research on doing gender well (or appropriately in congruence with sex category) and re‐doing or undoing gender and argue that gender can be done well and differently through simultaneous, multiple enactments of femininity and masculinity.
Design/methodology/approach
This is a theoretical paper.
Findings
The authors argue that individuals can perform exaggerated expressions of femininity (or masculinity) while simultaneously performing alternative expressions of femininity or masculinity. The authors question claims that gender can be undone and incorporate sex category into their understanding of doing gender – it cannot be ignored in experiences of doing gender. The authors contend that the binary divide constrains and restricts how men and women do gender but it can be disrupted or unsettled.
Research limitations/implications
This paper focuses upon the implications of doing gender well and differently, for gender and management research and practice, drawing upon examples of leadership, entrepreneurship, female misogyny and Queen Bee.
Originality/value
This paper offers a conceptualization of doing gender that acknowledges the gender binary, while also suggesting possibilities of unsettling it.
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The purpose of this article is to highlight the results of the online Delphi research project; in particular the procedures used to establish an online and innovative process of…
Abstract
Purpose
The purpose of this article is to highlight the results of the online Delphi research project; in particular the procedures used to establish an online and innovative process of content validation and obtaining “rich” and descriptive information using the internet and current e‐learning technologies. The online Delphi was proven to be an excellent tool in establishing content validity for an HRD‐related construct, e.g. adult learning principles. A review of related literature revealed no existing research that used a web‐based Delphi technique to validate measurements used in training and development (T&D) or HRD.
Design/methodology/approach
Research methods included: a thorough review of the literature to construct an item pool of adult learning principles and instructional methods, and a Delphi expert panel consensus. The mean, mode, standard deviation, interquartile range, and skewness of the data were calculated from the voting procedures for determination of consensus. Evidence of reliability was indicated by the interrater reliability coefficient from a field test. In addition, the Gunning FOG Index for readability was calculated to improve the readability of the instrument.
Findings
To address the first research question the authors suggest that a valid instrument can be developed by a diverse Delphi expert panel that measures the application of adult learning principles to fully‐mediated world wide web‐based training. The second research question was answered by illustrating that the internet can assist a group of diverse and geographically dispersed subject‐matter experts in establishing a content valid measurement of instructional methods and techniques that demonstrate the application of adult learning principles to fully‐mediated web‐based training. And, finally, the paper concludes that a Delphi process can be established as a web‐based method to validate research measures.
Practical implications
This research helps to address the critical issue of how research is used in practice. Reasons why this research lends itself more to practice than other HRD research using more common qualitative or quantitative methods include: it is a relatively simple procedure requiring less than expert‐level skills; the Delphi uses expert opinion that is commonly used in training and development practice; and results are easy to interpret and practical.
Originality/value
This research is unique in its approach to developing a content valid instrument using state‐of‐the‐art technology coupled with a updated Delphi method. It is valuable to HRD and other professionals and researchers interested in developing valid measures across cultures and where experts are geographically dispersed.
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Claire Nee, Mark Button, David Shepherd, Dean Blackbourn and Sharon Leal
This paper aims to present findings based on the psychological profile of 17 offenders who have been convicted of occupational fraud, bribery or related offences. It provides…
Abstract
Purpose
This paper aims to present findings based on the psychological profile of 17 offenders who have been convicted of occupational fraud, bribery or related offences. It provides findings on their specific psychological profiles using well-established psychological techniques to gauge personality. The study is also aimed to provide the foundations for further research on such profiles, which could eventually provide a screening tool to identify individuals who might be a higher risk of engaging in corrupt behaviours for organisations.
Design/methodology/approach
The research is based upon 17 interviews with white-collar offenders who were also asked to complete an Eysenck Personality Questionnaire to identify their profile.
Findings
This study postulates that sensation seeking, risk appetite, impulsivity and lower non-aggressive self-regulation dominate the E scale traits of white-collar offenders.
Originality/value
This paper is very much original in its design with few studies having been performed in this area.
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Nicola Patterson and Sharon Mavin
Through a feminist lens, the study explores women’s experiences of entrepreneurial leadership in the UK and how the women manage competing and contrary patriarchal and…
Abstract
Purpose
Through a feminist lens, the study explores women’s experiences of entrepreneurial leadership in the UK and how the women manage competing and contrary patriarchal and individualism discourses and associated discursive paradox.
Design/methodology/approach
This study follows social constructionism and Feminist Standpoint Research approach, providing space for women to voice and contextualise lived experiences from multiple standpoints. The study comprises five cases of women entrepreneurs in IT, law, construction, beauty and childcare, using a two-stage semi-structured interview process analysed through discourse analysis.
Findings
This study provides new insights into the entrenched patriarchal socio-cultural context for women entrepreneurial leaders in the UK. The competing discourses provoke a discursive paradox, which dominates and oppresses women. This is managed through a process of discursive blending, blurring and merging contrary discursive expectations. The women use the individualism discourse to obscure patriarchy’s domination and as a resource to resist patriarchal gender power relations. To blend the discourses, the women use particular tactics: engaging in patriarchal bargains, such as “dressing not to impress”; can sidestep and manoeuvre these bargains and can utilise “patriarchal advantages”, turning gender oppression into benefits by “working it positively”.
Originality/value
This study addresses the lack of research interrogating patriarchy in the Global North and the absence of understandings of how women entrepreneurial leaders manage the competing and contrary discourses of patriarchy and individualism, which actively shape their experiences. The study illuminates the significance and increasing requirement for feminism to disrupt the ever-increasing power of patriarchy in entrepreneurship.