To examine the impact of the philosophical sources on Herbert Simon's Administrative Behavior, a central work in the management canon.
Abstract
Purpose
To examine the impact of the philosophical sources on Herbert Simon's Administrative Behavior, a central work in the management canon.
Design/methodology/approach
The paper uses a conceptual approach, tracing the influence of the major philosophers – William James, John Dewey and the logical positivists (A.J. Ayer and Rudolph Carnap) – cited in the book.
Findings
An understanding of the philosophical platform supporting Administrative Behavior is crucial to a more complete reading of the book and to furthering research in the area.
Practical implications
Future research focused either on extending Herbert Simon's work or, more generally, on advancing the study of management, will benefit from deeper consideration of the implications of the chosen philosophical platform supporting the endeavour.
Originality/value
The paper provides the reader a means for better understanding the contributions of a key work in management, with implications that extend to its overall study.
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Arch G. Woodside and Roger Baxter
This chapter points out that the use of a wide range of theoretical paradigms in marketing research requires researchers to use a broad range of methodologies. As an aid in doing…
Abstract
This chapter points out that the use of a wide range of theoretical paradigms in marketing research requires researchers to use a broad range of methodologies. As an aid in doing so, the chapter argues for the use of case study research (CSR), defines CSR, and describes several CSR theories and methods that are useful for describing, explaining, and forecasting processes occurring in business-to-business (B2B) contexts. The discussion includes summaries of six B2B case studies spanning more than 60 years of research. This chapter advocates embracing the view that learning and reporting objective realities of B2B processes is possible using CSR methods. CSR methods in the chapter include using multiple interviews (2 + ) separately of multiple persons participating in B2B processes, direct research and participant observation, decision systems analysis, degrees-of-freedom analysis, ethnographic-decision-tree-modeling, content analysis, and fuzzy-set qualitative comparative analysis (fs/QCA.com). The discussion advocates rejecting the dominant logic of attempting to describe and explain B2B processes by arms-length fixed-point surveys that usually involve responses from one executive per firm with no data-matching of firms in specific B2B relationships – such surveys lack details and accuracy necessary for understanding, describing, and forecasting B2B processes.
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David V. O’Sullivan, Corinna F. Grindle and J. Carl Hughes
The purpose of this paper is to evaluate the feasibility, and effectiveness, of using Headsprout Early Reading (HER), an online computer program, to teach basic reading skills to…
Abstract
Purpose
The purpose of this paper is to evaluate the feasibility, and effectiveness, of using Headsprout Early Reading (HER), an online computer program, to teach basic reading skills to adult offenders with mild intellectual disabilities (IDs) in a secure hospital.
Design/methodology/approach
A single subject pre-post-test design replicated across two participants was used. Two standardized literacy tests were completed at baseline, half way through the intervention, and at the end of the intervention period. A measure of reading self-concept was also completed. An additional component to this research design was the inclusion of two “treatment as usual” (TAU) control participants who did not complete the program.
Findings
Results are positive in terms of the feasibility of running the program, improved reading skills, and self-concept scores for both “intervention” participants compared to the “TAU” participants.
Originality/value
HER was originally developed for typically developing children, and has been found to be effective for children with IDs and developmental disabilities. This is the first study to evaluate this program with an adult population.
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Simon King and Amber Gove
We’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania.
Abstract
Purpose
We’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania.
Design/methodology/approach
This article uses a qualitative approach to explore the behaviorally normed barriers to quality classroom instruction that contribute towards low learning outcomes. Themed text analysis was applied to qualitative secondary data from seventeen classroom observations and teacher interviews collected from low-performing schools in rural Tanzania.
Findings
It was found that teachers in poor-performing schools in Tanzania were focused on the delivery of curriculum and pedagogy, with a misplaced belief that their pupils were performing adequately. The study found no evidence of teacher resistance to change; instead, the teachers were content and often happy to implement the reading program, believing that teaching phonics-based instruction improved their teaching approach. Teachers sought confirmation of their quality instructional practice from convenient yet inaccurate sources that did not include effective pupil assessment.
Research limitations/implications
As a result of the chosen research approach, findings may lack generalizability.
Practical implications
While existing models of teacher change rely on logic and reason for decision-making, this paper provides evidence that teacher models of change are much more complex and irrational, aligned more closely with insights from behavioral economics (BE). Additionally, this paper justifies that traditional research frameworks that study what works provide an incomplete picture to support effective program improvement.
Originality/value
The application of behavioral economics to research and education programming focused on reducing the restraining forces rather than pushing incentives and other program components.
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Wendi Ralaingita and Joy du Plessis
Over the past 20 years, the primary focus of education policy and programming in low- and middle-income country contexts has shifted from access to quality. There has also been a…
Abstract
Over the past 20 years, the primary focus of education policy and programming in low- and middle-income country contexts has shifted from access to quality. There has also been a laudable increase in the amount of available research about education quality in low- and middle-income countries, and a growing emphasis placed on incorporating research- and evidence-based activities and approaches into donor-funded education programs, particularly for early grade reading. Reviews of early grade reading (EGR) programs and their level of impact, however, particularly when programs are implemented at large scale, may leave some practitioners, policy makers, and donors dismayed. Effect sizes and impacts of the programs are often positive, but the absolute gains in reading performance are not as dramatic as we would like, despite the implementation of evidence-based approaches.
In education policy and implementation literature, the decoupling of policy and implementation, and the messiness involved in putting research into practice in education, are well documented. In this chapter, the authors propose the idea of “satisficing,” as it has been defined in policy and implementation literature, as a useful lens for considering the apparent decoupling of actual impacts and anticipated outcomes for programs that have adopted research- and evidence-based approaches. Using examples from EGR programs in African and Asian contexts, the authors argue that “satisficing” occurs at multiple levels, including the classroom, school, district, and even the program implementation (i.e., contractor or grantee) levels. The authors also argue that this lens has important implications for education program design and research.
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Julia B. Lindsey, Rachelle Kuehl and Heidi Anne Mesmer
Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the…
Abstract
Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.
Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.
Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.
Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.
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Marcellin Chirimwami Luvuga, Deogratias Bugandwa Mungu Akonkwa and Didier Van Caillie
In recent times, the operating landscape of Small and Medium Enterprises (SMEs) environment can be described as constantly changing. Their performance is more dependent on the…
Abstract
In recent times, the operating landscape of Small and Medium Enterprises (SMEs) environment can be described as constantly changing. Their performance is more dependent on the managers' ability to implement effective control/management practices suitable for their context and operating environment. Through a multi-site case study, we examine the peculiarities of control/management practices in four SMEs in the city of Bukavu to ascertain whether and how those practices contribute to SMEs' performance. Our findings indicate the predominance of informal practices, which include coordination methods similar to the balanced scorecard, budgeting practices, cost imputation, cash monitoring and inventory management. Compared to the results from literature, these practices did not differ much from those observed in the SMEs of developed countries and are likely to contribute to performance achievement, which corroborates the proposition of the contingency theory.