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Article
Publication date: 1 April 1991

Paul N. Finlay and Steven B. Tyler

Describes the means by which the performance of propertyinvestments can be measured and analysed. Reports on the results of aquestionnaire survey looking into the practice of UK…

942

Abstract

Describes the means by which the performance of property investments can be measured and analysed. Reports on the results of a questionnaire survey looking into the practice of UK independent property portfolio managers. Suggests that a survey of financial institutions, namely insurance companies and pension funds, would reveal more about the objectives of performance measurement.

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Journal of Property Valuation and Investment, vol. 9 no. 4
Type: Research Article
ISSN: 0960-2712

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Article
Publication date: 1 February 1991

J.M. Myerscough and S.B. Tyler

Examines aspects of the current practice of negotiation education,exploring relevant issues and conflicting views. Considers the case forformal negotiation training, the provision…

400

Abstract

Examines aspects of the current practice of negotiation education, exploring relevant issues and conflicting views. Considers the case for formal negotiation training, the provision of training for the surveyors, timing of the training provision, and the effectiveness of various teaching methods. Concludes that surveyors who have received negotiation training recognise the benefits, although practitioners generally are sceptical.

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Property Management, vol. 9 no. 2
Type: Research Article
ISSN: 0263-7472

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Article
Publication date: 1 December 1990

Thomas P.J. Hancock and Steven B. Tyler

Considers the variety and range of predominantly public sector,non‐traditional residential property that has been developed. Examinesthe effect of repair schemes on mortgage…

426

Abstract

Considers the variety and range of predominantly public sector, non‐traditional residential property that has been developed. Examines the effect of repair schemes on mortgage availability. Identifies the principle providers of mortgage finance. Discusses their collective attitudes and policies. Considers the valuation process and the implications for property values.

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Journal of Property Finance, vol. 1 no. 4
Type: Research Article
ISSN: 0958-868X

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Article
Publication date: 1 April 2001

Steven L. Bidder, Chia‐Chi Chang and Tom R. Tyler

This study compares the role of procedural justice in motivating organizational retaliatory behaviors between two employee samples, one American and the other Taiwanese. The…

644

Abstract

This study compares the role of procedural justice in motivating organizational retaliatory behaviors between two employee samples, one American and the other Taiwanese. The cross‐national generality of procedural justice effects on retaliation are examined with regard to three issues. First, this study considers the comparability of the link between procedural justice and retaliation between the two national samples. Second, it examines whether procedural justice effects on retaliation are mediated by organizational identity in both samples, as has been found in previous research based on U.S. employees (Tyler & Blader, 2000). Third, it investigates whether procedural justice is defined similarly in the two samples. Results indicate moderate cultural variation in the influence of procedural justice on retaliation and in the mediating role of organizational identity. Specifically, although procedural justice was slightly less predictive of retaliation among the Taiwanese sample, the association between justice and retaliation for these respondents was fully (as opposed to partially) mediated by organizational identity. Significant national differences also emerged in the meaning of procedural justice. Taiwanese employees demonstrated a balanced influence of relational and instrumental concerns when making overall procedural fairness perceptions, while U.S. employees defined procedural fairness primarily in terms of relational concerns.

Details

International Journal of Conflict Management, vol. 12 no. 4
Type: Research Article
ISSN: 1044-4068

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Book part
Publication date: 27 October 2016

Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…

Abstract

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

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Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-1-78560-973-2

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Book part
Publication date: 7 June 2010

Steven L. Blader, Batia M. Wiesenfeld, Naomi B. Rothman and Sara L. Wheeler-Smith

Purpose – This chapter presents a social emotions-based analysis of justice dynamics, emphasizing the important influence of social emotions (e.g., envy, empathy, schadenfreude…

Abstract

Purpose – This chapter presents a social emotions-based analysis of justice dynamics, emphasizing the important influence of social emotions (e.g., envy, empathy, schadenfreude, and vicarious joy) on justice judgments and reactions. The chapter also identifies a dimension for organizing social emotions, based on the degree of congruence they reflect between self and other. Congruent social emotions align the individual experiencing the emotion with the individual who is the target of their emotion, thus leading individuals to reason about and perceive justice in ways that are aligned with the target. Conversely, incongruent social emotions create misalignment and lead to justice perceptions that are misaligned and oppositional with regard to the target.

Methodology/approach – The chapter is informed by research suggesting that justice judgments are subjective. We consider the perspective of each of the key parties to justice (i.e., decision makers, justice recipients, and third parties) to evaluate the effect of (in)congruent social emotions on justice.

Findings – The core argument advanced in the chapter is that the (in)congruence of parties’ social emotions shape whether people evaluate the outcomes, procedures, and treatment encountered by a target as being fair. Fairness judgments, in turn, shape parties’ actions and reactions.

Originality/value – The chapter is the first to offer a framework integrating research on organizational justice with research on social emotions, arguing that social emotions strike at the very foundation of justice dynamics in groups and teams. In addition, the congruence dimension described in the chapter offers a novel and potentially important way of thinking about social emotions.

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Fairness and Groups
Type: Book
ISBN: 978-0-85724-162-7

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Article
Publication date: 4 December 2023

Tyler Skinner, Steven Salaga and Matthew Juravich

Using the lens of upper echelons theory, this study examines the degree to which National Collegiate Athletic Association athletic department performance outcomes are associated…

232

Abstract

Purpose

Using the lens of upper echelons theory, this study examines the degree to which National Collegiate Athletic Association athletic department performance outcomes are associated with the personal characteristics and experiences of the athletic director leading the organization.

Design/methodology/approach

The authors match organizational performance data with athletic director and institutional characteristics to form a robust data set spanning 16 years from the 2003–04 to 2018–19 seasons. The sample contains 811 observations representing 136 unique athletic directors. Fixed effects panel regressions are used to analyze organizational performance and quantile regression is used to analyze organizational revenues.

Findings

The authors fail to uncover statistically significant evidence that athletic director personal characteristics, functional experience and technical experience are associated with organizational performance. Rather, the empirical modeling indicates organizational performance is primarily driven by differentiation in the ability to acquire human capital (i.e. playing talent). The results also indicate that on average, women are more likely to lead lower revenue organizations, however, prior industry-specific technical experience offsets this relationship.

Originality/value

In opposition to upper echelons research in numerous settings, the modeling indicates the personal characteristics and experiences of the organization's lead executive are not an economically relevant determinant of organizational performance. This may indicate college athletics is a boundary condition in the applicability of upper echelons theory.

Details

Managerial Finance, vol. 50 no. 4
Type: Research Article
ISSN: 0307-4358

Keywords

Available. Open Access. Open Access
Article
Publication date: 7 February 2022

Zena T. Lloyd, Daesang Kim, J.T. Cox, Gina M. Doepker and Steven E. Downey

This experimental study aimed to examine the effects of annotating a historical text as a reading comprehension strategy on student academic achievement in an eighth-grade social…

10155

Abstract

Purpose

This experimental study aimed to examine the effects of annotating a historical text as a reading comprehension strategy on student academic achievement in an eighth-grade social studies class.

Design/methodology/approach

A mixed-method design was used to collect quantitative and qualitative data sequentially. First, the authors collected quantitative data with a series of pre- and post-tests from all student participants during a six-week instructional time frame. Next, the authors collected quantitative and qualitative data with a survey from teacher and intervention group student participants. Quantitative data were analyzed to evaluate the mean differences in participants' test scores and survey responses. Finally, qualitative data from open-ended survey questions were transcribed and analyzed using an inductive approach to supplement the quantitative findings and develop a holistic picture of the participants' learning experiences.

Findings

The results showed that the annotating strategy increased student engagement, reading comprehension and thus academic achievement in social studies. Annotating helped students visualize key points, break down complex texts and slow down when reading complex historical texts. As a result, it helped students focus, think critically and discourse to understand complex content.

Research limitations/implications

The study was conducted with eighth-grade students in one middle school in South Georgia.

Practical implications

The findings of this study provide evidence that the reading comprehension strategy of annotating is a valuable teaching and learning tool for daily use in social studies classrooms.

Social implications

Educators must prepare students to use reading comprehension strategies such as annotating in all content areas and not only in a traditional academic setting.

Originality/value

This study adds to the current body of research and undergirds reading comprehension strategies used to improve the learning outcomes in content other than reading.

Details

Journal of Research in Innovative Teaching & Learning, vol. 15 no. 2
Type: Research Article
ISSN: 2397-7604

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Book part
Publication date: 7 October 2015

Mary Frances Rice and Richard Allen Carter

Happiness in teaching, termed Eudemonia, comes from a perception of a relationship with students. Such a perception is vital to sustaining teachers in their work in both on- and…

Abstract

Purpose

Happiness in teaching, termed Eudemonia, comes from a perception of a relationship with students. Such a perception is vital to sustaining teachers in their work in both on- and offline contexts. While the importance of these relationships has been acknowledged, there have not been attempts to account for how teachers pursue relationships and the accompanying sense of happiness. It is in this frame that we discuss findings from a larger study of online teachers working to support students with disabilities in a part-time program at a large virtual school.

Methodology/approach

The chapter considers expectations for online teachers and sets up a dialogue between same and different as they relate to on- and offline pedagogy. It then asks more questions about these responsibilities in the context of efforts by teachers to feel legitimate in their claims to relationships with students.

Findings

Stories that both elicited and threatened Eudemonia are shared and discussed. In particular, the authors learned that online teachers desired relationships with students to such a great extent that they were willing to narrate relationality into most interactions with the students.

Research implications

These findings suggest the difficult emotional work that online teachers must do in order to consider their work with students as beneficial. More work is needed to think about how relationships between teachers and students online can be leveraged for greater learning and to sustain both teachers and students in their work.

Originality/value

This chapter offers in-depth insight into the teacher work that online learning requires. It also offers a unique theoretical approach in the juxtaposition of stories of relationships with students online and offline.

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Article
Publication date: 1 March 1995

Steven E. Daniels and Gregg B. Walker

The recent impasse over federal forest management in the Pacific Northwest region of the United States has been a living laboratory of conflict and its management, and provides…

452

Abstract

The recent impasse over federal forest management in the Pacific Northwest region of the United States has been a living laboratory of conflict and its management, and provides the context for this case study. While most of the media attention has been focused on regional or national events such as President Clinton's Forest Conference of April 1993, a larger number of localized conflicts have shaped the controversy at the grassroots level. This case study focuses on a pivotal meeting in one such conflict: the Shasta Costa planning process. Outside intervenors mediated the meeting, and USDA Forest Service personnel, timber industry representatives, and environmentalists participated Participant observation and a supplemental survey led to the following conclusions: (1) measures of standing (the legal and social basis for legitimate participation) differed between the industry and environmental representatives, (2) reliance on science differed between groups, and (3) the process was not able to overcome a power imbalance. These findings suggest that there may be little hope for local dispute efforts if there is substantial policy uncertainty at the national level. Implications for managing forestry conflict in the region are discussed.

Details

International Journal of Conflict Management, vol. 6 no. 3
Type: Research Article
ISSN: 1044-4068

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