Suzanne Cohen and Deborah Schmidle
The purpose of this paper is to discuss DigitalCommons@ILR, a product of the Martin P. Catherwood Library and the School of Industrial and Labor Relations, Cornell University.
Abstract
Purpose
The purpose of this paper is to discuss DigitalCommons@ILR, a product of the Martin P. Catherwood Library and the School of Industrial and Labor Relations, Cornell University.
Design/methodology/approach
This paper recounts the development of DigitalCommons@ILR and examines local policies and procedures. In addition, the paper addresses the issues of choosing a institutional repository platform, creating partnership with stakeholders, and addressing staffing needs.
Findings
The paper finds that in less than two years from its inception, DigitalCommons@ILR was launched and is now providing access to nearly 2,000 documents, including access to an online journal. Partnerships and collaborations have been an essential component in the success of this product. The need for staff support to build and sustain this institutional repository was and remains vital.
Originality/value
This paper goes beyond the technical issues involved in creating an institutional repository by discussing the partnerships and staffing needs necessary to create and sustain such an endeavor.
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Most of my work focusing on educational systems – including universities, public elementary schools, private schools, and training programs in organizations – was supported by…
Abstract
Most of my work focusing on educational systems – including universities, public elementary schools, private schools, and training programs in organizations – was supported by Stanford University centers and grants separate from the Training Program, for example, the Stanford Center for Research and Development in Teaching (1968–1977) and the Institute for Research on Educational Finance and Governance (1979–1986). Faculty collaborators in these studies included Elizabeth Cohen and Terrence Deal in the School of Education, and John W. Meyer, my colleague in Sociology. A number of NIMH trainees participated in these studies, including Andrew Creighton, Margaret Davis, and Brian Rowan. Other doctoral students involved in this research included Sally Cole, Joanne Intili, Suzanne E. Monahan, E. Anne Stackhouse, and Marc Ventresca.
Anne S. Miner and Olubukunola (Bukky) Akinsanmi
Idiosyncratic jobs occur when formal job duties match the abilities or interests of a specific person. New duties can accrue or be negotiated to match an existing employee or a…
Abstract
Idiosyncratic jobs occur when formal job duties match the abilities or interests of a specific person. New duties can accrue or be negotiated to match an existing employee or a potential hire. Idiosyncratic jobs can help organizations deal with changing contexts, and influence organizational goals and structure. They can affect job holders’ careers and organizational job structures. The evolutionary accumulation of idiosyncratic jobs can potentially generate unplanned organizational learning. Promising research frontiers include links to work on job crafting, I-Deals, negotiated joining, and ecologies of jobs. Deeper exploration of these domains can advance core theories of job design and organizational transformation and inform normative theory on organizational use of idiosyncratic jobs without falling into cronyism, inefficiency, or injustice.
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Maya Cara, Julian Birkinshaw and Suzanne Heywood
In this chapter, we explore the relationship between organizational complexity and firm-level innovation. We define and operationalize a new construct, experienced complexity…
Abstract
In this chapter, we explore the relationship between organizational complexity and firm-level innovation. We define and operationalize a new construct, experienced complexity, which is the extent to which the organizational environment makes it challenging for decision makers to do their jobs effectively. We distinguish experienced complexity from structural complexity, which is the elements of the organization, such as the number of reporting lines or integrating mechanisms, that are deliberately put in place to help the organization deliver on its objectives, and we argue that structural complexity correlates positively with firm-level innovation, while experienced complexity correlates negatively with innovation. Using a novel dataset combining survey and objective data on 209 large firms, we find support for our arguments.
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Suzanne M. Ogilby, Xinmei Xie, Yan Xiong and Jin Zhang
Recent literature suggests that sin firms (firms in tobacco, gambling and alcohol industries) have lower institutional ownership, fewer analysts following, higher abnormal returns…
Abstract
Purpose
Recent literature suggests that sin firms (firms in tobacco, gambling and alcohol industries) have lower institutional ownership, fewer analysts following, higher abnormal returns and higher financial reporting quality. This study aims to investigate empirically how sin firms engage in real activities manipulation (RAM) to meet earnings benchmarks in comparison to non-sin firms.
Design/methodology/approach
The authors examine two types of RAM, namely, Cutting discretionary expenditures including research and development (R&D), SG&A and advertising to boost earnings. Extending deep discount or lenient credit terms to boost sales and/or overproducing to decrease COGS to increase gross profit. Consistent with Roychowdhury (2006), the authors use abnormal discretionary expenditures as the proxy for expenditure reduction manipulation and abnormal production costs as the proxy for COGS manipulation.
Findings
The results for the abnormal discretionary expense model suggest that sin firms do not engage in RAM of advertising, R&D, SG&A expense to just meet earnings benchmarks. The results for the production costs model suggest that sin firms do not engage in COGS manipulation to just meet earnings benchmarks. The results are robust after controlling accrual-based earnings management (AEM). Overall, in this setting, these results suggest that managers of sin firms engage less in RAM to meet earnings benchmarks.
Originality/value
The findings are of interest to investors, auditors, regulators and academics with respect to financial statement analysis and earnings quality.
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Sarah Margaret James, Suzanne(Sue) M. Hudson and Alexandra Lasczik
Being literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience…
Abstract
Purpose
Being literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.
Design/methodology/approach
This investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.
Findings
Findings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.
Research limitations/implications
The preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.
Practical implications
This research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.
Originality/value
While the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.
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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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Suzanne T. Bell and Neal Outland
Team composition research considers how configurations (e.g., team-level diversity) of team members’ attributes (e.g., personality, values, demographics) influence important…
Abstract
Purpose
Team composition research considers how configurations (e.g., team-level diversity) of team members’ attributes (e.g., personality, values, demographics) influence important outcomes. Our chapter describes key issues in understanding and effectively managing team composition over time.
Methodology/approach
We discuss how context shapes team composition. We review empirical research that examined relationships between team composition, and team processes and emergent properties over multiple time points. We review research that examined how composition can be effectively managed over the lifecycle of a team.
Findings
Context shapes the nature of team composition itself (e.g., dynamic composition). To the extent that membership change, fluid boundaries, and multiple team membership are present should be accounted for in research and practice. The research we reviewed indicated no, or fleeting effects for surface-level (e.g., demographics) composition on the development of team processes and emergent properties over time, although there were exceptions. Conversely, deep-level composition affected team processes and emergent properties early in a team’s lifespan as well as later. Team composition information can be used in staffing; it can also inform how to best leverage training, leadership, rewards, tasks, and technology to promote team effectiveness.
Social implications
Teams are the building blocks of contemporary organizations. Understanding and effectively managing team composition over time can increase the likelihood of team.
Originality/value
Our chapter provides novel insights into key issues in understanding and effectively managing team composition over time.