Martin S. Putterill and Thomas C. Rohrer
Describes the development and testing in a factory setting of amodel of the employee organizational commitment process. Extended fromearly work in the field, the…
Abstract
Describes the development and testing in a factory setting of a model of the employee organizational commitment process. Extended from early work in the field, the commitment‐performance model (C‐P model) builds up a structure which links effort and continuance commitment with employee expertise and behaviour. Survey data gathered in a multi‐division, labour‐intensive garment manufacturer in New Zealand form the basis of the empirical element which underpins the study. Uses LISREL (linear structural relationships) methodology to establish that the C‐P model is well specified and provides a framework for performance evaluation at the test site. Points the way to improve performance and reduce voluntary withdrawal using LISREL output to plan interventions in areas which the C‐P model indicates will enhance commitment in a balanced and cost‐effective way.
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To examine the impacts experiential learning can have on student learning in and out of the classroom. Models of experiential learning are presented including the experiential…
Abstract
Purpose
To examine the impacts experiential learning can have on student learning in and out of the classroom. Models of experiential learning are presented including the experiential learning theory.
Design/methodology/approach
The historical roots of experiential learning are reviewed before a new experiential learning theory is presented, VAKT-enhanced, to demonstrate the many unique paths that learners take toward content learning, retention, and synthesis.
Findings
Apprenticeship experience is universally recognized as an effective method of learning; we learn from doing. Yet, the field of literacy has maintained for decades that reading skills must be taught, often carried out in a drill fashion, also known as the proverbial skill-and-drill technique
Practical implications
A multisensory approach that involves experiencing literature through hands-on and e-learning environments can promote reading acquisition efficiently, bridging the gap between diverse student bodies. Students must be rejuvenated to become interested or maintain interest in literacy, and using technology and experiential learning should be of central focus.
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Carol M. Graham, Patrick Kelly, Dawn W. Massey and Joan Van Hise
Teaching ethical decision making can be distinguished from teaching decision making in other settings by its juxtaposition of students’ affect with their intellect (Gaudine &…
Abstract
Teaching ethical decision making can be distinguished from teaching decision making in other settings by its juxtaposition of students’ affect with their intellect (Gaudine & Thorne, 2001); as Griseri (2002, p. 374) aptly points out, “effective business ethics teaching should involve a combination of…two aspects of ethical situations – their emotional and intellectual elements.” To engage students’ affect, research suggests the use of multiple teaching modalities (e.g., films, case studies, journals, and role-play) (McPhail, 2001). To develop students’ ethical intellect, research recommends using appropriate, individual-specific cognitive stimulation (Massey & Thorne, 2006). Yet, in designing courses, faculty typically preselect course teaching methods independently of the particular students who enroll in the course, often teaching their courses using methods that are consistent with their own personal learning styles (Thompson, 1997) even though those methods may not be effective for (m)any students in their classes. Nonetheless, investigating each student’s preferred learning style and tailoring the course accordingly is impractical (cf., Montgomery & Groat, 1988). Thus, as highlighted in the ethics literature (McPhail, 2001) and suggested in the education literature (Nilson, 2010a), faculty should utilize a variety of approaches to effectively teach ethics to their accounting students. To facilitate these efforts, this paper presents and evaluates various strategies accounting faculty can use to teach accounting ethics in ways that correspond to students’ varying learning preferences. As such, the strategies this paper provides can be used to create an accounting ethics course that affectively impacts and cognitively stimulates a diverse student body that, in turn, can lead to improved ethical reasoning skills.
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Charlotte Clark, Rowan Myron, Stephen Stansfeld and Bridget Candy
This paper assesses the strength of the evidence on the impact of the physical environment on mental health and well‐being. Using a systematic review methodology, quantitative and…
Abstract
This paper assesses the strength of the evidence on the impact of the physical environment on mental health and well‐being. Using a systematic review methodology, quantitative and qualitative evaluative studies of the effect of the physical environment on child and adult mental health published in English between January 1990 and September 2005 were sought from citation databases. The physical environment was defined in terms of built or natural elements of residential or neighbourhood environments; mental health was defined in terms of psychological symptoms and diagnoses. A total of 99 papers were identified. The strength of the evidence varied and was strongest for the effects of urban birth (on risk of schizophrenia), rural residence (on risk of suicide for males), neighbourhood violence, housing and neighbourhood regeneration, and neighbourhood disorder. The strength of the evidence for an effect of poor housing on mental health was weaker. There was a lack of robust research, and of longitudinal research in many areas, and some aspects of the environment have been very little studied to date. The lack of evidence of environmental effects in some domains does not necessarily mean that there are no effects: rather, that they have not yet been studied or studied meaningfully.
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Noel Scott, Brent Moyle, Ana Cláudia Campos, Liubov Skavronskaya and Biqiang Liu
This chapter analyzes the semiotic construction of US claims to sovereignty in Hawai‘i. Building on semiotic theories in sociology and theories within critical Indigenous and…
Abstract
This chapter analyzes the semiotic construction of US claims to sovereignty in Hawai‘i. Building on semiotic theories in sociology and theories within critical Indigenous and settler colonial studies, it presents an interpretive analysis of state, military, and academic discursive strategies. The US empire-state attempts to construct colonial narratives of race and sovereignty that rehistoricize the history of Hawaiians and other Indigenous peoples. In order to make claims to sovereignty, settler-colonists construct narratives that build upon false claims to superiority, advancement, and discovery. Colonial resignification is a process by which signs and symbols of Indigenous communities are conscripted into the myths of empire that maintain such sovereign claims. Yet, for this reason, colonial resignification can be undone through reclaiming such signs and symbols from their use within colonial metanarratives. In this case, efforts toward decolonial resignification enacted alternative metanarratives of peoples' relationships to place. This “flip side” of the synecdoche is a process that unravels the ties that bind layered myths by providing new answers to questions that underpin settler colonial sovereignty.