Ursula Thomas and Janet Strickland
This lesson integrates social studies, reading, language arts, and technology. Students are involved in reading historical fiction, examining authentic documents, and completing a…
Abstract
This lesson integrates social studies, reading, language arts, and technology. Students are involved in reading historical fiction, examining authentic documents, and completing a WebQuest activity. Ten strategies for reading the Notable Book are explained in detail in the Appendix.
The purpose of this paper is to explore the analytical productiveness of a discursive power perspective in understanding interdisciplinary teams' inefficient decision processes…
Abstract
Purpose
The purpose of this paper is to explore the analytical productiveness of a discursive power perspective in understanding interdisciplinary teams' inefficient decision processes, and to discuss the ethical consequences of such an approach.
Design/methodology/approach
Based on a case study of an interdisciplinary team in a Danish hospital, the paper analyzes the team's decision practices as a result of discursive power operations that privilege and marginalize groups and persons.
Findings
The paper shows that a discourse of equality dominates the team's decision practices. This produces a tendency among members to word observations as reflections whereas expert assessments are rendered unlikely and unwelcome. The paper demonstrates that this analysis is productive in understanding why interdisciplinary teams struggle to develop efficient decision processes. Furthermore, the paper suggests that managers should respond ethically to these discursive power operations with political interventions.
Originality/value
A variety of theoretical models have been proposed to understand interdisciplinary teams' problematic decision processes. This paper makes an original contribution to this field by shoving how a discursive framework provides a productive analytical strategy. Moreover, the paper's proposition of political intervention as an ethical way of securing social sustainability is unprecedented.
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This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Abstract
Purpose
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
In cold psychology, the “nature versus nurture” debate has raged for decades, or perhaps even longer under different guises. Do children learn and develop behaviors because of how they were brought up or is it down to genes, pure and simple? As usual, the right answer includes aspects of both theories, but it is more than that. It is immeasurable – and that always presents a problem for scientists seeking the truth and only finding mystery and unknowns.
Practical implications
The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.
Originality/value
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
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Thomas Bolli, Johanna Kemper, Mahesh Nath Parajuli, Ursula Renold and Binayak Krishna Thapa
The authors analyse drivers and barriers of implementing and scaling-up a pilot project of a dual vocational and education programme in Nepal.
Abstract
Purpose
The authors analyse drivers and barriers of implementing and scaling-up a pilot project of a dual vocational and education programme in Nepal.
Design/methodology/approach
The 5C protocol distinguishes five categories of drivers and barriers of education reforms: commitment, capacity, clients, content and context. The authors build on the 5C protocol to develop a qualitative empirical framework based on semi-structured interviews amongst stakeholders.
Findings
The results show that involved actors are committed. Capacity in terms of available resources also represents an implementation driver, but companies lack information about the programme. Consequently, industry associations should receive a more prominent role in the motivation of companies to provide training places. The content category is the most challenging implementation barrier because the programme represents a substantial change, compared to the current vocational education and training (VET) programmes in Nepal.
Originality/value
First, the authors propose a framework for a qualitative content analysis to analyse the drivers and barriers of implementing and scaling-up education reforms. Second, the authors provide novel information about drivers and barriers of an education reform in Nepal.
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Thomas Bolli and Ursula Renold
The purpose of this paper is to shed light on the questions as to how important skills are; which skills can best be learned at school, and which skills can be acquired better in…
Abstract
Purpose
The purpose of this paper is to shed light on the questions as to how important skills are; which skills can best be learned at school, and which skills can be acquired better in the workplace.
Design/methodology/approach
The authors exploit data from a survey among professional tertiary education and training business administration students and their employers in Switzerland.
Findings
The authors find that skills used in the business processes strategic management, human resource management, organizational design, and project management are most suitable to be taught in school. However, the results further suggest that soft skills can be acquired more effectively in the workplace than at school. The only exceptions are analytical thinking, joy of learning and organizational soft skills, for which school and workplace are similarly suitable.
Practical implications
The paper provides empirical evidence regarding the optimal choice of the learning place for both human resource managers as well as educational decision makers who aim to combine education and training, e.g. in an apprenticeship.
Originality/value
Little evidence regarding the optimal learning place exists.
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The purpose of this study is to determine if there is a link between responsible leadership and corporate social responsibility (CSR) in Luxembourg and also to determine…
Abstract
Purpose
The purpose of this study is to determine if there is a link between responsible leadership and corporate social responsibility (CSR) in Luxembourg and also to determine Luxembourg’s specifics in the field of CSR.
Design/methodology/approach
This is a qualitative study. In total, 64 semi-structured interviews were conducted from January to August 2017 with four culturally different samples: Luxembourgers with Luxembourgish nationality, foreigners who reside in Luxembourg, cross-borderers and the rest of the world.
Findings
Responses from all four samples were similar on the one hand and quite contradictory on the other. Three groups were formed: euphoric respondents who said it is the authenticity of the leader and his modelling role in lived CSR; moderate respondents; critical respondents who deny any link between responsible leadership and CSR and claim for change and innovation, accusing the high Uncertainty Avoidance Index. In their opinion, there is an urgent need for managers to learn responsible leadership and CSR.
Practical implications
This paper contributes to the discussion on change and innovation in the field of leadership theory with particular emphasis on responsible leadership following Michael Maccoby, on multilingual and multicultural Luxembourg in the middle of Europe following Geert Hofstede and Edgar Schein and on CSR following Thomas Maak and Nicole Pless.
Originality/value
This study is a combination of research on responsible leadership and CSR in Luxembourg in connection with Hofstede’s cultural dimensions: high long-term orientation, high uncertainty avoidance and high collectivism (low individualism).
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Guillaume Morlet and Katherine Caves
We investigate whether women are more likely than men to choose to pursue a competency-based labour market integration programme, rather than the time-based labour market…
Abstract
Purpose
We investigate whether women are more likely than men to choose to pursue a competency-based labour market integration programme, rather than the time-based labour market integration programme. We further investigate whether women with existing but uncertified skills are even more likely to pursue a competency-based labour market integration programme.
Design/methodology/approach
We test our hypotheses using ordinary least squares applied to linear probability models. We discuss the relative advantages of this methodology. We show the robustness of our results through multiple specifications and estimation methods. Finally, we discuss the reasons preventing us from granting our results a causal interpretation and discuss how they are surmountable in future research.
Findings
Women are significantly more likely to enrol into competency-based programmes, relative to time-based. Women with existing but uncertified skills are significantly more likely to enrol into competency-based programmes, whereas women without skills or with college degrees are not significantly different from the baseline. Our findings are robust to various specifications, and we include a comprehensive set of fixed-effect vectors, addressing industrial, occupational and time-varying state specificities.
Research limitations/implications
First, our empirical test of hypothesis H2 is hindered by the construction of the “some college or associate’s degree” variable in RAPIDS data. “Some college” is very different from an associate’s degree. Second we had to choose between omitted variable bias and selection bias. Because of the demonstrated importance of the occupation and industry variables in existing literature, we included those variables at the risk of selection bias. Occupation and industry fixed effects reduce, but do not eliminate, omitted variable bias. Finally, the third limitation of this paper is external validity. Registered Apprenticeship programmes are quite idiosyncratic to the United States.
Social implications
The rollout and expansion of CBRA may thus be an avenue through policymakers may reduce the gender training gap. This may in turn give more women access to the labour market and allow more women to benefit from the “wage premia” of Registered Apprenticeship completion on the labour market (Lou and Hawley, 2019).
Originality/value
This article is the first that applies econometric methods to investigate women’s choices of labour market integration programmes, using Registered Apprenticeship as a case study. We discuss the implications of our findings, highlighting how competency-based programmes may be an approach to better serving more diverse populations in Registered Apprenticeship.