Do I Want to Have Losers In My Team? - A Quantitative Study of Learning from IT Project Failure

This paper is motivated by a lack of research on the learning from failed IT projects of IT professionals. It remains unclear whether they learn from failed projects and conduct more successful projects in the future. We investigate this research gap with a large quantitative dataset from a German IT service provider. We find that IT professionals learn from failed projects and can leverage this knowledge in the future. Therefore, they should not be seen as losers , but as a valuable human resource. Our research contributes to the limited research of learning from failure in IT literature. We show that results that have been obtained in other domains are transferable to the IT domain. Our research is limited by the circumstance, that our dataset comes from only one IT company. This is the first paper that analyzes learning from failure of IT professionals and their performance in future projects

Accomplished Education Leaders\u27 Perspectives on Competition, Capacity, Trust, and Quality

From 2017 to 2019, the primary strategy to improve public schools in the U.S. was increasing competition through the expansion of charter schools and the promotion of vouchers to send public school students to private schools. The problem this presented was that key education leaders had not provided adequate input and feedback into this strategy. The purpose of this qualitative study was to gather the perspectives of accomplished education leaders on how Tiebout\u27s theory of competition and the concept of the Ontario K-12 School Effectiveness Framework impacted quality, trust, and capacity. Data were collected using semistructured interviews with a purposeful sample of 15 accomplished education leaders from the charter/school choice community and traditional public schools. Data were analyzed using Bernauer\u27s modified three-phase method. School and classroom leadership, meaningful and informative assessment that guides instruction, substantive student engagement, and a focus on a strong curriculum and effective teaching were the key themes that aligned with quality, trust, and capacity. Education leaders did not see Tiebout education as a key driver that would alone improve the quality of public education. Leaders believed that some schools improved in response to Tiebout competition but also shared cautions on the diminishing returns, collateral damage, and equity concerns because Tiebout competition created winners and losers. Social change may be impacted by the results of this study in that the results define and share examples of healthy and unhealthy competition in public education. The results of this study can help inform policy makers and educators as they create opportunities that will enhance the long term personal and economic success of all U.S. students

Research Identities: Reflections of a Contract Researcher

This paper examines the institutional identity formation of contract research staff in the context of the Taylorisation of research knowledges. The author has been a contract researcher for many years, after initially training and practising as a Probation Officer. She makes links between her social work training, and her current practice as a qualitative researcher. Drawing on her experience of working on a variety of different projects, at a number of different institutions, and providing illustrative examples from projects in sociology, social policy, health, and education, she reflects on the implications of the current social organization of academic research both for professional research practice and for researcher identity. There is a paradox in the way that contract research staff accrue a wealth of experience of how research is organised and conducted in different contexts, a repertoire of skills, and a vast volume of various kinds of \'data\', whilst remaining vulnerable and marginalized figures within the academy, with few opportunities for professional development and advancement. She outlines a number of strategies she has employed in the preservation of the \'research self\', and concludes by suggesting that the academy has much to learn about the effective management of \'waste\', as embodied by researchers\' selves and their data, consequent upon the Taylorisation of research work.Taylorisation; Academic Work; Identities; Qualitative Research; In-Depth Interviews; Reflective Practice

Managament in a New and Experimentally Organized Economy

The parallel development of management theory and practice over three phases of economic development is surveyed; (1) the pre-oil crisis experience 1969-1975, (2) the post oil crisis sobering up through most of the 1990s and (3) the emergence of new global production organizations , blurring the notion of the firm to be managed. The external market circumstances of each period dictate different structures of business operations ; (a) a steady state and predictable environment, (b) crisis, inflation and disorderly markets and (c) new technology supporting a globally distributed production organization. As a consequence structural learning between the periods has been of limited value and often outright misleading. The influence of management theory on management practice and its origin in the received economic equilibrium model are discussed, and an alternative management theory based on the theory of the Experimentally Organized Economy (EOE) presented. The increased rate of failure among large firms is related to the increasing complexity of business decisions in globally distributed production and the decreased reliability of learning . It is concluded that successful management practice develops through experimentation in markets and that the best management education has been a varied career in many lines of business and in several companies.Competence bloc theory; Experimentally Organized Economy (EOE); Management theory; WAD theory; Firm Dynamics; Learning

Being Black Is Not a Risk Factor: A Strengths-Based Look at the State of the Black Child

Including nine essays from experts and five "points of proof" organization case studies, this publication challenges the prevailing discourse about black children and intends to facilitate a conversation around strengths, assets, and resilience. It addresses the needs of policymakers, advocates, principals, teachers, parents, and others

How do institutional investors approach disposition effect in crises

This work project investigates how institutional investors cope with the disposition effect in crisis and non-crisis environments. Specifically, the internal and external idiosyncratic characteristics of institutional investors are used to find reasons for differences in the magnitudes of factors aggravating disposition effect. The study lays the foundation for easy-to-implement countermeasures against the disposition effect. This is achieved by consolidating countermeasures used by institutional investors in crisis and non-crisis environments into the self-developed SAFE(R) framework and by proposing action points for each investor group to overcome their specific obstacles that cause an increase in disposition effect

An Economic Theory of Academic Engagement Norms: The Struggle for Popularity and Normative Hegemony in Secondary Schools

[Excerpt] Why and how do groups create norms? Kenneth Arrow proposed that “norms of social behavior, including ethical and moral codes, ….are reactions of society to compensate for market failure”. This internalize the real externalities explanation for norms is also standard among rational choice theorists in sociology. The situation becomes more complex when we recognize some actions create positive externalities for some individuals and negative externalities for others. Often this results in no norm being established. However, sometimes one segment of a social system has normative hegemony and enforces norms that enhance their power and prestige at the expense of other groups. Norms regarding caste in India, for example, were functional for Brahmins but humiliating for Harijans. Caste and status norms of this type will also be referred to as “Honor us; Not them” norms. Such norms arise when one group is much more powerful (has greater ability to enforce their preferred social norm) than other groups and it imposes its will on others. An additional requirement is that the people who oppose the norm established by the dominant group must be unable or unwilling to leave the social system in which the norm operates

Games for a new climate: experiencing the complexity of future risks

This repository item contains a single issue of the Pardee Center Task Force Reports, a publication series that began publishing in 2009 by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future.This report is a product of the Pardee Center Task Force on Games for a New Climate, which met at Pardee House at Boston University in March 2012. The 12-member Task Force was convened on behalf of the Pardee Center by Visiting Research Fellow Pablo Suarez in collaboration with the Red Cross/Red Crescent Climate Centre to “explore the potential of participatory, game-based processes for accelerating learning, fostering dialogue, and promoting action through real-world decisions affecting the longer-range future, with an emphasis on humanitarian and development work, particularly involving climate risk management.” Compiled and edited by Janot Mendler de Suarez, Pablo Suarez and Carina Bachofen, the report includes contributions from all of the Task Force members and provides a detailed exploration of the current and potential ways in which games can be used to help a variety of stakeholders – including subsistence farmers, humanitarian workers, scientists, policymakers, and donors – to both understand and experience the difficulty and risks involved related to decision-making in a complex and uncertain future. The dozen Task Force experts who contributed to the report represent academic institutions, humanitarian organization, other non-governmental organizations, and game design firms with backgrounds ranging from climate modeling and anthropology to community-level disaster management and national and global policymaking as well as game design.Red Cross/Red Crescent Climate Centr