Managerial learning and development in small firms: implications based on observations of managerial

In this study we set out to examine the conditions for managerial learning in small firms and the implications it gives for how to facilitate and support work-based management development in this context. Empirically, we conduct structured observations of the daily work activities performed by small business managers. A framework based on experiential learning theory is developed and used as an analytical tool to assess the extent to which these work activities provide them with opportunities for work-based learning and development. In short, the results show that small business managers experience a fragmented working day with frequent and different forms of interruptions and unexpected problems during the course of their working day. These interruptions and unexpected problems are something that leaves little time for engaging in reflective observation to effectively learn from their daily work practices. We discuss the implications of our results for theory and research on managerial learning in small firms as well as for the design of university-led management development programs aimed at supporting the experiential learning process of small business managers.academic Experiential learning; managerial learning; managerial work; management development; small firms; structured observations

An evaluation of the impact of e-Portfolio supported pedagogic processes on students’ reflective capacity

This paper describes research evaluating pedagogical strategies and processes that develop the reflective capacity of students. An Appreciative Inquiry framework was adopted to establish, from a student perspective, what works or 'gives life' in terms of supporting and encouraging a reflective capacity. The context was an undergraduate module with an explicit focus on employability and 'transition-out' of university. Students were drawn from a range of courses as diverse as Performing Arts, Business Management, Engineering and Computing Science. This presented both challenges and benefits. The module utilised an e-Portfolio tool (PebblePad) linked to formative and summative assessment to support students in their learning development, including reflection around personal and career development. Key elements of the module which developed the reflective capacity of students, evident in appreciative feedback, were a personal statement first assignment linked to interdisciplinary group work and activities which scaffold the reflective process. The paper discusses the pedagogical processes involved and highlights areas for further research

Managing social and environmental accountability: an impression management perspective

Purpose – Corporate social behavior has become an important feature of business society. Organizations face the challenge to meet stakeholders’ expectations, but also to report information on social and environmental issues. Drawing on accounting literature this study proposes a conceptual framework linking organizational impression management and social accountability. Theoretical framework – This study is supported by literature on organizational legitimacy, impression management, and corporate social reporting to propose a theoretical framework to help understanding how organizations manage corporate social accountability in a context of institutional complexity. Design/methodology/approach –This theoretical essay is drawn on recent accounting literature. Findings – Corporate social reporting seems more reflective of impression management rather than of the release of functional accountability. Such practices appear to be motived by the quest of social legitimacy and the improvement of organizational image and the desire to obfuscate a negative performance. Research, Practical & Social implications – These findings are of societal and ethical concern as impression management behavior may undermine the transparency of social and environmental reporting. Originality/value – The conceptual framework proposed is useful for future studies aiming at understanding how organizations use impression management on their corporate social reporting in the accountability process. In this vein, we bridge the gap between organizational legitimacy, impression management, and social accountability.(undefined

Enriching the values of micro and small business research projects : two sides of a story

Copyright and all rights therein are retained by the authors. All persons copying this information are expected to adhere to the terms and conditions invoked by each author's copyright. These works may not be re-posted without the explicit permission of the copyright holdersThe research aim was to critically examine the two sides of co-creation from the small business and GCU researcher perspectives. The interest is in the value created and delivered. Previous studies have suggested the importance of identity and trust in these types of collaborative projects. The approach used a single case study to explore indepth the development of identity and trust, and the subsequent movement of the project participants to the creation of value. The results of the study revealed important action learning and knowledge management developments. A strong focus at the beginning on identifying key propositional knowledge needs, later led to more opportunities to co-create value for both parties. The understanding of the processes and importance of trust in these significant knowledge exchange projects reveals both a strength and weakness in these university-business collaborative projects. The indepth undersrtanding and interpretation of the value derived in-action and on-action speaks highly of the role of these university-business collaborative projects. Suggesting that the university has a key role to play in future economic development. KeywordsFinal Published versio

The Development of an Evaluation Framework for eGovernment Systems

This paper is a positioning paper which outlines a proposal for engaging in the evaluation of eGovernment systems. The primary purpose of our proposed research is to develop, apply, test, and disseminate an evaluation framework which can support continuous, adaptable, and reflective evaluation of eGovernment systems. The theoretical bases for the methodology will be the Information Systems (IS), Soft Systems Methodology, SSM (Checkland and Scholes, 1990) which provides the platform for the analyses of the ‘soft’ aspects (e.g. human, political, cultural and organisational factors) and the Hard Systems Methodology (HSM) which provides methods and tools for quantitative measures and analyses of the system. A further three interrelated bases are: Reflective Practice, Organisational Learning (OL), and Information and Knowledge Management (IKM). Some of the key underlying principles to a successful evaluation framework are good data collection and analyses methods, an evaluative reflective practice approach whichentails the complete process of identification and analysis of strengths and problems, followed by rigorous testing, implementation, and revision of solutions. Such a cycle encourages organisational learning and promotes continuous improvement to both the evaluation framework and system. Additionally, it aims to cultivate an organisational culture that supports evaluation through reflection, continuous learning, and knowledge management which facilitates knowledge creation, capture, sharing, application and dissemination

Care: an integrated framework to support continuous, adaptable, reflective evaluation of eGovernment systems: A research note

CARE: an Integrated Framework to Support Continuous, Adaptable, Reflective Evaluation of Egovernment SystemsThis is an eGISE network paper. It is motivated by a concern to develop a better approach to learning from the experience of an eGovernment project and applying that knowledge in future projects. The proposed project is based on previous work in the construction industry that developed COLA, a Cross Organisational Learning Approach. Developing a similar strategy for Knowledge Management is likely to be effective because the ‘silo’ culture of local government organisations has parallels with the segmented organisational structures within the construction industry.Engineering and Physical Sciences Research Council (EPSRC) UK (grant GR/T27020/01

CARE: An integrated framework to support continuous, adaptable, reflective evaluation of egovernment systems: A research note

CARE: an Integrated Framework to Support Continuous, Adaptable, Reflective Evaluation of Egovernment SystemsThis is an eGISE network paper. It is motivated by a concern to develop a better approach to learning from the experience of an eGovernment project and applying that knowledge in future projects. The proposed project is based on previous work in the construction industry that developed COLA, a Cross Organisational Learning Approach. Developing a similar strategy for Knowledge Management is likely to be effective because the ‘silo’ culture of local government organisations has parallels with the segmented organisational structures within the construction industry.Engineering and Physical Sciences Research Council, UK (grant GR/T27020/01

Re-balancing the excellence frameworks with individualistic logic

The analysis and assessment of business excellence are often associated with the discussion on the design and justification of the excellence measures and their dimensions. This paper re-visits the critical issues in assessing business excellence, and aims to explore the conceptual development on re-balancing the performance dimensions in view of a framework. Based on the synthesising of published literatures and case studies it reveals that all the published excellence frameworks are based on the commonality logic ; and it suggests re-balancing them with the individualistic logic . This concept has then been operationalised by constructing a new excellence framework named world-class diamond model. Based on the surveyed data and by using structural equation modelling the re-balanced diamond model is tested and analysed in order to secure its theoretical validity. With the re-balanced framework, it stresses the critical importance of the individualistic logic in achieving business excellence. It also argues that the managerial implication of the individualistic logic lies in the firm-specific and situation-sensitive practices of business excellence. The original contribution of the research is a conceptually re-balanced perspective of business excellence, suggesting a shift from commonality logic towards individualistic logic

Perceptions of Doctoral Graduates on the Usefulness of Written Reflections as an Instructional Strategy

One of the goals of the Ed.D. in Leadership and Professional Practice at Trevecca Nazarene University is for candidates to be reflective practitioners. Since the inception of the program in 1999, written reflections as an instructional strategy has been encouraged by the administration and used by several professors. This focus is supported by the conceptual framework that informs all courses and programs in the School of Education and includes the national standards adopted by INTASC (Interstate New Teacher Assessment and Support Consortium) which calls for teacher education candidates to be reflective practitioners who plan, implement, and evaluate effectively. This standard is applied to all programs, including those at the master’s and doctoral levels. Research by Ballantyne and Packer (1995) in Studies in Continuing Education reported that the analysis of journal entries by 13 students enrolled in education doctoral programs confirmed the usefulness of journals in reflecting on and connecting academic learning and experience

Fostering improved learning about sustainability

University business graduates must not only understand but also be equipped to apply a sustainable thought process to today's business challenges. However, evidence suggests that standard approaches to teaching business courses have not advanced to reflect changing student needs, especially for NetGen students who have differing expectations than earlier cohorts. The current challenge for instructors concerns the preservation of rigor and integrity in course design, while responding to the needs of a new generation of learners. This article presents a conceptual framework incorporating experiential learning, reflective practice, and the use of metaphor, with application to the teaching of sustainability within a number of business courses