Some reflections on 'Creative Europe'

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The Intersection between Chickering’s Theory and Generation Z Student of Color Activism

Student activism is an ever-developing trend on college campuses. The current generation, Generation Z, started college in 2013. Analyzing literature on student development and how it intersects with the student activist identity reveals what institutions can do to further serve students in a generational context. When characteristics of students from Generation Z are given proper attention, campus administrators can better understand student activism as an identity. As current and new generations matriculate through college, institutions need to continuously challenge their processes and recreate equitable and inclusive spaces for their students

The US-led liberal order: imperialism by another name?

This article argues that the biggest challenges facing the post-1945 liberal international order are to genuinely embrace ethno-racial diversity and strategies to reduce class-based inequalities. However, this is problematic because the LIO’s core foundational principles, and principal underpinning “theory” (liberal internationalism), are Eurocentric, elitist, and resistant to change. Those core principles are subliminally racialized, elitist, and imperial, and embedded in post-1945 international institutions, elite mindsets, and in American foreign policy establishment institutions seeking to incorporate emerging powers’ elites, willingly, into the US-led order. As illustration, this article considers examples that bookend the US-led system: wartime elite planning for global leadership, and the role of the UN in Korea, 1945-53, which served as the primary instrument for the creation and incorporation of (South) Korea into the US-led order; and the role of several US-state-linked initiatives in China over the past several decades, including the Ford Foundation. The article compares the contemporary and historical evidence to liberal internationalists’ claims, and those implied by the work on “ultra-imperialism” by Karl Kautsky and Antonio Gramsci’s ideas of hegemony. The article concludes that elite incorporation – by a combination of coercion, attraction, and socialisation – is the principal goal of the US-led order, not embracing diversity and moving towards genuine change felt at a mass level. Hence, we should expect domestic and international political crises to deepen

Moving Towards a Culturally Diverse Accounting Profession

This paper discusses the increasing diversity in the accounting profession. Evidence is presented substantiating that over one third of recent accounting graduates are from ethnic minority backgrounds, the majority of whom are Asian/Pacific Islanders. In our university specific data, we find an even higher percentage (71%) of ethnic minorities receiving accounting degrees, with Asian/Pacific Islanders as the majority group. We also show that over one fourth of new accounting graduates hired by accounting firms are ethnic minorities of which fifty percent are Asian/Pacific Islanders

Beginning at the End: Reimagining the Dissertation Committee, Reimagining Careers

In this article, we forward a perspective on interdisciplinarity and diversity that reconsiders the notion of expertise in order to unstick discussions of graduate education reform that have been at an impasse for some fortyfive years. As research problems have become increasingly complex so has demand for scholars who specialize narrowly within a discipline and who understand the importance of contributions from other disciplines. In light of this, we reimagine the dissertation committee as a group of diverse participants from within and beyond the academy who contribute their knowledge and skills to train the next generation of scholars and researchers to be members of interdisciplinary teams. Graduate students, then, are not expected to be interdisciplinary themselves, but to work in interdisciplinary and diverse teams to discover new insights on their research areas and to prepare for careers interacting with a range of academic and non-academic stakeholders

Intellectual Capital Architectures and Bilateral Learning: A Framework For Human Resource Management

Both researchers and managers are increasingly interested in how firms can pursue bilateral learning; that is, simultaneously exploring new knowledge domains while exploiting current ones (cf., March, 1991). To address this issue, this paper introduces a framework of intellectual capital architectures that combine unique configurations of human, social, and organizational capital. These architectures support bilateral learning by helping to create supplementary alignment between human and social capital as well as complementary alignment between people-embodied knowledge (human and social capital) and organization-embodied knowledge (organizational capital). In order to establish the context for bilateral learning, the framework also identifies unique sets of HR practices that may influence the combinations of human, social, and organizational capital

Defining teaching for a global educational world: the development of professional standards

In August 2013 the General Teaching Council for Scotland launched a revised suite of standards for the teaching profession (GTCS 2012a,b,c). These sets of standards cover initial teacher education, full registration, advanced teaching and leadership and management. There is a danger that professional standards focus on narrowly defined behavioural competences and so reinforce a technicist approach to the practice of teachers and leaders in school (Murphy, 2005). The policy emphasis in Scotland (Donaldson 2011), however, is on the use professional standards as developmental tools to enhance practice (Ingvarson, 2005). A key element in the revision process of the professional standards has been to position the role and practice of the teaching profession in a global setting thereby fostering a future orientation in the development of teaching that reflects increasing social and cultural diversity. The foundation of this suite of standards has been the agreement of a common set of values for the teaching profession: “Professional Values are at the core of Professional Standards. The educational experiences of all our learners are shaped by the values and dispositions of all those who educate them. Values are complex and the ideals by which we shape our practice as professionals” (GTCS 2012a p. 10). The set of professional values cover the ethical dimensions of professional practice such as integrity, professional commitment, trust and respect. Importantly the professional values also cover wider issues related to social justice and sustainability. However, there is a question of how we move from these being a set of espoused values to a set of ‘values-in-action’. This paper examines the potential of this set of professional standards to bring to the fore issues of social justice as a means of developing culturally responsive teaching