Towards a Transaction Cost Theory of Management Control

In this paper, I present and discuss a theory of management control based on TransactionCost Economics. This theory specifies the composition of various archetypal control structures,and links these to their respective habitat. These are: (1) arm's length control; (2)machine control; (3) exploratory control; and (4) boundary control. The gist of the argumentis that activities predictably differ in the control problems to which they give rise, whereascontrol archetypes differ in their problem-solving ability, and that alignments between thetwo can be explained by delineating the efficiency properties of the match. This approachhas some interesting qualities. Its relatively simple theme seems to speak to a wide empiricaldomain, and can be used to make sense of a large set of different control practices.Furthermore, it offers a practicable way to address control structure effectiveness. Finally,the approach is empirically testable.transaction cost economics;management control theory

DELINEATING STUDENTS’ ENGAGEMENT BASED ON LECTURER’S TEACHING STRATEGIES IN LISTENING COURSE

This study delineated the lecturer’s teaching strategies in listening for general communication course and described the impacts of  those strategies in listening for general communication course toward the students’ engagement in the class. The participants were the first semester students in English Education Department, Faculty of Teacher Training and Education, Universitas Sulawesi Barat that consisted of five classes which contained of 135 students. While the lecture became a part of the reserch process itself. The technique of data collecting consisted of doing observation in learning process and also giving open ended questionnaire for the students. While technique of data analysis consist of transcribing data from recorded classroom observation and open ended question into written text. In brief, it could be concluded that in this class, the leacture applied two types teaching strategies namely autocratic style and permissive style. In autocratic style the lecture applied lecturing strategy and in permissive style the lecture applied Question answer strategy, Group discussion, Role playing, and Independent study. Based on the research, the most effective strategies in listening for general communication course were question answer strategy, role playing, and Independent study because those strategies made the students contributed in learning process like asking a question, giving opinion, tutoring their friends, and giving feedback weather in written or sopken form after listening the audio. While lecturing and group discussion were not appropriate for listening course because the students be more passive with less engagement. Therefore, it was suggested for the lecture to modify the way in using lecturing and group discussion strategies in listening for general communication course, in order those strategy be more efective in the other class session

Maritime archaeology in the Mediterranean

The archaeological study of the Mediterranean sea and its coasts is, for the most part, thought of as underwater archaeology, and the history of maritime archaeology in the Mediterranean has conventionally been conceived as the story of underwater exploration. However, the discipline of archaeology as a whole has continued to develop, and the concern with conceptual issues which has characterized much archaeological scholarship in recent years is having an effect on the study of cultural remains found, not just on land, but in the sea as well. This paper will start with a brief review of the history of maritime archaeology in the Mediterranean region, and proceed to consider some of the new approaches which promise to deliver stimulating insights into the function of the sea and the role of seafarers during prehistoric and historic times.peer-reviewe

Gendered Habitus in Engineering: Experiences of Brazilian Students

This paper discusses the ways in which an ‘engineering habitus’, that in the first instance presents itself as a predominantly masculinized habitus - because its inclinations, competences and dispositions are homologous to the cultural repertoire traditionally associated with men – may change with the growing presence of women in the field. We draw from the perspective advanced by Bourdieu, in particular the key notions of habitus, capital and field, to explore how particular competences, dispositions and classificatory principles operate in the field of engineering. The study is based on qualitative in-depth analysis of the socialization trajectories of 10 students (five men and five women) enrolled in an engineering degree in a publicly-funded Brazilian university, as well as on quantitative secondary data about the students. This is placed in broader national and international contexts. The socialization trajectories of both women and men studying engineering demonstrate that the experiences of women are patterned by a double bind in cultural repertoires, which affect traditional associations with gender. An engineering gendered habitus not conforming to the stereotypical and dominant masculine is in evidence, as women not only develop competences and dispositions homologous to the traditional masculine habitus, but also show inclinations and affinities commonly associated with femininity. The study advances the hypothesis that the growing participation of women in engineering drives this process, challenging traditional gender divisions and propelling a more flexible gendered engineering habitus in the field. We propose that the phenomenon discussed here deserves further investigation

Delineating Differences in How US High Schools Are Racialized

Schools’ overt or explicit practices are a dominant lens through which education researchers and policymakers attempt to understand how schools are racially inequitable. Yet, Lewis and Diamond argue that contemporary racial inequalities are largely sustained through implicit factors, like institutional practices and structural inequalities. Ray’s framework on racialized organizations similarly outlines how our racialized sociopolitical structure becomes embedded in organizations, legitimating and perpetuating the racialized hierarchy. We apply illustrative cluster analysis techniques to rich data on schools, teachers, and students from the nationally representative High School Longitudinal Study of 2009 to find that structural inequities (e.g., student body, sector, average achievement) appear to be most salient in delineating the racialization of US high schools, whereas the characteristics of schools and teachers that are typically emphasized for closing racial inequities in educational outcomes (e.g., teacher qualifications, courses offered, stratification practices) are not salient differentiators across schools

Building the Infrastructure: The Effects of Role Identification Behaviors on Team Cognition Development and Performance

The primary purpose of this study was to extend theory and research regarding the emergence of mental models and transactive memory in teams. Utilizing Kozlowski et al.’s (1999) model of team compilation, we examine the effect of role identification behaviors and argue that such behaviors represent the initial building blocks of team cognition during the role compilation phase of team development. We then hypothesized that team mental models and transactive memory would convey the effects of these behaviors onto team performance in the team compilation phase of development. Results from 60 teams working on a command and control simulation supported our hypotheses

Reflecting on reflection: scale extension and a comparison of undergraduate business students in the United States and the United Kingdom

In the Peltier, Hay, and Drago (2005) article entitled “The Reflective Learning Continuum: Reflecting on Reflection,” a reflective learning continuum was conceptualized and tested. This is a follow-up article based on three extensions: (1) determine whether the continuum could be expanded, (2) further validating the continuum using additional schools, and (3) determining whether the continuum could also be applied to undergraduate business education. The findings from a study of U.S. and UK students show that the revised scale is valid and reliable and that U.S. students in the sample universities rated their educational experience higher and were more likely to use reflective thinking practices