'Sedimented histories' and 'embodied legacies': Creating an evaluative framework for understanding public engagement with the First World War

This article reflects on the development of a new methodological framework for the evaluation of the impact of the Centre for Hidden Histories, one of the Arts and Humanities Research Council's First World War Engagement Centres. It shows how through evaluative processes such as academic and community partner Shared Experience Workshops, and community-focused Reflection Workshops, the historical, social, cultural and economic benefits of the centre can be highlighted. It also demonstrates how public engagement in these community history projects has resulted in the identification of new 'embodied legacies' (Facer and Enright, 2016) and heretofore marginalized 'sedimented histories' (Lloyd and Moore, 2015). These lessons in evaluation can be taken forward to inform future national commemorative moments, such as the centenary of the Second World War.This research has been conducted as part of the AHRC Centre for Hidden Histories. First at the University of Nottingham (June 2016 – September 2018), and then at the University of Derby (September 2018 – present)

Some philosophical enquiries on E-learning: preparing the tomorrow business school

Emerging digital technologies and increasing interest in the computerized delivery of higher education have led to e-learning through electronic mail, the Internet, the World Wide Web (WWW), and multimedia. The major objective of this research outlet is to examine the e-learning evolution in business schools. Our research intentions are to investigate: 1. if universities understand the market dynamics (regarding to segmentation and crossing the chasm); 2. mapping the s-curve to student needs and 3. how business schools will change the value map. From the analysis of existing empirical evidence and our research results from 140 business students of the University of Ioannina (Greece) and 50 business students of the University of Winchester (UK), we can summarize that: a. value is created when new technology is matched to student need; b. but student needs change: as the technology evolves existing students develop new needs and in addition the technology may appeal to new kinds of students, with new kinds of needs and c. understanding the structure of student needs may be particularly important at times of potential discontinuity, when existing students may reject new technologies (for excellent reasons!).  The authors suggest that business schools interested in being productive should invest in implementing performance tools for all educational methods in order to accomplish the educational objectives. Further research in this crucial field of the evolution of e-learning in business schools is the examination of anticipated benefits and the experiences by early e-learning adopters, return on investment and expectations for the future

China Labor Watch Annual Report 2010

This document is part of a digital collection provided by the Martin P. Catherwood Library, ILR School, Cornell University, pertaining to the effects of globalization on the workplace worldwide. Special emphasis is placed on labor rights, working conditions, labor market changes, and union organizing.CLW_2010_Annual_Report.pdf: 83 downloads, before Oct. 1, 2020

SMEs e-business behaviour: a demographics and strategic analysis

The aim of this research was to understand the strategic uses of e-business systems and technologies by classifying companies and particularly small and medium businesses according to demographics as well as e-business behavior variables.The study was based on data from a large quantitative survey of European E-business W@tch for the period 2007 using questionnaire interviews (N=409). We employed two-step cluster analysis, multinomial logistic regression and stepwise descriminant analysis as the most appropriate methods for our analysis. The findings revealed six clusters associated to e-business adoption. The six groups differ in terms of demographic characteristics as well as e-business applications they use. We found that the following clusters exist: (a) Leaders: large companies that extensively use ebusiness in a strategic manner (b) innovators: use e-business in an way that allows them to innovate and differentiate from other companies (c Beginners: small and medium companies across all sectors that only recently start to use e-business (d) Unready Adopters: micro and small companies that lag behind (e) Late Adopters: small-size companies but larger that the Unready Adopters, that appear not to be interest in the advances of ICTs and (f) Laggards: micro companies with little use of e-business.The results of our survey can positively contribute to managers aiming to take advantage of technological advances in electronic business as well as to any researcher who study e-business management and applications

Economic and Business Responses to the Pressures of Commoditization

This paper examines the pressures of commoditization will continue to exert itself on companies and managers everywhere: the increasing impact of demographic change; the requirement to maintain a keen eye on costs in order to compete effectively within the global market; the continued advance of technology; the ability to standardize processes and eliminate major inefficiencies; the pressure to outsource and offshore business activities in order to exploit the cost advantages of cheaper labour and the opportunity for your competition to attack your markets and replicate your products and services more freely.Tackling commoditization in a fragmented or short-termist way will not allow you to understand its effects and nor will it provide the solid platform required to build an effective response. So when it comes to considering the potential impacts of commoditization you need to ask yourself the following two questions: 1. Can all or part of our business become commoditized? It is easy to believe that you are immune to the effects of commoditization and that you don’t need to respond to something that may not even be on your horizon. When responding to this question the best approach is to start from the position that everything you do is capable of becoming commoditized if not now, then certainly at some point in the future. Of course you may find that not everything can be commoditized, but it is far better to come to this conclusion after completing a thorough analysis of your business than making assumptions based upon a limited perspective or worse still, gut feel 2. How should we respond to the threat of commoditization? In particular should we embrace it or avoid it? This is a crucial question to answer once you have understood the threats and opportunities commoditization poses to the organization. As with any strategic decision it is likely to have significant operational implications. In some cases you may find that you have little alternative but to become more commoditized yourself, whilst in others you may be able to adopt a more flexible approach. When considering the response, you will need to think about such things as: • How can we insulate ourselves from the threat of commoditization? • Given the choice what parts of our business should we allow to become commoditized? • Where and in which markets should we innovate as a way of avoiding the commoditization trap? • Where should we target our investments – with our customers, on our back office processes, in research and development, on acquisitions or all of the above?Commoditization, Offshoring, Talent, Technology, Competition, Inequality

A ripple effect from leadership coaching: Understanding the reach of coaching in organisations

Companies today need to draw on the whole organisational team for the energy, ideas and collaborative approaches that bring sustainable organisational success in an interconnected world. Leadership and organisational studies increasingly support this endeavour by considering relational and interconnected approaches. However the leadership coaching literature tends to adopt a hierarchical approach focused on individuals and teams at the helm of organisations. A ripple effect is the metaphorical focus of the study drawing attention to an interplay of influences in an organisation following a leadership coaching initiative. This initiative is the starting point for this in depth organisational case study which is interested in drawing out the human dimension of organisational life. Multiple methods - interviews, anecdote circles and a company questionnaire - are used to explore patterns of influence flowing from leadership coaching in a small-medium sized enterprise (SME). Thematic network analysis of the experiences of participants in this study produced three categories of findings: personal needs, perceptions of leadership and cultural concerns. Each category is made up of competing influences that signify spectrums of opportunity for learning and development. From this investigation an holistic model of a ripple effect is developed showing the flow from specific coaching outcomes that blend business and human aspects. The concept of reciprocal learning space captures the scope for learning and change by uncovering competing influences that represent the variety of responses to coaching outcomes. An holistic framework for organisation focused coaching offers a practical contribution to coaching by setting out a route to identifying reciprocal learning space and helping to address wider organisational needs. It is argued that remaining in a hierarchical, leader centred mode limits the potential reach of coaching in organisations. This study offers a new integrated approach to coaching that signifies the potential to reach much more widely into organisations

Emergence of Leadership in Communication

We study a neuro-inspired model that mimics a discussion (or information dissemination) process in a network of agents. During their interaction, agents redistribute activity and network weights, resulting in emergence of leader(s). The model is able to reproduce the basic scenarios of leadership known in nature and society: laissez-faire (irregular activity, weak leadership, sizable inter-follower interaction, autonomous sub-leaders); participative or democratic (strong leadership, but with feedback from followers); and autocratic (no feedback, one-way influence). Several pertinent aspects of these scenarios are found as well---e.g., hidden leadership (a hidden clique of agents driving the official autocratic leader), and successive leadership (two leaders influence followers by turns). We study how these scenarios emerge from inter-agent dynamics and how they depend on behavior rules of agents---in particular, on their inertia against state changes.Comment: 17 pages, 11 figure

Perceptions of knowledge sharing among small family firm leaders: a structural equation model

Small family firms have many unique relational qualities with implications for how knowledge is passed between individuals. Extant literature posits leadership approach as important in explaining differences in knowledge-sharing climate from one firm to another. This study investigates how leadership approaches interact with family influence to inform perceptions of knowledge sharing. We utilize survey data (n = 110) from owner-managers of knowledge-intensive small family firms in Scotland. Our findings present a choice in leadership intention, contrasting organization-focused participation against family-influenced guidance. Insight is offered on the implications of this leadership choice at both organizational and familial level

Behavioral integrity for safety, priority of safety, psychological safety, and patient safety: a team-level study

This article clarifies how leader behavioral integrity for safety helps solve follower's double bind between adhering to safety protocols and speaking up about mistakes against protocols. Path modeling of survey data in 54 nursing teams showed that head nurse behavioral integrity for safety positively relates to both team priority of safety and psychological safety. In turn, team priority of safety and team psychological safety were, respectively, negatively and positively related with the number of treatment errors that were reported to head nurses. We further demonstrated an interaction effect between team priority of safety and psychological safety on reported errors such that the relationship between team priority of safety and the number of errors was stronger for higher levels of team psychological safety. Finally, we showed that both team priority of safety and team psychological safety mediated the relationship between leader behavioral integrity for safety and reported treatment errors. These results suggest that although adhering to safety protocols and admitting mistakes against those protocols show opposite relations to reported treatment errors, both are important to improving patient safety and both are fostered by leaders who walk their safety talk

Revealing Gender Bias: An Experiential Exercise

Stereotyping and biases continue to be a problem in many facets of society. Understanding how biases may affect recruitment and retention of employees has become a priority issue for companies, not only from an image perspective but also from a firm performance perspective, since both research and industry experience have shown that diverse teams generate better results. The need to address these issues, particularly with students who will become leaders in organizations, remains a priority in business education. In this article, we present an experiential activity that management instructors can use to help students understand and appreciate the reality and power of unconscious bias. The focus of this activity is on uncovering gender bias, yet the basic framework of the activity can easily be adapted to focus on other types of unconscious bias and stereotyping