The Neurocognitive Architecture of Individual Differences in Math Anxiety in Typical Children

Math Anxiety (MA) is characterized by a negative emotional response when facing math-related situations. MA is distinct from general anxiety and can emerge during primary education. Prior studies typically comprise adults and comparisons between high- versus low-MA, where neuroimaging work has focused on differences in network activation between groups when completing numerical tasks. The present study used voxel-based morphometry (VBM) to identify the structural brain correlates of MA in a sample of 79 healthy children aged 7–12 years. Given that MA is thought to develop in later primary education, the study focused on the level of MA, rather than categorically defining its presence. Using a battery of cognitive- and numerical-function tasks, we identified that increased MA was associated with reduced attention, working memory and math achievement. VBM highlighted that increased MA was associated with reduced grey matter in the left anterior intraparietal sulcus. This region was also associated with attention, suggesting that baseline differences in morphology may underpin attentional differences. Future studies should clarify whether poorer attentional capacity due to reduced grey matter density results in the later emergence of MA. Further, our data highlight the role of working memory in propagating reduced math achievement in children with higher MA

Writing materiality into management and organization studies through and with Luce Irigaray

YesThere is increasing recognition in management and organization studies of the importance of materiality as an aspect of discourse, while the neglect of materiality in post-structuralist management and organization theory is currently the subject of much discussion. This article argues that this turn to materiality may further embed gender discrimination. We draw on Luce Irigaray’s work to highlight the dangers inherent in masculine discourses of materiality. We discuss Irigaray’s identification of how language and discourse elevate the masculine over the feminine so as to offer insights into ways of changing organizational language and discourses so that more beneficial, ethicallyfounded identities, relationships and practices can emerge. We thus stress a political intent that aims to liberate women and men from phallogocentrism. We finally take forward Irigaray’s ideas to develop a feminist écriture of/for organization studies that points towards ways of writing from the body. The article thus not only discusses how inequalities may be embedded within the material turn, but it also provides a strategy that enriches the possibilities of overcoming them from within

Responsible management: Engaging moral reflexive practice through threshold concepts

YesIn this conceptual paper we argue that, to date, principles of responsible management have not impacted practice as anticipated because of a disconnect between knowledge and practice. This disconnect means that an awareness of ethical concerns, by itself, does not help students take personal responsibility for their actions. We suggest that an abstract knowledge of principles has to be supplemented by an engaged understanding of the responsibility of managers and leaders to actively challenge irresponsible practices. We argue that a form of moral reflexive practice drawing on an understanding of threshold concepts is central to responsible management, and provides a gateway to transformative learning. Our conceptual argument leads to implications for management and professional education

Facilitating Organisational Fluidity with Computational Social Matching

Striving to operate in increasingly dynamic environments, organisations can be seen as fluid and communicative entities where traditional boundaries fade away and collaborations emerge ad hoc. To enhance fluidity, we conceptualise computational social matching as a research area investigating how to digitally support the development of mutually suitable compositions of collaborative ties in organisations. In practice, it refers to the use of data analytics and digital methods to identify features of individuals and the structures of existing social networks and to offer automated recommendations for matching actors. In this chapter, we outline an interdisciplinary theoretical space that provides perspectives on how interaction can be practically enhanced by computational social matching, both on the societal and organisational levels. We derive and describe three strategies for professional social matching: social exploration, network theory-based recommendations, and machine learning-based recommendations.Striving to operate in increasingly dynamic environments, organisations can be seen as fluid and communicative entities where traditional boundaries fade away and collaborations emerge ad hoc. To enhance fluidity, we conceptualise computational social matching as a research area investigating how to digitally support the development of mutually suitable compositions of collaborative ties in organisations. In practice, it refers to the use of data analytics and digital methods to identify features of individuals and the structures of existing social networks and to offer automated recommendations for matching actors. In this chapter, we outline an interdisciplinary theoretical space that provides perspectives on how interaction can be practically enhanced by computational social matching, both on the societal and organisational levels. We derive and describe three strategies for professional social matching: social exploration, network theory-based recommendations, and machine learning-based recommendations.Peer reviewe

Learning to deploy (in)visibility:an examination of women leaders’ lived experiences

This paper focuses on women’s learning from their lived experiences of leadership. In an examination of how six women leaders at a UK university learn to deploy (in)visibility, I draw on conceptualizations of (in)visibility more commonly found in feminist research. These include surface ideas of (in)visibility as states of exclusion or difference due to a lack of women in leadership roles, and deeper ideas of how states of visibility and invisibility are maintained through power relations (Lewis and Simpson, 2010; Simpson and Lewis, 2005 and 2007). I also refer to ideas on how (in)visibility operates and is produced and reproduced through organizational processes and practices (Lewis and Simpson, 2010). This analysis extends critical perspectives of leadership learning and development. Specifically it adds to understandings of the tacit nature of social and situated learning, through an articulation of the ways in which gender and power operate in women’s learning of leadership from experiences of (in)visibility. The paper concludes by indicating further areas for research including; more developed understandings of women’s learning to think strategically from experience, examining the role of management educators in revealing women’s leadership learning, and identifying methodologies to examine women leaders’ learning experiences