History has long been recognised as a strategic and organisational resource. However, until recently, the advantage conferred by history was attributed to a firm’s ability to accumulate heterogeneous resources or develop opaque practices. In contrast, we argue that the advantage history confers on organisations is based on understanding when the knowledge of the past is referenced and the reasons why it is strategically communicated. We argue that managers package this knowledge in historical narratives to address particular organisational concerns and audiences. As well, we show that different historical narratives are produced with the goal of achieving different organisational outcomes. The success of an organisation is thus dependent on the ability of its managers to skilfully develop historical narratives that create a strategic advantage.

/pdf/the-strategic-use-of-historical-narratives-a-theoretical-2x3po1rzr3.pdf

The strategic use of historical narratives: a theoretical framework

Many analysts argue that responding effectively to the transformative changes occurring in the Arctic will require the creation of an Arctic Ocean treaty or even a more comprehensive treaty covering the whole Arctic. This article explores this line of thinking critically. In doing so, it addresses three distinct but related questions: 1) Is there a need for an Arctic Ocean framework agreement? 2) Where should we focus our attention along the integration-fragmentation spectrum? 3) Would it help to make arrangements for Arctic governance legally binding? The conclusion is that the case for spending political capital on an effort to negotiate the terms of an Arctic Ocean treaty is weak. But this need not be regarded as a cause for pessimism. A more multidimensional Arctic governance complex is emerging and is likely to continue to develop during the coming years.

If an Arctic Ocean treaty is not the solution, what is the alternative?

Participative decision-making has increasingly become the agreed-upon model around the world for the operation of schools, particularly those in the public education systems. A critical element of the model is devolving enhanced levels of decision-making from the centre (head of fice) to schools. While this reform is viewed as a positive step, policy based on democratic principles takes some time to filter down to rural schools. The research on which this article is based aimed at investigating the extent to which rural schools understand, perceive and implement participative decision-making (PDM). The inquiry followed a qualitative approach. The findings highlighted achievements in these schools and factors that hindered the proper implementation of PDM. This research recommended that principals should create a space for debate and dialogue for all stakeholders to participate suf ficiently in the school governing body (SGB) structure. Such a platform would allow stakeholders to air out their dissatisfaction and ensure their right to participation on issues dealing with school governance.

Participative Decision-making: Perceptions of School Stakeholders in South Africa

The purpose of the study was to explore rural high school learners’ experience of mathematics anxiety in academic settings. Mathematics anxiety has been found to have an adverse effect on confidence, motivation and achievement. This quantitative study is exploratory and descriptive in nature. The participants were 403 learners doing mathematics in 18 rural schools in the Free State province of South Africa. Participants completed a 20-item questionnaire and 373 (92.5%) questionnaires were found to contain valid responses and were analysed by a professional statistician at the University of the Free State using the Statistical Package for the Social Sciences (SPSS), Version 17.0. The questionnaire was tested for reliability using the Cronbach alpha coefficient and was found to have a reliability score of .841, indicating an acceptable reliability coefficient. Findings reveal that all learners sometimes, often, or always experience mathematics anxiety in academic settings. It is therefore important for teachers and authorities in education to observe its prevalence and to implement strategies toward the alleviation of the effects of mathematics anxiety. Keywords: academic settings; achievement; confidence; habitus; learners; mathematics anxiety; rural

/pdf/exploring-rural-high-school-learners-experience-of-140fg2vjkn.pdf

Exploring rural high school learners' experience of mathematics anxiety in academic settings

http://scholar.ufs.ac.za:8080/xmlui/bitstream/handle/11660/2085/VanWykMM.pdf;sequence=1

The use of cooperative learning in economics in the further education and training phase in the Free State Province

This analysis of the first 16 volumes of Research Strategies examines authorship patterns, including gender, collaboration. and professional and institutional affiliation. All references in the first 16 volumes are analyzed by type and age. Journals most often referenced in Research Strategies. and journals most often citing articles in Research Strategies are included in the analysis. Two of the questions the authors sought to answer were whether the percentage of research articles published in Research Strategies had increased over time, and whether the number of Research Strategies articles cited by other journals had increased.

Steven Johns

Papers

Research strategies : A bibliometric study/analysis of the first sixteen volumes