Journal Article•
Core Values
TL;DR: CGaA editor in chief Miguel Encarnacao discusses recent changes to CGaA and the magazine's strategic orientation and introduces its newest editorial board member, Seungyong Lee of the Pohang University of Science and Technology.
Abstract: Editor in chief Miguel Encarnacao discusses recent changes to CGaA and the magazine's strategic orientation. He also introduces the magazine's newest editorial board member, Seungyong Lee of the Pohang University of Science and Technology.
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TL;DR: The authors argue that the traditional framing of brands faces an explanatory problem: the inability to satisfactorily explain why certain branding activism initiatives elicit the moralized reactive attitudes that are paradigmatic responses to wrongdoing.
Abstract: Brands are widely regarded as a constellation of shared associations surrounding a company and its offerings. On the traditional view of brands, these associations are regarded as perceptions and attitudes in consumers’ minds in relation to a company. We argue that this traditional framing of brands faces an explanatory problem: the inability to satisfactorily explain why certain branding activism initiatives elicit the moralized reactive attitudes that are paradigmatic responses to wrongdoing. In this paper, we argue for a reframing of brands that calls for viewing brands as a series of normatively binding expectations that are ethically akin to promises. Our promissory framing of brands avoids the explanatory problem, illuminates a number of ethical requirements on branding, and reconceptualizes the role of brand managers.
13 citations
TL;DR: The authors compare mean scores on the Preliminary Scholastic Aptitude Test (PSAT) between classical and non-Classical Christian schools using data from the National Assessment of Instruction (NAI).
Abstract: This causal-comparative quantitative study compares mean scores on the Preliminary Scholastic Aptitude Test (PSAT) between Classical Christian schools and non-Classical Christian schools using data...
11 citations
Journal Article•
TL;DR: Teach for America (TFA) charges its recruits with an important mission: ensure that children in low-income communities receive an excellent education as mentioned in this paper. Underlying this charge is the assumption that educational inequity is a problem that can be solved by putting the right teacher in every classroom.
Abstract: Teach for America (TFA) charges its recruits with an important mission: ensure that children in low-income communities receive an excellent education. Underlying this charge is the assumption that educational inequity is a problem that can be solved by putting the right teacher in every classroom. A former TFA corps member and an education professor combine memoir and theory to argue that TFA starts the wrong conversation about inequality and demeans traditional teachers in the process. We identify problematic aspects of TFA’s “savior model” by analyzing some of the organization’s practices and values. We also describe how TFA is rooted in neoliberal ideology and supported (both financially and politically) by the corporate education reform movement. Together, these initiatives hide the complex causes of inequality and contribute little to its resolution. We propose changes, recommending TFA better prepare corps members, cooperatively partner with existing teachers, and increase resources for schools.
11 citations
TL;DR: In the context of continuing pressures from managerialist and neoliberal drivers of university reform in Australia, Macquarie University's recent undergraduate curriculum innovation, based on "People,” "Planet, and Participation" has resulted in the embedding and integration of experiential learning in its curriculum and institutional framework as mentioned in this paper.
Abstract: In the context of continuing pressures from managerialist and neoliberal drivers of university reform in Australia, Macquarie University’s recent undergraduate curriculum innovation, based on “People,” “Planet,” and “Participation,” has resulted in the embedding and integration of experiential learning in its curriculum and institutional framework. Such an approach challenges academic and administrative staff, students, and partners in industry, the community and public sector settings, to engage and collaborate across significant boundaries. This article outlines the scope and nature of the curriculum reform, then considers the way geographers have both shaped and responded to the opportunities it created. In so doing, it proposes a number of challenges and recommendations for geographers who might seek to extend their longstanding commitment to field-based learning through similar reforms. In this regard, the discipline of geography and its tendency to engage with the “field” can offer much in f...
11 citations
05 Jun 2018
TL;DR: The authors examines the role that the CEOs of China's tech giants (Baidu, Alibaba, and Tencent [BAT]) play as advocates of the country's vision of mass innovation.
Abstract: This article examines the role that the CEOs of China’s tech giants (Baidu, Alibaba, and Tencent [BAT]) play as advocates of China’s vision of mass innovation. It seeks, first, to understand what mass innovation is and the conditions for its success and then goes on to divine how the three individuals involved—Jack Ma (Alibaba), Robin Li (Baidu), Ma Huateng (Tencent)—combine the narrative of Silicon Valley individuated cyber-libertarianism and the collectivist socialism of China to convert the grassroots over to the gospel of mass innovation. In doing so, it traces the rise and beliefs of the trio but uses primarily Jack Ma’s and Alibaba’s growing prominence in Southeast Asia as a case in point of BAT’s influence outside of China.
10 citations
References
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TL;DR: An operational analysis of inpatient admissions evaluates staff nurses' nursing stewardship activities and analyzes the potential benefits of nurses' formal education about, and inclusion into, ASPs.
Abstract: An essential participant in antimicrobial stewardship who has been unrecognized and underutilized is the "staff nurse." Although the role of staff nurses has not formally been recognized in guidelines for implementing and operating antimicrobial stewardship programs (ASPs) or defined in the medical literature, they have always performed numerous functions that are integral to successful antimicrobial stewardship. Nurses are antibiotic first responders, central communicators, coordinators of care, as well as 24-hour monitors of patient status, safety, and response to antibiotic therapy. An operational analysis of inpatient admissions evaluates these nursing stewardship activities and analyzes the potential benefits of nurses' formal education about, and inclusion into, ASPs.
145 citations
TL;DR: A critical review of published studies on MCDA in the context of HTA is provided by assessing their methodological quality and summarising methodological challenges, highlighting the need for advancement in robust methodologies, procedures and tools to improve methodological quality ofMCDA in HTA studies.
Abstract: Multi-criteria decision analysis (MCDA) concepts, models and tools have been used increasingly in health technology assessment (HTA), with several studies pointing out practical and theoretical issues related to its use. This study provides a critical review of published studies on MCDA in the context of HTA by assessing their methodological quality and summarising methodological challenges. A systematic review was conducted to identify studies discussing, developing or reviewing the use of MCDA in HTA using aggregation approaches. Studies were classified according to publication time and type, country of study, technology type and study type. The PROACTIVE-S approach was constructed and used to analyse methodological quality. Challenges and limitations reported in eligible studies were collected and summarised; this was followed by a critical discussion on research requirements to address the identified challenges. 129 journal articles were eligible for review, 56% of which were published in 2015–2017; 42% focused on pharmaceuticals; 36, 26 and 18% reported model applications, issues regarding MCDA implementation analyses, and proposing frameworks, respectively. Poor compliance with good methodological practice (< 25% complying studies) was found regarding behavioural analyses, discussion of model assumptions and uncertainties, modelling of value functions, and dealing with judgment inconsistencies. The five most reported challenges related to evidence and data synthesis; value system differences and participant selection issues; participant difficulties; methodological complexity and resource balance; and criteria and attributes modelling. A critical discussion on ways to address these challenges ensues. Results highlight the need for advancement in robust methodologies, procedures and tools to improve methodological quality of MCDA in HTA studies. Research pathways include developing new model features, good practice guidelines, technologies to enable participation and behavioural research.
53 citations
Dissertation•
01 Jan 2013
TL;DR: In this paper, the authors identify the perceptions that school administrators, parents, teachers and students have concerning their Special Character with a view to establishing a clarity of understanding as to the selfperceptions, the modus operandi, the values espoused, the opportunities which these schools represent and the basis on which their understandings and values are founded.
Abstract: The Special Character of New Zealand protestant integrated evangelical schools is that spiritual ethos, the ‘god-factor’ that distinguishes these schools from secular schools. The thesis set out to identify the perceptions that school administrators, parents, teachers and students have concerning their Special Character with a view to establishing a clarity of understanding as to the selfperceptions, the modus operandi, the values espoused, the opportunities which these schools represent and the basis on which their understandings and values are founded. Sixty two semistructured interviews undertaken in six of these schools were recorded and transcribed. Analysis by themes enabled a consideration of the participants’ own defining of Special Character, the values the schools espoused, the means by which their Special Character could be preserved, and the tensions and anomalies encountered as evidenced in the data. It was found that while there is considerable complexity in the vast variety of perspectives of the participants, there is, nonetheless much evidence of a homogenous group of schools that work closely together, with common understanding of what unites them – namely, an acceptance of the inerrancy and authority of the Christian scriptures for all of life, living and learning. It might be concluded from the findings that because of the complexity of the views expressed there is no clear definition of Special Character in these schools. But in the spectrum of participant articulation of perceptions, Special Character is both the content and the context of education. As to the content, all of the curriculum was seen to be subject to and consistent with an evangelical understanding of the Christian scriptures. Similarly to the context, the ethos was generated by an evangelical Christian staff who modelled and taught a Christian lifestyle in a relationship with the Christ of the Bible, and who encouraged the students to adopt that same lifestyle and relationship, adopting the biblical values that derive from a biblical worldview. Relationships were seen to be of paramount importance for upholding and defining Special Character. Participant voice indicated that they preferred to think of themselves as teaching in Christ-centred schools and their work as God-directed. They claimed their work was preserved by constant vigilance and constant vision-casting concerning their Special Character.
36 citations
01 Jan 2017
TL;DR: In this paper, the authors investigated what school leaders perceived to be the essential features of CEN schools, how they embed these into school culture and the leadership by which they do this.
Abstract: Christian Education National (CEN) is an association of Christian schools started in Australia, in the 1960s by Christian parents, predominantly with a Dutch Reformed heritage Its vision for education includes the lordship of Christ over all of life, the fact that the gospel is to inform practice, and that parents are responsible for the education of their children CEN dedicate significant resources to supporting member schools to understand the beliefs that underpin their vision for education and to develop practice based on these beliefs School leaders in Christian schools have responsibilities that include an understanding of the faith perspective of their school communities and the development of school practice consistent with that faith perspective Yet, little research has been conducted with respect to the perceptions and practices of school leaders within CEN schools This study was an investigation into what school leaders perceived to be the essential features of CEN schools, how they embed these into school culture and the leadership by which they do this The study was situated within a constructivist paradigm and informed by an interpretivist theoretical perspective of symbolic interactionism The methodology adopted was case study The case study was set within the state of Victoria and comprising ten CEN schools, with sixteen campuses, educating approximately 6500 students Data was collected through individual semi-structured interviews of an expert reference group, comprising of national office staff with responsibilities for professional development, and a principals’ group An online survey with open-ended questions and closed statements with a Likert scale was utilised to gather data from a larger group of senior leadership personnel from participating schools This research found that school leaders had an awareness of the essential features of CEN as articulated in the vision statement Despite this, it was evident that school-based leaders lacked a depth of understanding of the beliefs that inform the CEN approach to schooling This research also found that school leaders perceived that the essential features were to be included holistically into culture However, services and resources available to support schools in the development of culture consistent with the vision were under-utilised While servant leadership, shared leadership, and vision-based leadership were all described in relation to CEN schools, the leadership within these schools is better understood as informed by the Christian faith rather than widely supported leadership theories mentioned in this study To encourage education consistent with the CEN vision for schooling, it is recommended that CEN develop a clear and comprehensive description of their distinct approach to education and work to ensure that school boards and educational leaders are educated about this Further, it is recommended that more be done to ensure that school leaders within this school movement undertake professional development that adequately equips them to develop practice consistent with the beliefs and values of their school communities
21 citations