Perspective Of Scholarship Research Articles

Ecological transcendence and ecological behavior: a test of the S-curve hypothesis

Purpose Adopting a positive organizational scholarship perspective, this paper aims to examine dynamic effects of ecological transcendence on ecological behavior. Design/methodology/approach Based on 176 responses of employees from 46 organizations, the author found that both quadratic and cubic terms in the hierarchical regression equation were significant, evidence that ecological transcendence has an S-curve relationship with ecological behavior which suggests deficiency, goading and lulling effects. Findings The author finds a significant cubic term indicative of a signoidal relationship between ecological transcendence and ecological behavior. Research limitations/implications Implications for theory and practice are discussed. Given the growing interest in environmental sustainability, this study provides initial evidence of the dynamics of ecological behavior. Practical implications The study has implications for managing sustainability in organizations. Managers have empirical evidence of the dynamics which can serve as a basis for establishing mechanisms to goad growth and constraints to limit downturns. Originality/value The study is original in that it has not been published elsewhere except for presentation at a conference.

Widening the lens: Rethinking distance, diversity, and foreignness in international business research through positive organizational scholarship

The point of departure for the special issue is that current theory and research in international business (IB) may have overly emphasized a negative view on foreignness, distance, and differences of all kinds (national, cultural, organizational, and institutional), with an emphasis on liabilities and adverse outcomes associated with such differences. While existing research is certainly valuable, we argue that focusing on mostly negative processes and outcomes has hindered our understanding of the dynamics, processes, and conditions that enable organizations to benefit from diversity in a wide range of IB contexts. The goal of this special issue is to promote research that is in line with a Positive Organizational Scholarship perspective, which encourages scholars to look at commonly considered phenomena in new ways, as well as to explicitly consider positive phenomena in IB research. We then introduce the three articles included in the special issue and highlight how they help IB scholars better understand when and how foreignness, distance, and diversity can enhance organizational effectiveness and performance at multiple levels.

The positive role of global leaders in enhancing multicultural team innovation

This study contributes to the empirical research on leadership of multicultural teams from the Positive Organizational Scholarship perspective (POS). Following the information/decision-making processes perspective on team cultural diversity, we examined the positive effect of leaders’ global identity, on multicultural team innovation. We proposed that R&D, multicultural team leaders with high global identity foster team-shared innovation goals and motivate team members to adopt communication inclusion behavior, making sure that they all understand each other. Furthermore, we propose that the effect of fostering team shared innovation goals on communication inclusion will be stronger for teams with perceived high, rather than low, cultural diversity and that team communication inclusion will positively affect team innovation. Participants were 574 R&D multicultural team members, their leaders, and their leaders’ managers in 82 co-located teams in a Chinese branch of a large, German global organization. Using SEM analysis, our findings supported our research model, demonstrating that multicultural team leaders with high global identity leveraged cultural diversity to promote innovative goals, which further enhanced team communication inclusion and its positive impact on team innovation. We discuss the theoretical and practical implications to the POS perspective on cultural diversity.

Collective Gratitude: Positive Organizational Scholarship Perspective

This research examines collective gratitude, and makes three contributions to management literature. The first contribution is theoretical. The concept of gratitude is a vital emotion or a virtue for daily life in organizations. However, the collective effect of gratitude among employees in work place is interestingly missing in the organizational behavior literature. The second contribution is that we examine the collective gratitude in aspect of positive organizational scholarship. In this conceptual article we propose that contextual performance, team learning and high quality connection is enhanced by cultivating collective gratitude. The third contribution is of conceptual nature: provide a novel framework for future research.

Management Studies from Africa: A Cross-cultural Critique

This article presents a critical cross-cultural appraisal of management scholarship concerning Africa, considering differences between scholarship on Africa, scholarship for Africa, and scholarship from Africa. It looks at how Africa has been conceptualized and portrayed in the management literature from an outsider's pejorative perspective, how solutions for Africa, underlined by modernization theory, have been sought for Africa by management scholars, and the imperative for research that reflects indigenous approaches and the difficulties with this. It then goes on to look at two major aspects that affect the way we research, and should be researching Africa: the changing geopolitical context, specifically China in Africa, that provides a different perspective of scholarship for Africa; and, the political nature of concepts of indigenous African management and how this should be integrated into management scholarship.

The University Lost: The Meaning of the University

This essay examines the current state of the University in terms of lost meaning and value, especially from the perspective of scholarship. The author specifically points to three works of literature and writers on the subject, and how these works have significantly contributed to our understanding of what is taking place within the modern University, and how the University has transitioned and specifically, radically changed from its originary purpose to the “modern” University as an institution narrower in scope and depth, role, and even responsibility. The author examines the writings of John Henry Newman, Bill Readings, and John Milton, and comments on several of their ideas and demonstrates how these ideas are relevant in understanding and improving the modern University which has shifted from academic to managerial orientation; faculty to administrators—hence its decline. Finally, the author provides several examples of challenges in the modern University and how these have created the gaps in perceived and real purpose and philosophy of the ideal university versus current “all-administrative” university and its perceived status and role.

Evidence‐based HRM: a scholarship perspective with a difference

PurposeThe purpose of this paper is to provide an introduction to the new journal, its inspirations, scope and ambitions.Design/methodology/approachThe paper reviews selected strands of the literature on evidence‐based scholarship and discusses some of the observations and remedial recommendations made in the literature to bring research, policy and practice closer together.FindingsDrawing on these observations and recommendations, the paper highlights the roles our authors and their published works can play when contributing to an evidence‐based HR research agenda. Building on these insights, the paper arrives at the journal's editorial vision and encourages the production of scholarly empirical research articles that have a high impact on the HR field as a whole. Embracing the richness of contributions from multiple disciplines and supporting a thematic diversity in the international HR arena, the paper introduces and explains the core principlesEBHRMstrives to encourage and promote: empirical robustness, analytical rigourandpractical significance.Originality/valueIn the spirit of these arguments, the paper makes the case for taking on the challenge of moving scholarship, policy and practice closer together and introduces the first contributions.

The Upside of Cultural Distance: A Positive Organizational Scholarship Perspective

Current theory and research in cross-cultural and comparative management tend to emphasize the “dark side” of culture, in that a pervasive bias exists towards emphasizing the adverse outcomes associated with cultural differences while de-emphasizing the potentially positive role of cultural diversity in organizations. The idea that there are negative consequences associated with cultural differences lies at the heart of the “cultural distance”, “psychic distance” and “liability of foreignness” concepts that have guided hypotheses formulation and empirical testing in much of the literature in international business and international organizational behavior. Recently scholars have argued that this negative bias has hindered our understanding of the processes and conditions that help organizations leverage the benefits of cultural differences. In this symposium, we provide evidence that this negative bias permeates the literature and argue that it has hindered our understanding of the processes and conditions that help organizations leverage the benefits of cultural differences. The presenters apply a Positive Organizational Scholarship (POS) lens (Cameron, 2008) to highlight a complementary perspective, namely the idea that cultural differences can be an asset rather than a liability in a wide range of international business contexts, including foreign market entry, cross-border transfer of knowledge, multinational teams, and international alliances, mergers, and acquisitions. The Upside of Foreignness—Exploring Outsider Competitive Advantage Presenter: Mary Yoko Brannen; U. of Victoria/ INSEAD Positive and Negative Biases and Cultural Distance Presenter: Kim Cameron; U. of Michigan Positive Global Team Leadership: Leveraging Culture Across Distance Presenter: Kristiina Mäkelä; Aalto U. School of Economics Presenter: Lena Zander; Uppsala U. Presenter: Peter Zettinig; U. of Turku Negative Biases in the Study of Culture in International Business: The Need for Positive Scholarship Presenter: Günter K. Stahl; WU Vienna and INSEAD Presenter: Rosalie L. Tung; Simon Fraser U. An Integration Capability View of Cultural Differences in Global Strategy Implementation Presenter: Taco Reus; Erasmus U. Rotterdam

Mobility, migration and hospitality employment: Voices of Central and Eastern European women

This article reports the findings of an arts-based participatory action research project on the experiences of Central and Eastern European female migrants working in the hospitality sector in the United Kingdom. It critically explores the participants’ negotiations of their multiple, intersecting mobilities and immobilities,and reveals how their employment in hospitality both encourages and restricts these mobilities. The article is situated within the unfolding hopeful tourism scholarship perspective, and argues that its inclusive and participatory approach provides considerable insight into these migrant workers’ complex and often under-appreciated trajectories. The article concludes that the arts-based participatory methodology deployed in this research uniquely allows these highly mobile and at the same time immobilized hospitality workers to self-represent themselves and to maintain ownership of their stories.

Indigenous Management Research in China from an Engaged Scholarship Perspective

This commentary discusses the four articles in this special MOR issue on indigenous management research in China. It begins by recognizing the importance of indigenous research not only for understanding the specific knowledge of local phenomena, but also for advancing general theoretical knowledge across cultural boundaries. Challenging to undertake, we propose a method of engaged scholarship for conducting indigenous research. The four articles in this special issue provide good examples of applying principles of engaged scholarship in their indigenous Chinese management studies.

Engendered Roles in Physical Therapist Education: A Feminist Vision for Scholarship in Clinical Education

Background and Purpose. Although professional education programs, including physical therapist education, require unique roles and qualifications of faculty, academic rank and promotion typically follow traditional university structure. Expectations that all physical therapist academic faculty members, including the director of clinical education (DCE), have a defined, ongoing scholarly agenda can perpetuate a traditional university construction of academic roles unless scholarship is extended to divergent ways of knowing. A feminist understanding of scholarship values connectivity of knowledge through direct community involvement and intensive student engagement. This article, a feminist critique of the DCE role, informs the scholarly potential of the DCE within a context of a more broadly defined and reconstructed definition of scholarship. Position and Rationale. Current academic roles in physical therapist education programs are aligned with engendered definitions of traditional academic structures which can lead to academic devaluation of the DCE. A social constructionist analysis of the DCE position in light of higher education feminist literature provides an alternative perspective of scholarship. Discussion and Conclusion. Academic structures ideally support realization of all faculty potential; however, a paternalistic metric determines faculty promotion with administration, management, and specialized research at the top of the hierarchy. A feminized metric would value those roles inherent to the DCE: student and community engagement, counseling, organization, and content integration. Acceptance and embrace of the feminized nature of the DCE position serves students and professional community more than have attempts to realign the DCE position to traditional masculine academic roles. Key Words: Clinical education, Feminist critique, Director of clinical education, Scholarship. BACKGROUND AND PURPOSE Physical therapist education program faculty comprises an academic administrator, a director of clinical education, academic faculty, clinical education faculty, and adjunct faculty. While all of these members serve integral roles in successful physical therapist academic programs, the director of clinical education (DCE) serves in a tenuous position in terms of academic definitions and traditional academic structures of promotion.1 The inherent qualifications and responsibilities associated with this position can make academic career advancement challenging. This position requires broad clinical perspectives and intensive and direct contact with practicing physical therapists and students through advising, counseling, and teaching. Organizational skills and information management are essential to the position. These responsibilities are not of high academic value in terms of academic promotion, which often situates the DCE as junior faculty or as an assistant professor within traditional academic structures. Rather than accept the prevailing rank of the DCE, the purpose of this article is to challenge the traditional academic status of the DCE and offer an alternative vision for this position based on feminist critique and critical social theory. Feminist perspective has been extended to higher education programs in medicine, nursing, business, engineering, basic sciences, the humanities, and economics to evaluate work distribution, promotional structures, and characteristics of leadership.2 As with these fields, physical therapy academic roles do not exist in isolation but are socially constructed and interpreted within the context of accepted norms, values, and shared beliefs. POSITION This article will present an evaluation of the DCE position as it is socially constructed. That is, the interpretation is developed from the unique viewpoint of the DCE and informed by a higher education and feminist literature. A social constructionist approach accepts multiple realities, as all individuals form knowledge and make meaning of experience contextually and through social understandings. …

Serving the Membership: Publishing in the Adultspan Journal

As the profession of counseling continues to expand and diversify, each division of the American Counseling Association (ACA) offering a professional, scholarly journal must be knowledgeable and open about that journal's expansion and diversification. The Association for Adult Development and Aging (AADA), under the leadership of wise and experienced boards of directors throughout the years, has continued to expand member services that include the publishing of the Adultspan Journal. The major goal of our journal is that it enhance the developmental point of view concerning adulthood, life span, and transition relative to the varied aspects of the counseling profession, from the perspective of scholarship and research. As we proceed as an organization and as a profession, many challenges appear and will continue to appear at every turn. Counselors and mental health professionals, as well as those working with adults in many other capacities, are confronted daily with events and fears that most of us would never have thought possible. The positions held by AADA/ACA members, whether as clinicians, counselor educators, mental/physical health advocates, or graduate students in the field, are vital to the society in which we live; the sharing of information and creativity must be invited for publication as a means to that sharing, which is one part that the Adultspan Journal plays within the counseling profession. Our unique developmental perspective stands out among the various and prestigious journals attached to many of ACA's divisions, and it is our uniqueness that will be the focus of this piece; thus, we hope to encourage and enlighten those professionals interested in publishing in the Adultspan Journal. Writing for publication is of utmost importance to academicians seeking promotion, tenure, recognition, and status within their field. Several editors of respected ACA journals have offered solid advice and counsel to prospective authors who choose to submit to scholarly counseling journals (Engels & Jackson, 1999; McGowan, 2002; Smaby & Crews, 1998). A prospective author might do well to consider the aforementioned journal articles, along with this one, and decide how to shape a manuscript and where to most effectively submit it. The sharing of workable techniques and creative conceptualizations in counseling adults of all stages is important to professionals in the field, in the classroom, and, most especially, to the clients with whom we work. Scholarly journals can be of great service to that end, and the Adultspan Journal is especially dedicated to those service objectives. Now that I have been editor of the journal for one full term, and, having recently been elected by the AADA Board of Directors in April to another 3-year term (2004-2007), it seems like an opportune time to share ways in which one might have a manuscript published in the Adultspan Journal, given the ever-broadening scope of developmental issues that we have an interest in sharing with counseling professionals. The following is a description of three initiatives that I am supporting as editor, to which manuscripts might be directed and from which, it is hoped, more participation will be gained. * I am currently soliciting manuscripts for a new section of the journal concerning practice issues, and I encourage clinicians and other individuals working with adults to share strategies in scholarly manuscript form. This section, it is hoped, will meet the needs of professionals in the field as well as those who are in training. These submissions should be shorter in length than a regular submission, between 5 and 10 pages. References and style must still follow guidelines in the fifth edition of the Publication Manual of the American Psychological Association (American Psychological Association [APA], 2001). * The topics of interest solicited for the journal in the past 2 years have been more and more diverse, which speaks to the diversity of position and individual interests within our profession. …

The Friends of Progress: Learned Societies and the Public Sphere in the Transylvanian Reform Era

This essay addresses the political roleof nationally defined scholarship in multiethnic milieus. The focus is on Transylvania, one of the marginal provinces of the Habsburg Empire without stable, state-funded institutions of higher learning and research. The time frame is the Hungarian Vormärz, known as the Reform Era, which extended from the 1830s until the revolution of 1848 and was a pivotal moment in the maturation of the national perspective in scholarship and politics, challenging the traditional order of the composite monarchy. The liberal and national impetus of the period was manifest in the foundation of numerous regional voluntary associations intended to serve the public good, and further education, scholarship, and “national improvement.”

世紀転換期の経済史的一考察

世紀転換期の経済史的一考察

Representations of River Travel in Burma: 1890–1914

Sir George Scott, the dominant figure in the intellectual world of colonial Burma, once noted that there had been very many books about He thought of these writings as varied as some were mere picture-books with letterpress thrown in, like the flour that is required to keep plum pud ding together and, in addition, other books were perilously like popularized encyclopaedias and that many were produced by fine-weather tourists.1 Scott recognized that the writing about Burma was diverse and uneven, and he did not worry about the literature's role in helping to fashion a colonial mindset. However, Scott wrote from the best perspectives of scholar ship, seeking to recognize the merits of those books which accurately cap tured the complicated realities of Burma. Scott understood well enough that much of the literature about Burma was neither systematic nor com prehensive; indeed much of it was based upon direct experience, anecdote and even prejudices. Nonetheless, this body of literature, which has not been the subject of sustained academic investigation, appears to be of greater value than Scott may have believed. This paper will explore a small portion of this rich and varied literature to display the way in which select British travel writers used their experiences with transportation in Burma — especially inland water transport — to present a much larger set of under standings about the country and its peoples. At the same time, the careers of diverse and colourful figures such as Sir Richard Burton, David Livingstone and John Hanning Speke virtually assured that the subject of travel would become emblematic in historical representations of imperial experience. This discussion takes the position that despite the attention given to prominent travellers, the study of its attendant literature has not yet been adequately investigated by historians.2 This paper, then, aims to help address this problem by highlighting the works of several writers who were active in Burma on the eve of the World War I. This generation of Burma's his tory saw the final stages of British colonization, the subsequent creation and expansion of institutions which helped to define the realities of impe rial life and the further integration of the colony (as one of the world's leading rice-exporters) into the global marketplace For our purposes, attention shall be concentrated upon the travel lit erature written by three figures: Mrs E.A. Hart, author of Picturesque Burma:

The Role of Scholarship in University Teaching

The primary resource in university teaching is the scholarship of faculty. This discussion paper explores the potential role of scholarship as a teaching resource and the value of a scholarship perspective in instructional development. It is argued that the content, structure and process knowledge inherent in scholarship have the potential to contribute to effective teaching and learning, but only when all three forms of expert knowledge are explicitly taught. This teaching task does not flow naturally from scholarship, but requires reflection and careful structuring on the part of the scholar-teacher. It is also argued that a scholarship perspective constitutes an effective context from which to engage a broader spectrum of faculty in communicating about teaching and learning. The purpose of this paper is to stimulate discussion on how a scholarship-based instructional development context might achieve learning outcomes that more closely approximate the ideal of apprenticeship in a discipline.

TOWARD AN OLD NEW PARADIGM THE HALF-CENTURY FLIRTATION WITH MASS SOCIETY

Judging from the three-page Editorial Foreword which introduced readers to the first issue of The Public Opinion Quarterly in January 1937, the founding editors' hoped to promote the scientific study of interrelationships among three potent new social forces: mass opinion, which they contrasted to the opinion of a much smaller elite public; mass communication, which they saw as increasingly centered on the new media of radio and motion pictures, and as including advertising, public and press relations, and government propaganda; and public opinion measurement and reporting, just beginning to be based on scientific sampling and including well-publicized national polls like those of Gallup, Roper, and Crossley, private opinion polling, and market and consumer research more generally. Why did POQ's founding editors, all prominent scholars at major U.S. institutions, decide to dedicate their new journal to this particular set of social factors, what they summarized as public opinion from the perspective of scholarship, government, business, advertising, public relations, press, radio, motion pictures? A strong influence, one that would dominate the study of public opinion and mass communication over the next three decades, can be seen in the opening sentences of their first Editorial Foreword:

Towards a History of Human Curiosity: A Prolegomenon to its Medieval Phase

The complexity of medieval curiositas has not been fully appreciated by previous scholars. Above all, the varied moral implications of the concept deserve more study, for some of them still mark the image of curiosity today. I have attempted to broaden the perspectives of scholarship on this topic by focussing here primarily on curiositas as a medieval sin.