A Profile of Institutional Researchers from AIR National Membership Surveys

1999 ◽  
Vol 1999 (104) ◽  
pp. 41-50 ◽  
Author(s):  
Sarah B. Lindquist
Author(s):  
Desmond Ng

While mainstream research has treated entrepreneurship as a highly individualised and agentic process, institutional researchers contend that entrepreneurship operates within a greater embedded setting. Various researchers have appealed to Giddens’ dual structure to explain an entrepreneur’s embedded-agency. According to Giddens’ dual structure, this embedded-agency consists of the rules or norms of a social group in which these rules constrain and enable an entrepreneur’s resources. Yet, despite Giddens’ contributions, Giddens is criticised for conflating the rules of this embedded setting with an entrepreneur’s resources in which neither affects the other in any significant way. By drawing on concepts of the Austrian entrepreneur and embeddedness, a theory of institutional entrepreneurship is developed to address this conflation problem. This institutional entrepreneurship offers an embedded-agency to explain how an entrepreneur can create, maintain and disrupt their embedded social settings. This embedded-agency addresses Giddens’ conflation problem and broadens the agent-centric focus of institutional entrepreneurship research.


2021 ◽  
Author(s):  
◽  
Miran Milosevic

<p>The study of integration policy is of particular relevance in an increasingly globalised world, since integration policy was shown to be important to the maintenance of social cohesion of immigrant receiving host societies (Papillon 2002, p. iii, Schugurensky 2003, pp.11-12, Friessen 2003, pp.187-191). This thesis sought to examine the fit of two explanatory theoretical models in explaining integration policy outcomes in two case study states, Ireland and New Zealand, during the period 1995-2006. More specifically, the thesis tried to determine whether the influence of the model of national membership adopted in each study case (civic membership in the New Zealand case and ethno cultural membership in the case of the Republic of Ireland) was able to anticipate the correct outcomes with regard to integration policies adopted during the study period, or whether political party positioning on socio economic lines was more important in anticipating integration policy outcomes. This assessment was conduct in light of apparent ‘fit’ of the respective theoretical models in each study case to integration policies enacted during the study period, in order to determine whether the theories that seem to fit the best anticipate the correct outcomes in each study case.  This was a salient question in light of the dichotomy in integration policy approaches in the two study states. Notwithstanding that both New Zealand and Ireland were immigrant receiving states during the study period, there was a marked difference between New Zealand’s approach to integration policy formulation and that of Ireland. New Zealand’s approach to integration policy was well structured and became more developed, while Ireland did not have a cohesive integration policy during the study period, relying instead on a reactionary approach composed of a collection of policy statements and ‘ad hoc’, reactionary policies.  As noted briefly above, the two theoretical models that were assessed for fit against outcomes in integration policies in the study states were the Brubaker theory of membership and the theory of political party positioning along the socio-economic left/right axis. The Brubaker theory suggests that integration policies are the outcome of national membership models (i.e. a civic or ethno cultural conception of national belonging), whilst the theory of party positioning along socio-economic lines suggests that integration policies are based on the influence of socio economic political party ideology. An investigation was made of the fit of the Brubaker membership models against that of the socio economic political ideology models in predicting integration policy outcomes in each respective case study. In addition, an examination of the interaction between the two explanatory theories was conducted, and an assessment made of whether this interaction had an impact on integration policy formulation. In exploring the interaction between two competing explanations for integration policy outcomes, this thesis aimed to facilitate a more comprehensive understanding for the reasons of the divergence in the approach to integration policy in the two case study states, and also a better understanding of the factors impacting on integration policy in general.</p>


2021 ◽  
Author(s):  
◽  
Miran Milosevic

<p>The study of integration policy is of particular relevance in an increasingly globalised world, since integration policy was shown to be important to the maintenance of social cohesion of immigrant receiving host societies (Papillon 2002, p. iii, Schugurensky 2003, pp.11-12, Friessen 2003, pp.187-191). This thesis sought to examine the fit of two explanatory theoretical models in explaining integration policy outcomes in two case study states, Ireland and New Zealand, during the period 1995-2006. More specifically, the thesis tried to determine whether the influence of the model of national membership adopted in each study case (civic membership in the New Zealand case and ethno cultural membership in the case of the Republic of Ireland) was able to anticipate the correct outcomes with regard to integration policies adopted during the study period, or whether political party positioning on socio economic lines was more important in anticipating integration policy outcomes. This assessment was conduct in light of apparent ‘fit’ of the respective theoretical models in each study case to integration policies enacted during the study period, in order to determine whether the theories that seem to fit the best anticipate the correct outcomes in each study case.  This was a salient question in light of the dichotomy in integration policy approaches in the two study states. Notwithstanding that both New Zealand and Ireland were immigrant receiving states during the study period, there was a marked difference between New Zealand’s approach to integration policy formulation and that of Ireland. New Zealand’s approach to integration policy was well structured and became more developed, while Ireland did not have a cohesive integration policy during the study period, relying instead on a reactionary approach composed of a collection of policy statements and ‘ad hoc’, reactionary policies.  As noted briefly above, the two theoretical models that were assessed for fit against outcomes in integration policies in the study states were the Brubaker theory of membership and the theory of political party positioning along the socio-economic left/right axis. The Brubaker theory suggests that integration policies are the outcome of national membership models (i.e. a civic or ethno cultural conception of national belonging), whilst the theory of party positioning along socio-economic lines suggests that integration policies are based on the influence of socio economic political party ideology. An investigation was made of the fit of the Brubaker membership models against that of the socio economic political ideology models in predicting integration policy outcomes in each respective case study. In addition, an examination of the interaction between the two explanatory theories was conducted, and an assessment made of whether this interaction had an impact on integration policy formulation. In exploring the interaction between two competing explanations for integration policy outcomes, this thesis aimed to facilitate a more comprehensive understanding for the reasons of the divergence in the approach to integration policy in the two case study states, and also a better understanding of the factors impacting on integration policy in general.</p>


2019 ◽  
pp. 159-170
Author(s):  
Deborah A. Boehm

This chapter chronicles the in-between position of Dreamers, or undocumented migrant youth who were born outside of the United States, but have lived in the United States for many years and consider it home. Although these youth are undeniably transnational, they may find themselves trapped in the United States, unable to leave or safely return to the United States. This landscape changed to some extent with DACA, which created the possibility for young people to travel outside of the United States and return through a process called Advance Parole. However, even if approved, leaving the United States through Advance Parole could result in young people being denied reentry by U.S. officials and thus permanently excluded from the country. Based on ethnographic research with a group of DACAmented migrants who were invited by the Mexican government to visit “their homeland,” this chapter considers border crossings in a time of increasingly blocked movement for the majority of migrant youth. Although all youth were granted permission to travel to Mexico through Advance Parole, their returns—first to Mexico and then to the United States—demonstrate how DACA created a curious status of being both in certain legal categories, but persistently without access to formal national membership. Their liminal position underscores the insecurities of migrant youth more generally.


2013 ◽  
pp. 1173-1195
Author(s):  
Henry C. Alphin

Project management theory provides an organized, cost-effective approach to providing an accessible e-learning environment. Such a collaborative project has the opportunity to bring together such professionals as instructional designers, disability services staff, and institutional researchers. Accessibility as an afterthought is a costly approach, and disabled students are a large enough minority to seek equality of opportunity. E-learning accessibility empowers the individual by providing educational content in formats that not only encourage collaboration and learning, but also reduce frustration and develop a sense of inclusiveness. A project manager who understands the importance of e-learning accessibility will be able to grow the project from the ground up in a manner that empowers the disabled, while benefiting all learners.


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