Intellectual Capital: Preaching to Convert, or to the Converted?

2020 ◽  
pp. 152-180
Author(s):  
Amanda Hollis-Brusky ◽  
Joshua C. Wilson
Keyword(s):  
Intellectual Capital ◽  
Scholarly Work ◽  
Law Schools ◽  
Faculty Scholarship ◽  
Christian Worldview ◽  
Scholarly Discussion ◽  
Intellectual Movement

This chapter analyzes the production and dissemination of intellectual capital for the Christian Conservative Legal Movement. In doing so, the chapter takes multiple approaches to conceiving of and measuring scholarship. First, in considering scholarship’s link to prestige, the chapter examines the extent to which faculty at newly created Christian conservative law schools are publishing scholarly work, where they are publishing such work, and how often it is being cited. In order to provide context, the faculty scholarship from Christian conservative law schools is compared with faculty scholarship from a range of other law schools. Second, in thinking of Christian Worldview scholarship as a movement resource, the chapter also measures faculty scholarship and the schools’ in-house journals as means for producing such resources, for creating an intellectual movement, and for inserting Christian Worldview ideas into broader scholarly discussion.

The Apex of the Support Structure Pyramid

2020 ◽  
pp. 181-202
Author(s):  
Amanda Hollis-Brusky ◽  
Joshua C. Wilson
Keyword(s):  
Intellectual Capital ◽  
Training Programs ◽  
Decision Makers ◽  
Complete Picture ◽  
Faculty Participation ◽  
Judicial Decision ◽  
Law Schools ◽  
Support Structure ◽  
Christian Worldview ◽  
Legal Training

This chapter investigates the abilities of Christian Worldview law schools and legal training programs to access courts. To capture a more complete picture of this dynamic, it charts the general cartography of Christian Worldview faculty participation in state and federal litigation as both litigators and as amici curiae. This map of Christian Worldview faculty participation in litigation helps identify potential “conduits” through which ideas or intellectual capital can be transmitted or diffused to judicial decision-makers. Additionally, because intellectual capital need not travel through a Christian Worldview conduit to be useful to judicial decision-makers, this analysis also examines court briefs and judicial opinions for citations to Christian Worldview faculty. The chapter finds that with the exception of five exceptionally active and well-connected faculty, the Christian Worldview faculties are not well-represented when it comes to direct litigation.

scholarly journals Hut at Strathmore – TWAIL for a Culturally Appropriate Teaching of Public International Law in African Law Schools

2021 ◽  
Vol 6 (1) ◽  
pp. 41-69
Author(s):  
Arnold Nciko
Keyword(s):  
International Relations ◽  
International Law ◽  
Third World ◽  
Relevant Literature ◽  
Law School ◽  
Culturally Appropriate ◽  
Law Schools ◽  
Public International Law ◽  
Cultural Rights ◽  
Intellectual Movement

The teaching of Public International Law (PIL) in African law schools is backward. While Article 13 of the International Covenant on Economic, Social and Cultural Rights demands that, for education to be acceptable, it must also be culturally appropriate, the teaching of PIL in our schools is largely only reflective of European westernisation. This study reviews relevant literature in law, sociology, international relations, history and politics, and rely on surveys on PIL syllabi in select leading African law schools to attempt to make this violation more explicit. As a recommendation of a possible way forward, the study provides PIL as taught in the Hut at Strathmore Law School. The Hut is an intellectual movement within Strathmore Law School that has tried to contextualise Third World Approaches to International Law (TWAIL) to Africa.

The Internationalization of Administrative Relations as a Challenge for Administrative Law Scholarship

2008 ◽  
Vol 9 (11) ◽  
pp. 2061-2080 ◽  
Author(s):  
Eberhard Schmidt-Aßmann
Keyword(s):  
Administrative Law ◽  
Scholarly Work ◽  
Law Schools ◽  
Excellent Teaching ◽  
Research And Teaching ◽  
The University

One does not approach a challenge with a backward view. Rather, we take on challenges by looking forward. In scholarship, taking a forward view is known as research. Law schools define themselves by their research. Scholarly work is what garners prestige from without and solidarity from within. Without a doubt, teaching itself also ranks highly, but excellent teaching begins with proper research. The connection between research and teaching is indispensable. Teaching flourishes where students are gradually introduced to the processes of research, giving them a feeling for the excitement of scholarly work. This forms the nexus between the older and younger generations of academics, continually opening and reopening their perspectives to innovation and the undiscovered. Semper apertus reads the seal of the University of Heidelberg from 1386.

scholarly journals Benchmarking Competitive Intelligence Activity

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Helen N. Rothberg ◽  
G. Scott Erickson
Keyword(s):  
Intellectual Capital ◽  
Research Program ◽  
Knowledge Development ◽  
Competitive Intelligence ◽  
Scholarly Work ◽  
Strategic Choices ◽  
Financial Reports ◽  
Comprehensive Database ◽  
Knowledge Protection ◽  
Intelligence Activity

This paper reports on results drawn from a comprehensive database formed from public financial reports and a proprietary benchmarking survey conducted by a major competitive intelligence consulting firm.  Our overall aim is to identify different circumstances in which knowledge development and knowledge protection have greater or lesser importance.  Very little work has been done on a industry-wide (or wider) basis concerning intellectual capital and/or competitive intelligence activities in firms and how that may vary according to circumstances.  The wider study and database are designed to better address such questions.   In this study, we look at one piece of this overall research program, specifically how competitive intelligence activity varies in distinctive environments.  Based on these results, as practitioners better understand their environments, they can make better decisions on the level and aggressiveness of their own CI operations as well as on protection and counterintelligence efforts.  The results will also begin to move scholarly work in the field into these new areas of macro studies and strategic choices.

Human Capital (or, “A Generation of Christian Attorneys”)

2020 ◽  
pp. 81-116
Author(s):  
Amanda Hollis-Brusky ◽  
Joshua C. Wilson
Keyword(s):  
Human Capital ◽  
Initial Data ◽  
Critical Mass ◽  
Law School ◽  
Law Schools ◽  
Legal Market ◽  
Christian Worldview ◽  
Core Mission

This chapter explores newly created Christian Worldview institutions’ efforts and success at recruitment of human capital, highlighting the importance of having faculty committed to the mission as well as a critical mass of “mission students” as opposed to “non-mission students.” In doing so, we introduce their re-conception of diversity as being diversity among law schools and their distinctiveness within the legal market writ large as opposed to diversity within a given law school. This chapter also examines each institution’s core “mission” courses as well as how biblical themes and readings are integrated into other courses throughout the curriculum. Finally, the chapter presents initial data on the relative and collective output of human capital for the Christian conservative legal movement. This is measured via counts of how many graduates are licensed attorneys, what kind of law they go on to practice, and whether they go on to become “culture warriors.”

scholarly journals History in Higher Education Programs: Dialogue and Discourse

10.28945/4468 ◽  
2019 ◽  
Vol 4 ◽  
pp. 307-318
Author(s):  
Steven Schlegel
Keyword(s):  
Higher Education ◽  
Graduate Programs ◽  
Education Administration ◽  
Scholarly Activity ◽  
Scholarly Work ◽  
History Of Higher Education ◽  
Education Programs ◽  
History Of ◽  
Scholarly Discussion ◽  
Do So

Aim/Purpose: This paper encourages the reader to think about the role history, or foundations, plays in graduate programs in the field of higher education. In so doing it looks at the types of conversations scholars in other fields and disciplines have had concerning the value of teaching students to think historically in settings where history is not the primary mode of scholarship, before thinking critically about the conversation we have had as it concerns higher education graduate programs. Background: In many ways higher education programs have a complicated relationship with history. In some ways it can be seen as a central pursuit and in other ways it can be seen as a marginal scholarly activity. These two conflicting paradigms of central and marginal reflect a lack of scholarly discussion on what the field wants and expects from history. Methodology: This paper considers the scholarly discussion that has happened in three fields apart from higher education administration in an attempt to suggest ways that scholars in higher education programs might conceptualize the value and role that history should play in our graduate programs. Contribution: This paper invites scholars to think about what they want and expect students to gain from coursework on the history of higher education in comparison to what other fields have seen as the major reasons for including similar coursework. Findings: Despite a generalized commitment to teaching the foundations of higher education, the field has not been clear about what it expects students to gain from this type of coursework. Although it is easy to suggest that teaching foundations is important, there has been limited scholarly work that meaningfully grapples with questions about the value of foundations in higher education programs. Recommendations for Practitioners: As practitioners and researchers, we need to better articulate what we think foundations brings to graduate students in higher education programs and we need to do so in a manner that creates a single coherent paradigm for students. Recommendation for Researchers: (Included in Recommendations for Practitioners)

Introduction

2020 ◽  
pp. 1-9
Author(s):  
Amanda Hollis-Brusky ◽  
Joshua C. Wilson
Keyword(s):  
Law School ◽  
Western World ◽  
Law Schools ◽  
Primary Case ◽  
Policy Goals ◽  
Christian Worldview ◽  
Short And Long Term ◽  
Biblical Principles ◽  
And Training

Using Regent Law School’s founding dean, Herb Titus, as an example, the book’s introduction lays out the aspirations and challenges facing the creation of “Christian Worldview” law schools and training programs. These institutions seek to promote and reinforce a vision of law rooted in Christianity and biblical principles, which challenges and sometimes rejects the premises of “secular legalism” that have been embraced in America and the Western world since the nineteenth century. These law schools add to the ranks of institutions meant to enable the Christian Right to pursue short- and long-term policy goals in a broader set of political venues. After briefly introducing the book’s primary case studies—Regent Law School, Liberty Law School, Ave Maria School of Law, and Alliance Defending Freedom’s Blackstone Legal Fellowship—the book’s central questions and the arc of the response are summarized. In doing so, the authors also introduce the book’s primary theoretical contributions.

Andreas Frederik Beck’s Review of Kierkegaard’s On the Concept of Irony

2018 ◽  
Vol 23 (1) ◽  
pp. 359-395
Author(s):  
Paul Muench
Keyword(s):  
English Translation ◽  
Scholarly Work ◽  
Scholarly Discussion ◽  
Textual Support

AbstractThis article provides an English translation (with commentary) of Andreas Frederik Beck’s review of Kierkegaard’s On the Concept of Irony. Beck’s review is notable for its detailed, scholarly discussion of Kierkegaard’s text. While Beck draws attention to the unusual style of Kierkegaard’s dissertation and to Kierkegaard’s occasional use of irony, he does not treat the dissertation as itself ironic in overall form or intent. Kierkegaard’s response to this review, in which he makes the rare acknowledgement that Beck “has come quite close to having understood” him, provides indirect textual support for thinking that Beck is right in regarding Kierkegaard’s treatise on irony as a serious, scholarly work that is not itself essentially ironic.

An exploratory study of intangibles risk disclosure in annual reports of banking companies from the UK, US, Germany and Italy - Some descriptive insights

2013 ◽  
pp. 81-120 ◽  
Author(s):  
Susanne Durst
Keyword(s):  
Intellectual Capital ◽  
Exploratory Study ◽  
The United States ◽  
Annual Reports ◽  
Risk Disclosure ◽  
Related Risk ◽  
Potential Benefits ◽  
Report Data ◽  
Key Drivers ◽  
The Uk

Intangibles are viewed as the key drivers in most industries, and current research shows that firms voluntarily disclose information about their investments in intangibles and their potential benefits. Yet little is known of the risks relating to such resources and the disclosures firms make about such risks. In order to obtain a more balanced and complete picture of firms' activities, information about the risky side of their intangibles is also needed. This exploratory study provides some descriptive insights into intangibles-related risk disclosure in a sample of 16 large banks from the United States (US), United Kingdom (UK), Germany and Italy. Annual report data is analyzed using the three Intellectual Capital dimensions. Study findings illustrate the variety of intangibles-related risk disclosure as demonstrated by the banks involved.

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