Case Conceptualizations: The Missing Link Between Theory and Practice

2005 ◽  
Vol 13 (1) ◽  
pp. 71-76 ◽  
Author(s):  
Len Sperry
2018 ◽  
Vol 18 (2) ◽  
pp. 331-352 ◽  
Author(s):  
Jelena Petrovic ◽  
George Saridakis ◽  
Stewart Johnstone

Purpose The purpose of this paper is to contribute to ongoing debates regarding the human resource management (HRM)-firm performance relationship. In seeking to provide a more complete picture of the relationship, the paper discusses the existing literature and proposes an integrative framework that draws upon different literatures and multiple theoretical perspectives. Design/methodology/approach This review includes nearly 100 research studies published in this field. The review includes papers published in mainstream HRM journals and broader management journals with strong ties to HRM literature. Importantly, the paper also identifies a gap – a missing link – that concerns the importance of incorporating insights from corporate governance (CG) literature when considering strategic HR decision-making. Findings A significant contribution of this paper to theory is to propose an integrative framework that conceptualises the elusive relationship between HRM and firm performance, and which draws on different literatures and multiple theoretical perspectives in to offer more holistic insights into the relationship. The paper discusses the implications of the integrative perspective for theory and practice. Originality value This paper argues that one of the main stumbling blocks for developing a better understanding of the mechanisms through which HRM creates value in an organisation is the fragmentation of the HRM literature between “HR as practices” and “HR as the department/profession”, as well as a tendency to neglect insights from the CG literature.


2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.


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