Conceptual Paper
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Author(s):  
Tim Balder ◽  
Michael Linden

AbstractEmbitterment is an emotion which is known to everybody in reaction to injustice, humiliation, and breach of trust. Children and adolescents have an understanding of justice/injustice and fairness, violations of injustice, humiliation, and breach of trust are also stressors at a young age. In this conceptual paper it is argued that embitterment is also seen in children and adolescents, and that parents, educators and therapists should recognize this emotion. This could possibly help to early identify children at risk for severe dysfunctional and aggressive behaviours, when preventive interventions are still possible. The article concludes with concepts on how to diagnose and treat children with embitterment.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Grzegorz Leszczyńsk ◽  
Tibor Mandjak ◽  
Tihamér Margitay ◽  
Marek Zieliński

Purpose This paper aims to introduce the concept of business paradigm to conceptualize and explain differences in business interaction patterns in the IMP research. Design/methodology/approach The concept of the interaction and the concepts related to and driven from it describe the business at both a general level. At the same time, the IMP points out the uniqueness of business interactions. This paper addresses the specific lies between the general and the particular by referring to various patterns of interactions. To close that gap, this paper implies the Kuhnian philosophy of science to conceptualize the business paradigm. Findings The business paradigm is a socially constructed collective term. It simultaneously captures the cognitive (what business is and what rules it has) and social (business community) dimensions of the actor’s behavior and actions. It has two interdependent dimensions: cognitive and social. It determines how the actors view and do business, and it explains the variations of interactions. Research limitations/implications Not applicable as it is a conceptual paper. Practical implications Not applicable as it is a conceptual paper. Social implications Not applicable as it is a conceptual paper. Originality/value The concept of the business paradigm is a theoretical extension of the IMP actor’s theory. The dimensions of the business paradigm capture the psychological and sociological characteristics of the business actor. The business paradigm application provides an opportunity to find that business can be different because actors in various communities have various views on what business is and how it should be properly run. Adding the business paradigm concept to the IMP theory implies strengthening the theory explanation power because the interaction explains the business’s general characteristics. The business relationship explains the business’s unique features, and the business paradigm explains the various interaction patterns.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Siddharth Gaurav Majhi ◽  
Arindam Mukherjee ◽  
Ambuj Anand

Purpose Novel and emerging technologies such as cognitive analytics attract a lot of hype among academic researchers and practitioners. However, returns on investments in these technologies are often poor. So, identifying mechanisms through which cognitive analytics can add value to firms is a critical research gap. The purpose of this paper is to theorize how cognitive analytics technologies can enable the dynamic capabilities of sensing, seizing and reconfiguring for an organization. Design/methodology/approach This conceptual paper draws on the extant academic literature on cognitive analytics and related technologies, the business value of analytics and artificial intelligence and the dynamic capabilities perspective, to establish the role of cognitive analytics technologies in enabling the sensing, seizing and reconfiguring capabilities of an organization. Findings Through arguments grounded in existing conceptual and empirical academic literature, this paper develops propositions and a theoretical framework linking cognitive analytics technologies with organizations’ dynamic capabilities (sensing, seizing and reconfiguring). Research limitations/implications This paper has critical implications for both academic research and managerial practice. First, the authors develop a framework using the dynamic capabilities theoretical perspective to establish a novel pathway for the business value of cognitive analytics technology. Second, cognitive analytics is proposed as a novel antecedent of the dynamic organizational capabilities of sensing, seizing and reconfiguring. Originality/value To the best of the authors’ knowledge, this is the first paper to theorize how cognitive analytics technologies can enable dynamic organizational capabilities, and thus add business value to an organization.


2021 ◽  
Vol 4 (2) ◽  
pp. 95-104
Author(s):  
Bunmi Isaiah Omodan ◽  
Nolutho Diko

The concept of ubuntugogy appears as an ordinary grammatical prowess to some, while it also remains unknown to many. This conceptual paper attempts to conceptualise ubuntugogy, not only as indigenous teaching and learning but also as a decolonial pedagogy with liberating potentials. An assumption exists that today’s pedagogical process in Africa is still laced with subjectivism, and it fails to challenge the Eurocentric hegemony that lies within school systems.  The failure to address Eurocentrism explicitly leads to the need for ubuntugogy. Ubuntugogy, therefore, needs to be unpacked for better understanding. That is, this study is not to challenge the hegemony of westernised classrooms and their pedagogical process in Africa but to conceptualise the hidden potential of ubuntugogy to fill out the limited literature of the concept in the world of academics. Hence, the study provides answers to questions such as; what is ubuntugogy? What is the epistemology of ubuntugogy? What are the transformative tendencies of ubuntugogy, and how does ubuntugogy relevant in 21st Century classrooms? The study concluded that the idea of ubuntugogy is to create a learning environment where everyone feels empowered, encouraged and free from the burdens of Eurocentric and Americentric imposition with an open tendency of knowing and being human. 


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Florian Fahrenbach

Purpose This paper aims to depart from the premise that human capital investments and human capital outcomes are often tacit – an aspect, which is often neglected in the current literature on entrepreneurial human capital. The idea of this conceptual paper is to shed light on the social process of how human capital investments and human capital outcomes can be valued and made visible through the validation of prior learning. Thus, this study conceptualises the validation of prior learning as a post hoc, the reflective process through which an aspiring entrepreneur is guided. Design/methodology/approach This paper is conceptual and introduces a process model. Findings Findings indicate that the process of the validation of prior learning is well-suitable to inform aspiring entrepreneurs of their investments into human capital and their human capital outcomes. The process results in a (partial) certified qualification that provides entrepreneurial legitimacy. Research limitations/implications Thus far, the model is conceptual and should be validated via interviews and further empirical studies in the field. Practical implications Literature in the field of entrepreneurial human capital suggests that human capital outcomes are more important for success than inputs. Furthermore, context-specific knowledge, skills and abilities are more important than generalised outcomes. These findings have implications for the design of validation procedures. Originality/value Human capital has only been recently conceptualised as consisting of human capital investments and outcomes of human capital investment. However, thus far the literature falls short in acknowledging the tacit nature of human capital investments and human capital outcomes. This paper contributes a structured process of how human capital investments and human capital outcomes are linked and assessed. In so doing, this study extends a recent model of human capital investments and outputs (Marvel et al., 2016, p. 616).


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sonia Goltz ◽  
Patty Sotirin

PurposeThe authors suggest that the research-to-practice gap, such as that found in evidence-based management, is due in part to a lack of attention to embodied knowledge. The recommendation is for change agents to bring attention to embodied knowing when implementing change based on research. The purpose of the paper is to address the research-to-practice gap.Design/methodology/approachThis is a conceptual paper that considers limitations of the predominant approach to considering the research-to-practice gap. The literature on phenomenology, feminist theory, and learning theory form the basis for exploring these challenges as well as possible solutions for transcending the research-to-practice gap.FindingsStrategic opportunities for introducing increased corporeal understanding are advanced. The suggestions address the research-to-practice gap at three critical stages of research-based change initiatives. These include making embodied knowledge integral to change initiatives in framing research, reducing resistance, and increasing acceptance. Among the specific strategies discussed are attending to tacit knowledge when considering the change, embracing the embrained body including attending to kinesthetic resistance and starting with the body to increase acceptance when implementing change.Originality/valueThere has been very little previous attention to the corporeal in management research and practice, including in the organizational change literature. This paper not only increases this discussion significantly but also provides suggestions for how to move forward in practice.


2021 ◽  
Vol 6 ◽  
Author(s):  
Cathlyn Davis Stylinski ◽  
Amy Kamarainen ◽  
Martin Storksdieck ◽  
David Gagnon ◽  
Ruth Kermish-Allen ◽  
...  

Taking part in creating location-based augmented reality (LBAR) experiences that focus on communication, art and design could serve as an entry point for art-oriented girls and young women towards career pathways in computer science and information communication technology. This conceptual paper presents our theory-based approach and subsequent application, as well as lessons learned informed by team discussions and reflections. We built an LBAR program entitled AR Girls on four foundational principles: stealth science (embedding science in familiar appealing experiences), place-based education (situating learning in one’s own community), non-hierarchical design (collaborations where both adults and youth generate content), and learning through design (engaging in design, not just play). To translate these principles into practice, we centered the program around the theme of art by forming partnerships with small community art organizations and positioning LBAR as an art-based communication medium. We found that LBAR lends itself to an interdisciplinary approach that blends technology, art, science and communication. We believe our approach helped girls make connections to their existing interests and build soft skills such as leadership and interpersonal communication as they designed local environmentally-focused LBAR walking tours. Our “use-modify-create” approach provided first-hand experiences with the AR software early on, and thus supported the girls and their art educators in designing and showcasing their walking tours. Unfortunately, the four foundational principles introduced considerable complexity to AR Girls, which impacted recruitment and retention, and at times overwhelmed the art educators who co-led the program. To position AR Girls for long-term success, we simplified the program approach and implementation, including switching to a more user-friendly AR software; reducing logistical challenges of location-based design and play; narrowing the topic addressed by the girls design; and making the involvement of community partners optional. Overall, our initial work was instrumental in understanding how to translate theoretical considerations for learning in out-of-school settings into an LBAR program aimed at achieving multiple complementary outcomes for participating girls. Ultimately, we achieved better scalability by simplifying AR Girls both conceptually and practically. The lessons learned from AR Girls can inform others using LBAR for education and youth development programming.


2021 ◽  
Vol 6 (2) ◽  
pp. 279-289
Author(s):  
Hlamulo Wiseman Mbhiza

It is uncontested that education systems globally are under constant pressure to respond to the changing needs of societies. The outbreak of Covid-19 has reminded us that the complexity of education needs responsive practices to facilitate effective teaching and learning across all levels of schooling globally. All over the world, the normative ways of teaching and learning evolved drastically in the first quarter of the 2020 academic year when teachers and students found online offerings to be the dominant option available as a consequence of the pandemic conditions. In South Africa specifically, students and teachers were thrust into virtual teaching and learning situations with the majority of them having no preparation for this shift. This conceptual paper considers education in the current and post-Covid-19 era as the greatest paradigm shift in the history of education. I examine measures taken by higher education institutions to support the provision of education to ensure learning continuation. In this paper, I provide some suggestions for carrying out educational activities during the continuing Covid-19 situation. Educational leaders need to rethink content creation and content sharing and establish working communities to meet the demands of the new paradigm in education.


2021 ◽  
Vol 6 (42) ◽  
pp. 455-460
Author(s):  
Nurul Hanis Athirah Ab Rahman ◽  
Nur Yuhainis Ab Wahab

Family influence is one of the main factors in influencing a person's tendency to engage in entrepreneurship. This is because a family is someone who is closest to a person from childhood to adulthood. So they try to cultivate a person's interest and involvement to venture into entrepreneurship. This is seen to help the government in controlling the problem of unemployment because someone who is involved in entrepreneurship can indirectly create employment opportunities for others. The relationship between family influence and entrepreneurial tendencies remains unclear according to an extensive review of past and recent studies. The results of the study have shown that the relationship is still inconsistent and mixed. Therefore, this research article focuses on the relationship between family influence and entrepreneurial tendencies by proposing a conceptual framework.


Author(s):  
Edwin Darrell de Klerk ◽  
Natalie Smith

The Covid-19 pandemic has created an unparalleled catastrophe with significant challenges for leadership in schools all over the world. The efforts that schools have put in place for training and preparing for teachers prior to Covid-19 seem to be out of step, thus requiring a reimaging and significant transformation to remain relevant for aspiring teacher leaders. This conceptual paper aims at providing transformative intervention strategies (TIS) to empower teachers to become leaders during Covid-19. Having applied transformative leadership theory and integrative literature review (ILR) as method, this paper suggests that teachers should start with transformative listening and learning, whilst taking advantage of opportunities to be empowered to become leaders. To empower teachers to become leaders during the pandemic and beyond, prospective teacher leaders should embrace opportunities which might come from adjustments and which may enable them to better understand the reasons for transformation. As such, this paper aims to provide transformative intervention strategies to empower teachers to use opportunities afforded to them to become leaders in their schools amid the pandemic and beyond. TIS may assist schools in cultivating an environment where teachers actively work together to display transformative emotional intelligence, transformative autonomy and transformative inclusive leadership. The finding revealed that, if purposefully implemented, TIS may encourage teachers to see the value in growth towards leadership, making the process of transformation in schools that much easier.


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