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  • 1
    Online Resource
    Online Resource
    Resilience and the (micro-)dynamics of organizational ambidexterity: implications for strategic HRM
    Informa UK Limited ; 2019
    In:  The International Journal of Human Resource Management Vol. 30, No. 8 ( 2019-04-28), p. 1287-1322
    Details
    In: The International Journal of Human Resource Management, Informa UK Limited, Vol. 30, No. 8 ( 2019-04-28), p. 1287-1322
    Type of Medium: Online Resource
    ISSN: 0958-5192 , 1466-4399
    URL: Article
    DOI: 10.1080/09585192.2018.1474939
    RVK:
    QV 578
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2019
    detail.hit.zdb_id: 2032106-5
    SSG: 3,2
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  • 2
    Online Resource
    Online Resource
    In Praise of Shadows : Exploring the hidden (responsibility) curriculum
    SAGE Publications ; 2023
    In:  Management Learning Vol. 54, No. 3 ( 2023-07), p. 291-304
    Details
    In: Management Learning, SAGE Publications, Vol. 54, No. 3 ( 2023-07), p. 291-304
    Abstract: We frame this special issue on the hidden responsibility curriculum through the lens of Jun’ichirō Tanizaki’s 1933 essay, In Praise of Shadows, which recognises the subtlety, modesty and dignity of shadows that are highly prized in Japanese culture. We do this to embody the themes both present and absent from the seven articles in this special issue. The articles share flecks and flickers, suggesting that (1) salient things happen in the shadows when it comes to responsibility learning – for better or worse, (2) students can play a role in illuminating and challenging the shadow sides of learning environments and (3) discernible symbols provide navigational possibilities in the shadows. Our tribute to Tanizaki reflects both the involuntary absence, in our Special Issue, of contributions beyond dominant White, Northern European perspectives and the lack of methodological apparatus that can effectively capture the implicit, shadow side of educational life – and life beyond – that evades conventional academic approaches. We also share reflections from the shadows of our own curation of this special issue, as an invite to shine a light on how curational ecosystems might be reimagined.
    Type of Medium: Online Resource
    ISSN: 1350-5076 , 1461-7307
    URL: Article
    DOI: 10.1177/13505076231171371
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2023
    detail.hit.zdb_id: 1475257-8
    SSG: 3,2
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  • 3
    Online Resource
    Online Resource
    ‘Duplex systems: hot-dip galvanizing plus painting’
    Informa UK Limited ; 1995
    In:  British Corrosion Journal Vol. 30, No. 1 ( 1995-01), p. 31-31
    Details
    In: British Corrosion Journal, Informa UK Limited, Vol. 30, No. 1 ( 1995-01), p. 31-31
    Type of Medium: Online Resource
    ISSN: 0007-0599
    URL: Article
    DOI: 10.1179/000705995798114168
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 1995
    detail.hit.zdb_id: 2110449-9
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  • 4
    Online Resource
    Online Resource
    DUPLEX SYSTEMS: HOT-DIP GALVANIZING PLUS PAINTING
    Informa UK Limited ; 1995
    In:  Surface Engineering Vol. 11, No. 1 ( 1995-01), p. 29-29
    Details
    In: Surface Engineering, Informa UK Limited, Vol. 11, No. 1 ( 1995-01), p. 29-29
    Type of Medium: Online Resource
    ISSN: 0267-0844 , 1743-2944
    URL: Article
    DOI: 10.1179/sur.1995.11.1.29
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 1995
    detail.hit.zdb_id: 2053755-4
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  • 5
    Online Resource
    Online Resource
    A collaborative autoethnographic journey of collective storying: Transitioning between the ‘I’, the ‘We’ and the ‘They’
    SAGE Publications ; 2024
    In:  Management Learning
    Details
    In: Management Learning, SAGE Publications
    Abstract: The story we share here is about lessons learned during a three-year, collaborative autoethnographic journey beginning in January 2020. Our story is one of conducting a meaningful inquiry into our shared lived experience amid the changes brought about by COVID-19 lockdowns. Our insights speak to how we collaboratively reflected and researched across institutions, countries, disciplines, and career stages. More importantly, in making our process explicit, we highlight the way storying was experienced within our collective space. In doing so, we explore insights about how stories are adapted and transformed through a process of navigating the development of, and transitions between, pre-public and public spaces. Using an Arendtian lens, we explore the question, How are autoethnographic collaborative stories crafted for research in an academic context? Our insights present a cyclical and developmental frame within which to process collaborative storying and indeed collaborative academic work.
    Type of Medium: Online Resource
    ISSN: 1350-5076 , 1461-7307
    URL: Article
    DOI: 10.1177/13505076241236319
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2024
    detail.hit.zdb_id: 1475257-8
    SSG: 3,2
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  • 6
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    Online Resource
    Subtle activism: Heterotopic principles for unsettling contemporary academia from within
    SAGE Publications ; 2024
    In:  Organization Vol. 31, No. 2 ( 2024-03), p. 412-424
    Details
    In: Organization, SAGE Publications, Vol. 31, No. 2 ( 2024-03), p. 412-424
    Abstract: Research on academic activism tends to foreground vociferous and explicit forms of activism that pursue predefined political agendas. Against this backdrop, this article proposes that academic activism can take more subtle forms. Writing as an academic activist collective, we unpack what subtle activism might look like within the context of contemporary academia. We use Foucault’s concept of heterotopia to argue that subtle activism can expand the space of what is possible in academia today by experimenting with quietly unsettling norms rather than overtly opposing or rejecting them. We offer a set of principles that might underpin a subtle activist agenda, extrapolated from practices from colleagues and from own activist collective. We hope that these principles may serve to inspire other academics wishing to engage in subtle activism by unsettling everyday practices that discreetly challenge the status quo, thereby contributing to gently shifting the agenda for how it is possible to conduct intellectual work in the contemporary neoliberal university context.
    Type of Medium: Online Resource
    ISSN: 1350-5084 , 1461-7323
    URL: Article
    DOI: 10.1177/13505084231167702
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2024
    detail.hit.zdb_id: 1199455-1
    detail.hit.zdb_id: 1482825-X
    SSG: 3,2
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  • 7
    Online Resource
    Online Resource
    Sustainability in the professional accounting and finance curriculum: an exploration
    Emerald ; 2018
    In:  Higher Education, Skills and Work-Based Learning Vol. 8, No. 3 ( 2018-08-07), p. 291-311
    Details
    In: Higher Education, Skills and Work-Based Learning, Emerald, Vol. 8, No. 3 ( 2018-08-07), p. 291-311
    Abstract: Whereas the integration of sustainability into business schools has received increasing attention in recent years, the debate continues to be generic rather than recognising the peculiarities of the more quantitative sub disciplines such as accounting and finance which may of course be intimately linked to professional standards. The purpose of this paper, therefore, is to examine the extent to which sustainability is integrated into accounting and finance curricula in business schools, how, and to understand some of the challenges of doing so. Design/methodology/approach This paper presents the findings from a systematic form of literature review which draws on the previous literature about how sustainability is embedded into business school curricula and the challenges in doing so. A particular focus is placed on how the ways in which sustainability is integrated into accounting and finance curricula in business schools. Findings The paper demonstrates that accounting and finance lags behind other management disciplines in embedding sustainability and that institutional commitment is oftentimes a strong imperative for effective integration of sustainability. Practical implications This paper is a call to practitioners and researchers alike to explore new ways of integrating sustainability in the accounting and finance curricula, including working across boundaries to provide learning opportunities for future accountants, financial managers and generalist managers. Originality/value The paper offers an original analysis and synthesis of the literature in the context of the accounting and finance curricula in business schools, and proposed a conceptual framework to further develop sustainability education in the context of business schools.
    Type of Medium: Online Resource
    ISSN: 2042-3896
    URL: Article
    DOI: 10.1108/HESWBL-03-2018-0036
    Language: English
    Publisher: Emerald
    Publication Date: 2018
    detail.hit.zdb_id: 2589125-X
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  • 8
    Online Resource
    Online Resource
    Work-based learning as a catalyst for sustainability: a review and prospects
    Emerald ; 2017
    In:  Higher Education, Skills and Work-Based Learning Vol. 7, No. 2 ( 2017-05-08), p. 211-224
    Details
    In: Higher Education, Skills and Work-Based Learning, Emerald, Vol. 7, No. 2 ( 2017-05-08), p. 211-224
    Abstract: The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work-based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work-based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions. Design/methodology/approach This paper draws data from action research to present a case study of a Climate Change Project conducted through a work-based learning module at a mid-sized university in the UK. Findings Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work-based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project-generated indicators of cultural change including extensive faculty-level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change. Practical implications This paper provides an illustrative example of how a pan-faculty work-based learning module can act as a catalyst for change at a higher education institution. Originality/value This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work-based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach.
    Type of Medium: Online Resource
    ISSN: 2042-3896
    URL: Article
    DOI: 10.1108/HESWBL-02-2017-0014
    Language: English
    Publisher: Emerald
    Publication Date: 2017
    detail.hit.zdb_id: 2589125-X
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  • 9
    Online Resource
    Online Resource
    A manifesto for higher education, skills and work-based learning : Through the lens of the Manifesto for Work
    Emerald ; 2017
    In:  Higher Education, Skills and Work-Based Learning Vol. 7, No. 3 ( 2017-08-14), p. 304-314
    Details
    In: Higher Education, Skills and Work-Based Learning, Emerald, Vol. 7, No. 3 ( 2017-08-14), p. 304-314
    Abstract: This paper is prompted by recent professional and political events and specifically the politically oriented “Manifesto for Work” recently published by the Chartered Institute of Personnel and Development (CIPD). The purpose of this paper is to propose a manifesto for the broad professional sphere of higher education, skills and work-based learning. Design/methodology/approach This paper utilises a unique form of political ideology critique, applied to the CIPD’s manifesto for work, to propose alternative directions for practice, research and policy. Findings This paper highlights four key areas which need further research and development in the area of higher education, skills and work-based learning. These are discussed in relation to: overhauling corporate governance; inclusive workplaces, flexible working and disadvantaged groups; investment in skills, lifelong learning and well-being; and re-balancing working practices and rights. Research limitations/implications This paper highlights areas for further research in the broad professional area of higher education, skills and work-based learning. Originality/value This paper is a unique, time-bound political respond to the current political landscape, and is the first to propose a manifesto for the professional sphere of higher education, skills and work-based learning.
    Type of Medium: Online Resource
    ISSN: 2042-3896
    URL: Article
    DOI: 10.1108/HESWBL-06-2017-0036
    Language: English
    Publisher: Emerald
    Publication Date: 2017
    detail.hit.zdb_id: 2589125-X
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  • 10
    Online Resource
    Online Resource
    Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study
    Springer Science and Business Media LLC ; 2021
    In:  BMC Public Health Vol. 21, No. 1 ( 2021-12)
    Details
    In: BMC Public Health, Springer Science and Business Media LLC, Vol. 21, No. 1 ( 2021-12)
    Abstract: “The impacts of the Coronavirus Disease 2019 (COVID-19) pandemic and the shutdown it triggered at universities across the world, led to a great degree of social isolation among university staff and students. The aim of this study was to identify the perceived consequences of this on staff and their work and on students and their studies at universities. Method The study used a variety of methods, which involved an on-line survey on the influences of social isolation using a non-probability sampling. More specifically, two techniques were used, namely a convenience sampling (i.e. involving members of the academic community, which are easy to reach by the study team), supported by a snow ball sampling (recruiting respondents among acquaintances of the participants). A total of 711 questionnaires from 41 countries were received. Descriptive statistics were deployed to analyse trends and to identify socio-demographic differences. Inferential statistics were used to assess significant differences among the geographical regions, work areas and other socio-demographic factors related to impacts of social isolation of university staff and students. Results The study reveals that 90% of the respondents have been affected by the shutdown and unable to perform normal work or studies at their institution for between 1 week to 2 months. While 70% of the respondents perceive negative impacts of COVID 19 on their work or studies, more than 60% of them value the additional time that they have had indoors with families and others. . Conclusions While the majority of the respondents agree that they suffered from the lack of social interaction and communication during the social distancing/isolation, there were significant differences in the reactions to the lockdowns between academic staff and students. There are also differences in the degree of influence of some of the problems, when compared across geographical regions. In addition to policy actions that may be deployed, further research on innovative methods of teaching and communication with students is needed in order to allow staff and students to better cope with social isolation in cases of new or recurring pandemics.
    Type of Medium: Online Resource
    ISSN: 1471-2458
    URL: Article
    DOI: 10.1186/s12889-021-11040-z
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2021
    detail.hit.zdb_id: 2041338-5
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