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Shirley, Dennis. "Three forms of professional capital: systemic, social movement, and activist." Journal of Professional Capital and Community 1, no. 4 (October 10, 2016): 302–20. http://dx.doi.org/10.1108/jpcc-08-2016-0020.
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Purpose As a “business capital” model premised upon a financial perspective of educational change spreads itself into school systems around the world, a countervailing view of “professional capital,” as proposed by Hargreaves and Fullan, provides a new framework for transforming teaching and uplifting learning. The purpose of this paper is to advance theory by distinguishing among three forms of professional capital found in three different settings. Design/methodology/approach Systemic professional capital is exemplified by the city-state of Singapore, in which schools, higher education, and the Ministry of Education all support one another to optimize student learning. Social movement professional capital is manifested in the Learning Communities Project of rural middle schools in Mexico, where change is driven forward with a model of tutorial relationships that has proven to be sustainable even when funding is cut and political support is withdrawn. Activist professional capital can be identified in a Teacher Solutions Team model in Arizona in the USA, where educators carve out new zones of interaction and support for one another to deepen their knowledge base. This paper examines and discusses the above. Findings Systemic, social movement, and activist forms of professional capital are found to share affinities with the three forms of teacher professionalism identified by the Organization for Economic Cooperation and Development based on findings from the Teaching and Learning International Survey. Originality/value These distinctions among various forms of professional capital invite further research and theory building to provide alternatives to the rise of business capital in schools and school systems.
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COX, ROBERT H. "After Corporatism." Comparative Political Studies 24, no. 4 (January 1992): 532–52. http://dx.doi.org/10.1177/0010414092024004006.
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This article compares the emerging role of professional groups in two areas of welfare policy in the Netherlands. The focus is on the role of medical professionals in Dutch disability programs and of social workers in the area of public assistance. The study shows that medical professionals have come to replace the labor and capital interests formerly engaged in disability policy-making. In the area of social work, professional social work agencies have superceded religious charity organizations that found their basis for policy influence in a “pillarized” society. The argument presented is that a policy shift accounts for this change in what formerly were corporatist policy institutions. The policy shift results from a change in the nature of welfare policy debate from fundamental discussions of the rights basis of welfare programs toward technical discussions of how best to make the programs operate. An examination of retrenchment debates in the 1980s shows that professionals remain important actors in the policy process. The implications for corporatist theory are discussed.
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Wulandari, Fitri, Christantius Dwiatmadja, and Imronudin. "THE MEDIATING ROLES OF PRO-COMMITMENT TO LEARNING AND ADAPTABILITY TO TECHNOLOGICAL CHANGE: PROFESSIONAL EXPERIENCE PORTFOLIO TOWARD EMPLOYEE PERFORMANCE." Business: Theory and Practice 21, no. 2 (December 22, 2020): 859–68. http://dx.doi.org/10.3846/btp.2020.12657.
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To overcome the problem of declining performance, organizations need a variety of professional experience portfolio and strong pro-commitment to learning in addition to the need for employees to adapt to various changes, especially technological changes. Adopting the role of organizational learning theory and human capital, this study aims to analyse the pro-commitment to learning and adaptability to change whether it is able to mediate the influence of the professional experience portfolio on employee performance. The sample of this research consists of the managers and supervisors at PT POS Region VI in Indonesia. Using stratified random sampling, this research sample involves 223 participants. Research data were analysed using Equation Model (SEM). The results show that there are positive and significant influences of all of the variables studied, except for the direct effect of the professional experience portfolio on employee performance. Thus, the role of pro-commitment to learning mediation and adaptability to technological change are fully mediating variables on the effect of professional experience portfolio toward employee performance. It takes an appropriate linear and crossfield experience for managers and supervisors to increase innovative new opportunities through strength of commitment to learning and readiness in encountering technological changes so that companies can survive amidst sharp competition.
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Farkas, Maia, and Walied Keshk. "How Facebook influences non-professional investors’ affective reactions and judgments." Journal of Financial Reporting and Accounting 17, no. 1 (March 11, 2019): 80–103. http://dx.doi.org/10.1108/jfra-10-2017-0092.
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Purpose The use of social networking websites by companies to disclose corporate news and by investors to collect information for investment purposes is increasing rapidly. However, the role of investors’ affective reactions to corporate disclosures on social networking websites is under-researched. This paper aims to examine how the disclosure platform (disclosing news on a company’s Facebook Web page or the corporate investor relations Web page) and news valence (positive or negative) jointly influence investors’ affective reactions to corporate news and stock price change judgments. Design/methodology/approach The authors conduct an experimental study using 364 participants from Amazon’s Mechanical Turk website as a proxy for reasonably informed investors. Findings Results show that the disclosure platform influences investors’ affective reactions and stock price change judgments when the corporate news is negative, but not when the corporate news is positive. In addition, investors’ affective reactions mediate the influence of the disclosure platform on investors’ stock price change judgments when the corporate news is negative rather than positive. Originality/value This paper extends the theory on affective reactions to a social networking context by showing that differences in disclosure platforms and news valence influence investors’ affective reactions to corporate news. In addition, the study’s theory and findings have significant implications for researchers, company managers and public relations specialists, capital market participants, regulators and investor education organizations and users of social networking websites.
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Ranjbar, Hadi, Soodabeh Joolaee, Abouali Vedadhir, Abbas Abbaszadeh, and Colleen Bernstein. "Becoming a nurse as a moral journey: A constructivist grounded theory." Nursing Ethics 24, no. 5 (January 11, 2016): 583–97. http://dx.doi.org/10.1177/0969733015620940.
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Background: Nursing students, during their study, experience significant changes on their journey to become nurses. A major change that they experience is the development of their moral competency. Objective: The purpose of this study is to explore the process of moral development in Iranian nursing students. Research design: A constructivist grounded theory method was adopted. Twenty-five in-depth, semi-structured, face-to-face intensive interviews with 22 participants were conducted from September 2013 to October 2014. All interviews were audio-taped, transcribed, and analyzed using writing memos and the constant comparative method. Participants and research context: The setting was three major nursing schools within Tehran, the capital of Iran. Nineteen nursing students and three lecturers participated in the study. Ethical considerations: The study was approved by the Tehran University of Medical Sciences Committee for Medical Research Ethics (92/D/130/1781). It was explained to all participants that their responses would be treated with confidentiality and that they would not be identified in any way in the research and any publication ensuing from the research. All participants agreed to be interviewed and signed written consent forms agreeing to the recording and analyses of the interview data gathered. Findings: Findings indicated three levels of moral development along with the formation of professional identity. The three levels of moral development, getting to know the identity of nursing (moral transition), accepting nursing identity (moral reconstruction), and professional identity internalization (professional morality), were connected to the levels of professional identity formation. Discussion: The proposed model added a new insight to professionalism in nursing. Conclusion: From the findings, it was concluded that to enhance higher moral practice, nursing instructors should promote the professional identity of nursing students. Reinforcement of moral characteristics and professional identity within registered nurses occurs over a series of phases and, once fully integrated into the identity of nursing students, the moral characteristics that they acquire become part of their both professional and personal identities.
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Górczyńska, Magdalena. "Gentrifiers in the post-socialist city? A critical reflection on the dynamics of middle- and upper-class professional groups in Warsaw." Environment and Planning A: Economy and Space 49, no. 5 (January 10, 2017): 1099–121. http://dx.doi.org/10.1177/0308518x16688218.
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This article explores changes in residential patterns of middle- and upper-class professionals in Warsaw (considered as potential gentrifiers) during the post-socialist transition and discusses the delimitation of areas where gentrification-type social evolution has taken place. It addresses three research questions: Could the social upgrading seen in Warsaw be labelled as gentrification? What are the mechanisms of change? How have the different socio-professional subgroups that are commonly described as gentrifiers shaped this process? The analysis revealed that only a few areas could be labelled as potentially gentrified. Most social upgrading was due to intergenerational social mobility in situ. The residential choices of potential gentrifiers tended to reflect their attachment to traditionally attractive neighbourhoods and a search for better living conditions, rather than confirmed new consumption patterns and lifestyle. At the urban scale, although potential gentrifiers were attracted by new housing, this was less obvious when analysed at the level of districts. Drawing on gentrification concepts, and the theory of forms of capital (with particular attention given to the specific characteristics of Central Eastern Europe), the multifaceted role of four groups of potential gentrifiers was explored. A group characterised by a high level of economic capital underwent structural changes and significantly expanded into peripheral areas. Specialists working in the arts and culture (typically the pioneers of gentrification) reinforced their presence in several semi-central areas that were originally inhabited by blue-collar workers. Finally, a dynamically developing group of creative professionals appeared as the post-socialist forerunners of social upgrading.
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Osmond, Pamela. "What happened to our community of practice? The early development of Adult Basic Education in NSW through the lens of professional practice theory." Literacy and Numeracy Studies 24, no. 2 (December 15, 2016): 3–23. http://dx.doi.org/10.5130/lns.v24i2.4821.
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The field of adult basic education had its genesis as a named field of education in the English speaking world in the mid-1970s, based firmly on an underpinning philosophy of humanistic education and a socio-cultural view of literacy. Subsequent decades of its development have involved recurrent and destabilising periods of change with a major and overriding theme being the move away from the humanist philosophy, towards an economically driven, human capital view of literacy, which mirrors the story of a number of other social programs in their trajectory towards the ‘new capitalism’. This paper considers the first fifteen years, or genesis, of the field of adult basic education in the state of New South Wales in Australia through official documents and archival material and through the stories from practice told by the teachers. Analysis of these stories using a theory of professional practice knowledge demonstrates the ways in which the early field of professional practice emerged as a product of its particular socio-political climate, and demonstrates also the strong convergence between the public discourses and the professional discourses surrounding the field in this period; a convergence which was progressively weakened in subsequent decades.
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Et.al, Jayathilakan P. K. "Online Teaching and Practical Implications of Teacher Professional Development." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 3909–12. http://dx.doi.org/10.17762/turcomat.v12i3.1679.
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The teaching English website of the British Council identified six different levels of Teacher from “starters” to “experts” suggested that each requires a different kind of professional development. And “professional development” the key to meet today’s educational demands. As we know language is a social and cultural activity, Teachers must remain abreast of the exciting and promising development in the teaching strategies.
To live to the challenge of globalization which is in the line with the era of information economy. A quality human capital comes from a quality education process. We live in an age of information explosion; teachers need to continuously update ones knowledge and skills. The field of curriculum in general and second language education in particular have witnessed tremendous changes over the years. A quality human capital comes from a quality education process.
Hargreaves and Fullan (1992, P. IK), “the teacher is the ultimate key to educational change and school improvement”. Teachers do not simply implement the curriculam. They define and refine the curriculam they interpret and transform the curricular in a way that makes learning more manageable for the Learners.
The need for Teacher Professional Development is one’s evaluation of one’s own classroom performance and getting feedback and keep updating, the slow learners and learning disability. To increase knowledge of the teacher (a) referencing (b) research (c) optimum reading (d) awareness (e) elements. ‘Regarding Pedagogy (a) Inquiry learning (b) creative and
critical thinking (c) problem solving. Assessment, includes (a) CCA (b) assess of learning (c) assessment for learning (d) Feedback.
A teacher should learn in the day to day environment. Planning lessons and courses managing the lesson and using inclusive practices. Goal oriented mentors/Teachers continuously develop their expertness to implement innovative way of teaching strategies, in case of online teaching. Pedagogical style, class-room processes, and syllabus are fluctuating meritoriously pertaining to the changing need of learning and teaching community. As implementing various dimensions of teaching English effectively. Teaching English online has become more convenient to improve LSRW.
In the digital age valued teachers develop positive learning relationship with their students to establish and maintain an effective learning environment can be created through online method of handling English language teaching. Language teachers especially ,teachers handling English can use their own practice for developing their teaching in the ways of online mode. 3.2miIIion English language teachers in the world, aim to increase capability to improve language teaching with confidence and subject knowledge. ELT Teachers can bring in variety and enthusiasm among the students in language learning process and enhance the students English language skills successfully based online method.
The physical class-room learning process may not be satisfied with the current generations of younger learners. So internet and distance learning which is also known as online method plays a vital role in the world education system and becomes the professional growth of teachers based on their Intellectual, Experimental and Attitudinal aspects.
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M. R. Arpentieva, I. V. Gorelova, G. K. Kassymova, S. V. Lavrinenko, K. A. Shumova, D. M. Malinichev, V. L. Simonov, A. V. Kosov, G. V. Garbuzova, and O. P. Stepanova. "HUMAN RESOURCE MANAGEMENT AND DYNAMIC CAPABILITIES OF EDUCATIONAL ENTERPRISES: PSYCHOLOGICAL, SOCIAL AND ECONOMICAL ASPECTS." BULLETIN 1, no. 383 (February 15, 2020): 242–54. http://dx.doi.org/10.32014/2020.2518-1467.30.
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This paper focuses on the dynamic capabilities theory and foresight theory in whole to the problem of the human capital in education and its management. The main channel for building up dynamic abilities and foresight competencies of educational enterprises and specialists, as well as the focus of foresight research in modern science and management practice is working with human resources, with the human capital of firms, communities, and countries. This work also includes work with social and cultural capital, focused on improving the culture of relationships in communities, including the culture of the state, society and business. The orientation of the world social development to increase the innovation component in the economic, social and spiritual spheres of society and in its education, led to the recognition of human capital as a leading and decisive factor in the socio-economic development of systems of various scales and levels. Scientists notes that in modern conditions of globalization of markets and transnationalization of economic relations, as well as a significant level of intellectualization of modern business processes, human capital and education in business and in other spheres is a decisive factor in the compe-titiveness of national economy on the different levels. This moment is especially noticeable in the studies of the dynamic abilities of educational enterprises and the management of educational enterprises. This moment is also especially noticeable in foresight studies and other reconstructions of the past, present and future development of organizations. Dynamic capabilities are required if the firm is to sustain itself as markets and technologies change, although some firms will be stronger than others in performing some or all of these tasks. Foresight is a system of methods of transformation of priorities in the sphere of economy and production, social and cultural development, and in education. Human resource management in education is an important part of the problem of the dynamic abilities of educational enterprises. The management of selection, training, retraining and personnel development, the formation and enrichment of technologies for managing professional and career development are naturally part of a dynamically and steadily developing enterprise. Foresight of the development of the educational enterprise as a leading aspect includes a general assessment of the professional and career potential of the organization’s employees, as well as the dynamic abilities of the organization’s manager (his ability and willingness to diversify activities, training and retraining, etc.) and other specialists. The purpose of the study – analysis of foresight competence as a component of dynamic capabilities (competences) of the educational enterprises and specialists of educational enterprises in context of the human capital problems. Foresight involves the use and transformation meta-technology ("routines") of enterprise and innovation in the field of production and relations of production. It is aimed at the allocation and use of markers of change – weak and strong signals of future and probable changes. Active and accurate identification of these markers changes in education, including application and modification of routine or meta-technology of enterprise management, not only allows to predict "unpredictable", but also to intervene in the process flow, correcting them with the least expenditure of forces, material, mental and spiritual resources. In addition, it allows you to influence the markets themselves and the surrounding enterprise reality in general. Thanks to the foresight competence and ability, the specialist in education and his company productively adapt to changes in environment (market and society), but also participate in changing it.
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Popova, Ekaterina S. "On the theoretical-methodological aspects of studying the influence of professional education on social stratification." VESTNIK INSTITUTA SOTZIOLOGII 11, no. 3 (2020): 14–27. http://dx.doi.org/10.19181/vis.2020.11.3.660.
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This article presents an attempt to define the framework and the possible guidelines for analyzing the influence of professional education on social stratification given the current conditions of social reality. The author points out that the structural changes in all social institutions (including professional education and the labor market), the fluidity and dynamism of modern social reality, and conserving a dichotomy of fluidity when speaking of the Russian context – rigidity, the expansion and inflation of professional education combined with the preservation of inequality when it comes to implementing educational trajectories – all of this makes studying the connection between social stratification, professional education and social mobility ever the more relevant. Researchers face the following acute questions: what sort of role is played by professional education in promoting or restricting an individual’s social mobility? How has the expansion and inflation of education redefined the selection and allocation of human capital? In which way does the connection change between social stratification, professional education and social mobility, what are the foundations, the sociological study tradition and the theoretical-methodological prospects for the future? In order to find answers, the author examines both traditional theoretical-methodological approaches, and ones that are new to sociology of education. The article substantiates the notion that structural-functional theory does not possess a comprehensive explanatory potential in the study of the socio-structural role of professional education in regards to social mobility. The author substantiates the following thesis from a conflict analysis standpoint: democratizing access to professional education does not mean the reduction of class inequality or the emergence of a society of equal opportunity. Within the paradigm of an activity-related approach in sociology of education, where education is viewed not just as a separate social institution, but as part of a larger system of social action and social inequality, the definitive role of motivation and proactiveness is emphasized, with them producing a positive effect when it comes to attaining higher professional status. The accelerating rate of change in society, the multidimensionality and polyvariance in implementing educational and professional trajectories in modern society indicate the need for a multidimensional evaluation of social mobility. In regards to the topic of education, and when it comes to analyzing the implementation of educational trajectories, professional education represents a vital condition and a necessary prerequisite for an individual to exercise social mobility both in terms of objective and subjective coordinates of mobility, and in regards to research methods and methodology, this demands synthesizing quantitative and qualitative research strategies, and, consequently, opens up new opportunities for interpreting results and perceiving social reality.
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Grow, Jean M., and Shiyu Yang. "Generation-Z Enters the Advertising Workplace: Expectations Through a Gendered Lens." Journal of Advertising Education 22, no. 1 (April 18, 2018): 7–22. http://dx.doi.org/10.1177/1098048218768595.
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Generation-Z (Gen-Z) is entering the workforce with differing personal and professional expectations from previous generations. Further, those expectations tend to vary by gender. At the same time, workplace environments, and the social structures that underpin the workplace, are slow to change. Advertising is no exception. As educators, we are just beginning our encounter with Gen-Z and their differing habits and expectations. Further, while these young women and men share many common experiences and expectations, their expectations are also influenced by their gendered experiences. Social capital theory helps us make sense of the findings as we explore the gaps between the expectations of Gen-Z and realities of the advertising industry within a changing world. Previous research has largely focused on what the advertising industry expects. However, there is little research exploring what future graduates expect and even less on Gen-Z or these students’ expectations viewed through a gendered lens. This research explores the expectations of 98 Gen-Z students and suggests ways we, as advertising educators, might help them bridge the gap between expectations and the professional realities they will face.
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Bansal, Dr Kapil. "The Role of Human Resource Management in Developing the Human Capital for Global Excellence-An Empirical Study." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 804–9. http://dx.doi.org/10.17762/turcomat.v12i5.1487.
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Companies currently are facing various crucial business challenges; Intellectual capital, Technology, Globalization, Profitability through growth, and Change. These challenges require organizations to build new capabilities in a collaborative manner, and it is human resource management developing these capabilities. It enables the organizations by playing the leadership role in meeting competitive challenges. HR professionals have shed their traditional image of policing rule making policy. Today HR professionals are held responsible for the employee’s engagement and commitment towards the organization and making them contribute and stepping into the shoes of ownership. It is no longer administrative dinosaur. It has changed from a narrow picture, reactive role to a much wider canvas. By bringing the management of the organization together with the employees, a new management of human resources triggers, a merging of the reservoir of knowledge of the person and the organization, culminating in the combined triumph of both. Competitiveness at the global level can be achieved not by only using the upgraded technologies and facilities, but by motivating employees efficiently and effectively, to comply with universal standards. Every company on the world stage, human resources professionals have the mission to affect the business world; HR is now on a paradigm shift and as a support function, withered on the board, called on to help others and to hire and fire from the companies are rapidly eroding. Human resources playing a very proactive role in managing the problems of globalization. It brings change and improves the individuals' ability to learn and collaborate, manage diversity, ambiguity and complexity. The research is an attempt to understand the role of HRM in building national talent for global achievement and to study and compare the perception of corporate employees, management faculties & management students.
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Baker, C. Richard, Jean Bédard, and Christian Prat dit Hauret. "The regulation of statutory auditing: an institutional theory approach." Managerial Auditing Journal 29, no. 5 (May 5, 2014): 371–94. http://dx.doi.org/10.1108/maj-09-2013-0931.
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Purpose – This paper aims to examine the recent evolution of the regulation of statutory auditing since the passage of the Sarbanes-Oxley Act of 2002 in the USA by comparing the regulatory structures for auditing in the USA, France and Canada. Design/methodology/approach – Using publicly available documents, the paper seeks to understand how the regulatory structures for statutory auditing have changed in the period since the passage of the Sarbanes-Oxley Act. The USA, France and Canada were chosen for analysis because prior to Sarbanes-Oxley the regulatory structures of these three countries were relatively distinct, whereas subsequent to the Act they appear to be becoming similar. Findings – The authors interpret the increasing apparent similarity in the regulatory structures for statutory auditing in these three countries to be the result of external pressures from global capital markets for standardized regulatory practices. However, this apparent similarity may also be a form of “decoupling”, whereby actors in the institutional field of professional regulation, under pressures from powerful external forces, seek to enhance their legitimacy while maintaining internal flexibility and a certain capacity for resistance against external pressures in the institutional field. Research limitations/implications – The paper relies on a qualitative analysis of regulatory structures based on a review and analysis of publicly available documents and legislation. As such, it has limitations similar to other qualitative studies. Practical implications – The regulation of statutory auditing is important to society both to assure the proper functioning of capital markets and to provide reliable information to the general public. Gaining a better understanding of the regulatory structures for statutory auditing advances the public interest. Originality/value – There have been few prior research efforts that have examined the regulation of statutory auditing through the lens of new institutional theory.
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Vanaga, Inga, Anda Grinfelde, and Liga Paula. "BILATERAL SOCIAL DIALOGUE IN THE EDUCATION SECTOR IN LATVIA DURING THE COVID-19 PANDEMIC." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 232–48. http://dx.doi.org/10.17770/sie2021vol5.6381.
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In 2020, the world was unprepared for the spread of the coronavirus pandemic. , . In Latvia, respective decisions and restrictions were made at the national, municipal and educational institution’s level, as it was important to respond promptly, flexibly and in accordance with the individual’s health security to ensure safe educational process. During the Covid-19 pandemic, distance learning was provided at most educational institutions, which was not a common practice until now. It facilitated the digitalisation of education, led to rapid adaptation to change and learning to work in times of crisis and limited resources. In the paper, theoretical findings of human capital and the agent network theory are used to reflect the provision of professional support for teachers and to analyse the implementation of cooperation or bilateral social dialogue during the state of emergency in Latvia. In 2020, the Latvian Trade Union of Education and Science Employees conducted two surveys of teachers of pre-school, general, vocational and higher education institutions on the quality of professional life during the state of emergency. The most important factors influencing professional work are as follows: technical equipment of the study process and digital skills; organization of the work of the study process; ensuring cooperation with students and colleagues; observance of teachers’ rights; protection against the risk of developing Covid - 19. Teachers working during the Covid-19 pandemic, essential provision of information technology, accessible and high-quality Internet, development of digital skills, reimbursement of teleworking, samples of adapted teaching aids, methodological and psychological support, guarantees of employment stability, observance of labour law, professional crisis communication with the parties involved in the educational process (employer, colleagues, students, parents).
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L Conrey, Meredith, Gene Roberts, Jr., Melissa R Fadler, Matias M Garza, Clifford V Johnson, Jr., and Misty Rasmussen. "Perceptions After Completing the Degree: A Qualitative Case Study of Select Higher Education Doctoral Graduates." International Journal of Doctoral Studies 15 (2020): 305–27. http://dx.doi.org/10.28945/4572.
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Aim/Purpose: Limited research exists on the perceived value that a doctoral degree has on higher education administrators’ goals; therefore, this collective case study had two purposes. The first was to assess qualitatively the perceptions of four doctorate-holding higher education administrators to explore the potential value associated with their degrees, and the second was to determine whether they perceived that their degree attainments influenced the achievement of their professional goals, if at all. Background: Understanding goal attainment and the value associated with obtaining a doctoral degree is important to recognize the needs of doctoral students and to inform how to support degree-seeking professionals in achieving their professional goals. Building upon the conceptual model of doctoral value, as defined by Bryan and Guccione (2018), the researchers also utilized Becker’s (1964) human capital theory as the framework for understanding the perceptions of select administrative professionals who have completed their doctoral degrees in higher education. Methodology: Because this was a collective case study, four doctorate-holding higher education administrators were selected, through convenience sampling, to engage in a formal semi-structured face-to-face interview. Interview responses were evaluated using ethnographic analysis (i.e., domain analysis, taxonomic analysis, and componential analysis). Contribution: Findings from this research can be used to better understand the perceptions of graduates who earned a doctoral degree in education, particularly with an increase in the number of doctoral degrees in that field. The results from this study align with findings from previous studies. Findings: The ethnographic analysis of the data indicated that the administrators perceived their doctoral degree as a way to advance professionally (e.g., career opportunities and research publication) and as a way to improve personally (e.g., increased confidence and becoming a role model). Two domains emerged: attainment of goals and perceptions of doctoral degree value. The taxonomic analysis revealed that the attainment of goals included personal and professional goals. Lastly, the componential analysis led to the discovery of nine attributes associated with obtaining a doctoral degree. Recommendations for Practitioners: Administrators in higher education degree programs should understand the needs of their students while they are participating in doctoral studies. By knowing what doctoral students expect to gain after obtaining a doctoral degree, doctoral-program administrators might consider tailoring courses and support programs to meet doctoral student needs. Recommendation for Researchers: Additional longitudinal studies should be undertaken to understand better how doctoral graduates view the value of their degree many years later. Do their perceptions change over time, or are they solidified? Impact on Society: With an increasing number of individuals obtaining doctoral degrees in higher education, departments, colleges, and universities need to understand whether graduates find that their degree has been useful. Because there is a demand for agencies to emphasize skills and work-related training, the perceived value of the degree can inform policymakers on changes in curriculum and programming to increase the perceived value of the doctoral degree. Future Research: Future research should expand upon the number of students who are interviewed, and students in other academic programs may be interviewed to understand similarities and differences. Longitudinal studies should be conducted to understand if the perception of degree value changes over time.
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Curtis, Val. "Explaining the outcomes of the 'Clean India' campaign: institutional behaviour and sanitation transformation in India." BMJ Global Health 4, no. 5 (September 2019): e001892. http://dx.doi.org/10.1136/bmjgh-2019-001892.
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IntroductionMany less developed countries are struggling to provide universal access to safe sanitation, but in the past 5 years India has almost reached its target of eliminating open defaecation.ObjectiveTo understand how the Indian government effected this sanitation transformation.MethodsThe study employed interviews with 17 actors in the government’s ‘Clean India’ programme across the national capital and four states, which were analysed using a theory of change grounded in Behaviour Centred Design.ResultsThe Swachh Bharat Mission (Gramin) claims to have improved the coverage of toilets in rural India from 39% to over 95% of households between 2014 and mid-2019. From interviews with relevant actors we constructed a theory of change for the programme, in which high-level political support and disruptive leadership changed environments in districts, which led to psychological changes in district officials. This, in turn, led to changed behaviour for sanitation programming. The prime minister set an ambitious goal of eliminating open defaecation by the 150th birthday of Mahatma Gandhi (October 2019). This galvanised government bureaucracy, while early success in 100 flagship districts reduced the scepticism of government employees, a cadre of 500 young professionals placed in districts imparted new ideas and energy, social and mass media were used to inform and motivate the public, and new norms of ethical behaviour were demonstrated by leaders. As a result, district officials became emotionally involved in the programme and felt pride at their achievement in ridding villages of open defaecation.ConclusionsThough many challenges remain, governments seeking to achieve the sustainable development goal of universal access to safe sanitation can emulate the success of India’s Swachh Bharat Mission.
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Mullakhmetov, Khanif Sharifzyanovich, Rosalia Mullamehametovna Aminova, and Ilnara Ilshatovna Filimonchuk. "Administrative Innovations as Necessary Condition of Competitiveness in Schools." Journal of Educational and Social Research 9, no. 4 (October 1, 2019): 21–26. http://dx.doi.org/10.2478/jesr-2019-0050.
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Abstract In the present-day education environment, requiring managerial flexibility in assessing ongoing changes, innovation becomes a prerequisite for effective management, and professional and psychological readiness of managers to apply management innovation – an indicator of managerial potential. Management innovation is today the “bottleneck” of educational management theory and practice. There are no theoretical models that are directly related to managerial innovation; technological innovations take priority in the practice of educational management; incorrect interpretation of innovations blunts their effectiveness. The school's competitive advantage today is not determined primarily by capital accumulation, but by the ability of management to initiate, appreciate and use changes, to learn faster than the rest from the experience of the changes. New theories of growth emphasize that it is the development of innovations that is an engine of sustainable educational growth. These circumstances determine management innovations as the domain that is the most in-demand for the development of education under the conditions of today.
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Koval, Viktor, Yuriy Polyezhayev, and Anastasiia Bezkhlibna. "COMMUNICATIVE COMPETENCES IN ENHANCING OF REGIONAL COMPETITIVENESS IN THE LABOUR MARKET." Baltic Journal of Economic Studies 4, no. 5 (February 11, 2019): 105. http://dx.doi.org/10.30525/2256-0742/2018-4-5-105-113.
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The characteristic of the regional labour market requires the usage of modern aspects for the key factors’ analysis of labour cost increase. The high rate of migration, covering Ukraine in recent years, is influencing negatively on the labour market structure. It is necessary to remark among positive features that the demand increasing for highly intellectual staff, skilful in communication in foreign languages and building up social relations is of great importance. The subject of scientific research defines communicative competences as the key factors of human capital, which promotes the increase in competitiveness of an individual in the labour market and, as a result, an increase of the regional competitiveness. The aim of the research is to establish the dependency between the level of communicative competence and competitiveness in the labour market studying communicative competence factors in terms of the theory of human capital, the determination of the conformity between the requirements to human capital and the conformity of the investigated factors to these requirements. Communicative competencies are a set of skills, which allows labour market entity distinctly expressing and applying the business format of communication. The practical use of oratory allows negotiating with foreign counterparties, putting into practice the etiquette of business communication, and competently solving the complicated situations. The research of existing requirements to communicative competence defined the levels of qualification, which ensure the development of new kinds of activities. It defined the position of Ukraine in professional communicative competence in the world rating. The research was to carry out of rating assessment of the economic situation in regions according to economic indicators, which can be changed under the influence of a factor of the communicative contractors’ competence (average monthly-paid salary per an employee, export, and import of goods in the region, turnover of retail trade). The methodology of the research is based on the research of the role of human capital factors in increasing the cost of labour on the basis of the statistical method and analysing data of the labour market economic indicators, and in substantiating the relationship between the level of professional communicative competence in the country and its social and economic indicators. Value/originality. The methods of analysis and synthesis allowed revealing regularities and formulating recommendations for improving the competitiveness of the regional labour market by inducing the development of communicative competences and raising the index of human capital of the country in a whole. Positive dynamics of import and export, business activity, direct foreign investment and overall trade turnover indicators will be immediately reflected in a whole at the regional level and at the level of the country. Life expectancy of the population, the level of education and culture, the criminal situation decreasing will be approved by the social indicators.
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Timbang, Muliyati, and Abdul Said Ambotang. "THE INFLUENCE OF TECHNOLOGICAL INNOVATION, THE ROLE OF ADMINISTRATORS AND THE READINESS OF ADMINISTRATORS AND THE READINESS OF TEACHERS ON THE PROFESSIONALISM OF RURAL SCHOOL TEACHING." International Journal of Education, Psychology and Counseling 5, no. 36 (September 12, 2020): 182–203. http://dx.doi.org/10.35631/ijepc.5360014.
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This study aims to identify the relationship and influence of Technology Innovation, Role of Administrators, and Teacher Readiness on Rural School Teaching Professionalism in Sabah, Malaysia. The focus of the study is based on the design of technological innovation, the role of administrators, and the readiness of teachers on the professionalism of rural school teaching in Sabah. The study applied survey methods by combining simple stratified, cluster, and random sampling techniques. Based on Krejcie and Morgan (1970), the study sample consisted of 346 teachers working in rural schools in the state of Sabah. Data were collected using a set of adaptation questionnaires. Theories and models used as study guides include Innovation dissemination theory, ICT theory and task solving, Social learning theory, Maslow theory, Bandura theory, Technology Use Model, TAM Model (Technology Acceptance Capital) Professional Brante Model, Organizational Change Model, Model Kounin, Servan Laub Leadership Model and Planned Behavior Theory. The descriptive analysis used is the mean, frequency, and percentage tests while the inference test will use the regression test, Pearson Correlation, t-test, and one-way ANOVA test. Descriptive analysis shows that all variables are practiced at a high level. One-way t-test and ANOVA proved that there was a significant difference in mean scores of all variables based on gender, age, and teaching experience. Pearson Correlation test showed a significant relationship between Technology Innovation (r = 0.495, p <0.01), Role of Administrator (r = 0.536, p <0.01), and Teacher Readiness (r = 0.780, p <0.01) with Rural School Teacher Professionalism. at Sabah. Study questions were analyzed using the Statistical Package for the Social Science (SPSS) version 22.0 program. Pathway analysis (SEM) shows the combination of the contribution of the three independent variables, namely technological innovation, the role of administrators, and the readiness of teachers on the professionalism of rural school teaching in Sabah. Path analysis also showed that there was a significant direct and indirect influence of independent variables with dependent variables. The study contributes to a New Model of Teacher Professionalism in rural schools in Sabah which has been adapted and integrated with previous theories and models.
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Pandey, Richa, and V. Mary Jessica. "Sub-optimal behavioural biases and decision theory in real estate." International Journal of Housing Markets and Analysis 12, no. 2 (April 1, 2019): 330–48. http://dx.doi.org/10.1108/ijhma-10-2018-0075.
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Purpose The purpose of this study is to explain the relationship between behavioural biases, investment satisfaction and reinvestment intention considering the effect of evolutionary psychology. The study believes that biases are not at all times bad; sometimes, biases can assist the individual investor to select the top course of action and allow them to go for the less costly mistakes, thereby helping in achieving satisficing behaviour. Design/methodology/approach Data were collected using structured and a close-ended questionnaire from a sample of 560 respondents by using multi-stage stratified sampling method. PLS-SEM was used for preliminary validation of the questionnaire. Mediation model using the structural equation model (SEM) with the help of AMOS 20 was used for the analyses. Pre-requisite assumptions for SEM were checked by using sample characteristics. The study has three constructs with multiple items; hence, the instrument validation was done by measuring the construct validity and reliability using Cronbach’s alpha, exploratory factor analysis and confirmatory factor analysis with the help of SPSS 20 and AMOS 20. Findings The study confirms that behavioural biases influence investment decisions in the real estate market. Further, investment satisfaction is found to have a significant and complementary partial mediating effect. The positive mediating effect of investment satisfaction between behavioural biases and reinvestment intention shows that biases are natural tendencies in response to limit to learning which can be explained by evolutionary psychology. Research limitations/implications There are chances that the result obtained here is because of myopic decision-making behaviour in which the long-time horizon is not considered and behavioural biases, as well as evolutionary psychology, are adaptive, so the result may change in the long-time horizon, which seeks further investigations. The study talked about the relationship between behavioural biases, investment satisfaction and reinvestment intention; it will be interesting to bring some more constructs in this model, for example, investment intention and reinvestment behaviour; this can deliver a more precise picture in this regard. Practical implications Understanding such relationships will help in better clarity about the way investment is made. The study confirms that market behaviour in the real estate market is sub-optimal, which shows that there is an opportunity for attentive investors by trading and gathering on information. Real estate practitioners can get clues from market anomalies and investor phenomena; understanding these may suggest ways to use them in the market. Social implications Reforms in the housing sector do not only satisfy one of the basic needs but also leads to holistic economic development. Besides direct contribution, it contributes to social capital. Originality/value The study extends the current knowledge base about the relationship between behavioural biases, investment satisfaction and reinvestment intention. This study investigates the behavioural biases influencing the real estate market investment decisions of non-professional investors considering the effect of evolutionary psychology.
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Bower, Kyle. "Cultivating Generative Connection Through Agricultural Leadership." Innovation in Aging 4, Supplement_1 (December 1, 2020): 443. http://dx.doi.org/10.1093/geroni/igaa057.1433.
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Abstract Adult agricultural leadership programs (ALP) address the needs of a diversifying society with pressing social, economic, environmental, and political challenges. Additionally, these programs offer transformative learning experiences that lead to a greater capacity of current and prospective leaders to become change agents in their communities. Our aging society generates a novel opportunity to reframe experiences of professional succession and retirement within the agricultural sector. In a profession where vitality, strength, and perseverance are fundamental, the agricultural industry needs leaders who remain aware of the foundational knowledge contributed by their predecessors. At the same time, it also necessitates innovation that may revolutionize the farming industry for decades to come. In this mixed-method study, we asked participants of an ALP in the Southeastern region of the U.S. to complete the Loyola Generativity Scale (N=45). Survey results (N=45; 60% response rate) indicated average overall generative (40.3; 40-41 scale average) concern. However, there was a considerable variation among participants, scores ranging from 25-57 (scale range 20-55). To understand the range of attitudes, we conducted interviews (N=10) to represent the distribution of scores by varying ages (M=38), gender, and educational background. Generativity Theory provided the foundation of our thematic qualitative analysis. We discuss the findings in terms of generative desire (motivational), beliefs (thoughts and plans), and actions (behaviors and applied meaning). Our quantitative and qualitative findings advance the conversation of the importance of maintaining social capital throughout one’s career and identifying generative connections that assist with difficult transitions, such as retirement, in later life.
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Семеног, Олена. "ACADEMIC CULTURE AS A COMPOSITION OF NATIONAL INNOVATION SECURITY." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 2 (December 27, 2020): 48–53. http://dx.doi.org/10.35387/ucj.2(2).2020.48-53.
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The article describes the essence and content of academic culture as a significant component of national innovation security. The semantic and terminological analysis of the key concepts of the research like «national security», «human security», «human security of humanity», «human capital» were carried out. The concept of «innovative security» is described as a stable, effective provision of country’s innovations in the economy, creation of conditions for modernization of industries, development of priority areas of fundamental and applied scientific research, technical and technological developments that ensure the competitiveness of the country.It was proved that main features of academic culture are the culture of study at the university, ethical values, traditions, norms, rules for conducting scientific research; scientific linguistic culture, professional subculture of the scientific community; social, moral responsibility for the process and results of the research which is formed in the cultural and educational space of higher education institution. The cultural and educational space of the university is described as a component of the development of human capital and one of the factors of national innovation safety. It is noted that universities must clearly show the values of educational services, be centers of academic culture, act on the principles of academic freedom, public responsibility, respect for human dignity and support adherence to academic integrity in research activities. The formation of the researcher’s academic culture in the conditions of the university’s cultural and educational space is defined as a complex, multidimensional, phased process of qualitative changes in the psychological sphere of the individual, taking into account the main provisions of the theory of activity, intercultural communication; the ideas of a humanistic, acmeological paradigm; concept of continuous pedagogical education.
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Зленко, Алла, and Андрій Іващенко. "TRAINING OF SPECIALISTS IN THE FIELD OF DOCUMENTATION MANAGEMENT AND INFORMATION ACTIVITY: HISTORICAL PREREQUISITES AND PROSPECTS." Society. Document. Communication 12, no. 12 (September 13, 2021): 145–70. http://dx.doi.org/10.31470/2518-7600-2021-12-145-170.
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The article considers the historical preconditions and prospects of professional training of specialists in the field of documentation management and information activities. The modern system of management documentation was preceded by a long period of development and formation associated with changes in socio-economic and socio-political conditions, the relevant historical forms of organization of management processes and its documentation. In turn, the complexity of record-keeping and document-making processes, the development of the document-information market formed the requirements for a document-specialist who would have a universal modern education: possessed knowledge, skills in document science and information activities, and skillfully operated in practice acquired management competencies . The formation of a modern system of documentation management and training of specialists in the relevant field in Ukraine took place in line with the general historical processes of development of our state.
The peculiarities of educational programs of higher education institutions that train applicants in the specialty 029 «Information, library and archival affairs» are analyzed. It is noted that the analysis of educational programs of higher education institutions in the capital and the region shows that modern freelance students receive quality knowledge through clear new educational programs, innovative technologies, open access to information via the Internet and social institutions - libraries and archives. Future professionals are trained to work with information through new electronic tools, banks and databases. The introduction of electronic document management, the experience of leading countries, new technologies significantly increases professional requirements, encourages constant updating and improving the training of Ukrainian document specialists.
In the conclusions it is generalized that document science as a science and as an academic discipline was initiated in the process of development of two branches of practical activity - office work and archival business, within which the logical development of the theory directly depended on practice; at all stages of the transformation of their historical path was directly dependent on the socio-economic demands of society and the improvement of the management segment of document science; The need for highly qualified specialists in the field of document science in the modern labor market is constantly growing, which explains the large number of free economic zones in which high-quality training of document specialists in unique educational programs.
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Mbithi, Peter M. F., Judith S. Mbau, Nzioka J. Muthama, Hellen Inyega, and Jeremiah M. Kalai. "Higher Education and Skills Development in Africa: An Analytical Paper on the Role of Higher Learning Institutions on Sustainable Development." Journal of Sustainability, Environment and Peace 4, no. 2 (August 27, 2021): 58–73. http://dx.doi.org/10.53537/jsep.2021.08.001.
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Many Higher Education Institutions (HEIs) in Africa face challenges that require the intervention of national governments, development partners and other stakeholders. HEIs also require new investment paradigms to maximize students’ acquisition of work-ready skills, knowledge and attitudes to enable students to contribute effectively to the workforce. The objective of this study was to identify reforms and investments needed to strengthen Higher Education (HE) in Africa and to inform the design and implementation of future investments and policy for sustainable development. A systematic review approach, involving a synthesis of literature on this theme in Africa in recent years, by African governments, education networks, academia and international bodies, was employed. The study used data from UNESCO and World Bank databases which were blended with the synthesis of the literature. The obtained literature was analysed and synthesized on the basis of its relevance and value to the HEIs study discourse. Textual and thematic analysis tookcentre stage with a view to establishing current reforms in HEIs and the concomitant investments that national governments and other key stakeholders need to make to have robust HEIs. The study used the Human Capital Theory that postulates that the most efficient path to the national development of any society lies in the improvement of its population, which is considered as the human capital. Despite criticisms of the human capital theory at the individual level on the extent to which education is directly related to improvements in occupation or income, human capital theorists generally assume that after all the known inputs into economic growth have been explained, much of the unexplained residual variance represents the contribution of the improvement of human capital, of which education is seen as most important (Merwe, 2010). The results of the study show that HEIs have done very little to promote Intra-Africa Academic Mobility and nurture HEI-industry partnerships to address demand and supply aspects of the labour force. The massification of higher education, resulting in a democratization of education, and the advent of the knowledge economy and globalization, among other factors, are being experienced without commensurate planning and with no corresponding accompanying increase in resources to enable the HEIs cope with the increased student population. HEIs in Africa are sub-optimally capacitated to combat Africa’s pressing challenges such as unemployment, climate change and COVID-19 pandemic. The study points out that HEIs need to evolve in tandem with continental and global market needs to achieve Sustainable Development Goal (SDG) number 4 on quality education. Further, it recommends that HEIs should encourage Intra-Africa Academic Mobility and foster HEI-industry partnerships to address demand-and-supply aspects of the labour force. In this respect, HEIs in Africa should be developing curricula aimed at building capacity of leaders and professionals to respond to the need to decarbonize and dematerialize development in Africa and leverage on the Fourth Industrial Revolution. Consequently, HEIs must prepare students to be entrepreneurial and resilient; able to continue to learn and reinvent themselves and their careers throughout their lives. Indeed, HEIs should view themselves as creative hubs where partners come together and harness each other’s synergy to innovate and solve societal problems.
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Davidson, James. "A Proposal for the Future of Vernacular Architecture Studies." Open House International 38, no. 2 (June 1, 2013): 57–65. http://dx.doi.org/10.1108/ohi-02-2013-b0006.
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Given the broad scale and fundamental transformations occurring to both the natural environment and human condition in the present era, what does the future hold for vernacular architecture studies? In a world where Capital A (sometimes referred to as ‘polite’) architectural icons dominate our skylines and set the agenda for our educational institutions, is the study of vernacular architecture still relevant? What role could it possibly have in understanding and subsequently impacting on architectural education, theory and practice, and in turn, professional built environment design? Imagine for a minute, a world where there is no divide between the vernacular and the ‘polite’, where all built environments, past and present are open to formal research agendas whereby the inherent knowledge in their built histories inform the professional design paradigm of the day – in all built settings, be they formal or informal, Western or non-Western. In this paper, the author is concerned with keeping the flames of intellectual discontent burning in proposing a transformation and reversal of the fortunes of VAS within mainstream architectural history and theory. In a world where a social networking website can ignite a revolution, one can already see the depth of global transformations on the doorstep. No longer is there any excuse to continue intellectualizing global futures solely within a Western (Euro-American) framework. In looking at the history of VAS, the purpose of this paper is to illustrate that the answers for its future pathways lie in an understanding of the intellectual history underpinning its origins. As such, the paper contends that the epistemological divide established in the 1920s by art historians, whereby the exclusion of so-called non-architect architectures from the mainstream canon of architectural history has resulted in an entire architectural corpus being ignored in formal educational institutions and architectural societies today. Due to this exclusion, the majority of mainstream architectural thinkers have resisted theorizing on the vernacular. In the post-colonial era of globalization the world has changed, and along with it, so have many of the original paradigms underpinning the epistemologies setting vernacular environments apart. In exploring this subject, the paper firstly positions this dichotomy within the spectrum of Euro-American architectural history and theory discourse; secondly, draws together the work of scholars who have at some point in the past called for the obsolescence of the term ‘vernacular’ and the erasure of categorical distinctions that impact on the formal study of what are perceived as non-architectural environments; and finally, sets out the form by which curricula for studies of world architecture could take.
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Hood, Katherine. "The science of value: Economic expertise and the valuation of human life in US federal regulatory agencies." Social Studies of Science 47, no. 4 (March 21, 2017): 441–65. http://dx.doi.org/10.1177/0306312717693465.
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This article explores efforts to apply economic logic to human life. To do so, it looks at federal regulatory agencies, where government planners and policy makers have spent over a century trying to devise a scientifically sound way to measure the economic value of lives lost or saved by public programs. The methods they have drawn on, however, have changed drastically in the past 40 years, shifting from a ‘human capital’ approach based on models of economic productivity and producing relatively low dollar values to a ‘willingness-to-pay’ approach reflecting consumer choice and producing much higher values. Why, in an era of intense deregulatory pressures, did the valuation model that produced significantly higher estimates – making it easier to justify costly regulation – ultimately win out? This unlikely transition follows a shift in the nature of professional expertise dominating the federal bureaucracy during the 1970s and 1980s, as changing conceptions of health and safety regulation during this period gave academic economists the opportunity to make new claims about the exclusive authority of microeconomic theory for understanding the economic value of life in federal planning. Supporting this argument is a comparative case, the largely unsuccessful attempt to extend the willingness-to-pay model to the valuation of life in the courtroom. Pricing human life thus results not only from the renegotiation of moral boundaries around the economic logic of the market, but also from the reorganization of expert authority and the consolidation of scientific expertise around both the meaning and the measurement of value.
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Parker, David W., Rosina Kunde, and Luca Zeppetella. "Exploring communication in project-based interventions." International Journal of Productivity and Performance Management 66, no. 2 (February 13, 2017): 146–79. http://dx.doi.org/10.1108/ijppm-07-2015-0099.
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Purpose The authors explore several aspects of communications theory to identify their relevance to managing a project-based productivity improvement intervention. The literature on communication accommodation theory, groupthink and trust appear to have important implications for improvements. The purpose of this paper is to develop a research methodology used in conducting empirical data collection in the field to test the developed conceptual framework. The authors emphasize the importance of management theory to project-based interventions. The focus of this work is summarized by the research question: “what facets of communication impact on the success of a project-based improvement intervention?”. Design/methodology/approach Following a focused literature review, learnings from specific research were used to identify a series of propositions. The scope of the work was established to limit the range of issues under review. Next, a conceptual framework was designed that allowed a case study to be tested with regard to validity of the propositions. Further testing will be undertaken in a single company. Findings There is clear evidence showing the relevance of effective communication when executing an intervention to seek performance improvement. In particular, understanding the need of stakeholders’ is paramount that allows the design of a communications strategy. Each phase in a project-based intervention requires different styles of communication. There is also a need to have varying degrees of trust. Total unchallenged trust invariably leads to groupthink that hinders critical decision making. Research limitations/implications The work contributes to the understanding of the application of communication theory to project-based interventions – that invariably aim at performance improvement initiatives. While currently the work is in the early stages of research, it does nevertheless show some useful early findings. Clearly further work is needed in international projects in the context of multi-cultural teams and external stakeholders. Practical implications With many interventions failing to meet their planned objectives there is a need to isolate possible reasons and to rectify or mitigate the causes. Project management and change management training should include a comprehensive understanding of management theories. This research will contribute to this knowledge base. Social implications Project-based activities are used in most walks of life; the need for excellent management is therefore important. Invariably interventions involve considerable capital investment and their success advances productivity of nations. Understanding and integrating communication theories to their management, therefore, has significant social benefits. Originality/value The importance of communications is identified in the project management literature and adjunct disciplines. Professional associations and leading bodies in performance and project management, while emphasizing the need for excellent communication, have not adequately addressed underpinning theories. There is little research focusing on communication accommodation theory, groupthink and risk in the context of project management. The authors’ have not been able to identify any research on an integrated framework that combines these theories with managing a project-based performance improvement intervention.
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van der Zwan, Natascha. "Financialisation and the Pension System: Lessons from the United States and the Netherlands." Journal of Modern European History 15, no. 4 (November 2017): 554–84. http://dx.doi.org/10.17104/1611-8944-2017-4-554.
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Financialisation and the Pension System: Lessons from the United States and the Netherlands The articles explores the financialisation of private pensions in the United States and the Netherlands. It proposes two distinct arguments. First, the article shows that both the American and the Dutch pension systems stand out internationally for their high degrees of capitalisation and the absence of substantive investment restrictions for pension funds. The article posits that both pension systems are highly financialised, yet the process of financialisation has proceeded along different historical paths and within different institutional contexts. Secondly, the article maintains that the financialisation of pension systems is accompanied by its own political dynamics. In both political economies, different groups of actors (employers, labour unions, financial professionals) have made claims over the growing concentration of pension assets. Here, particular emphasis is given to the role of the state. It shows how since the mid-1970s, both American and Dutch pension funds have altered their investment strategies, abandoning public debt as the dominant investment category. The article explains this change in terms of the rising popularity of modern portfolio theory and the immense growth of pension capital in need of new investment options. As austerity politics have made governments more dependent on financial markets, pension funds have become more assertive in leveraging their assets and demanding political reform which are in the interest of the financial industries. Financialisation has thus fundamentally altered the balance of power between the state and financial market actors.
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Jones, Michelle, and Alma Harris. "Principals leading successful organisational change." Journal of Organizational Change Management 27, no. 3 (May 6, 2014): 473–85. http://dx.doi.org/10.1108/jocm-07-2013-0116.
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Purpose – The purpose of this paper is to focus on the way in which principals in different countries are securing successful organisational change through systematically building social capital. It argues that how a school works as a cohesive unit and how people collaborates will ultimately define organisational performance. Design/methodology/approach – The paper draws upon the international literature to explore how principals are building the social capital for organisational improvement but is not a review of the literature. It adopts a cross-cultural perspective and explores collective capacity building for organisational improvement. Findings – This paper concludes that “disciplined” professional collaboration is an important way in which principals can create and sustain the social capital for organisational change. Originality/value – The paper is a conceptual piece that proposes that creating social capital, rather than individual or professional capital, is now an essential task for principals seeking successful organisational change and improved outcomes. It explores the idea of “disciplined collaboration” as a methodology for building social capital in a rigorous, effective and sustainable way.
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Horoshkova, Lidiia, Vira Kharahirlo, and Іevhen Khlobystov. "Modeling the mechanisms for reconciling the interests of the parties in the process of professional education teachers’ advanced training." University Economic Bulletin, no. 49 (May 22, 2021): 42–50. http://dx.doi.org/10.31470/2306-546x-2021-49-42-50.
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Relevance of the research topic. Today education as a form of training organization, systematic knowledge and information transfer to the next generations faces radical changes all around the world. Changes in current education system have lots of facets and their nature is reflected in different forms: learning process` sophistication, institutional forms` and organizational structure`s expansion, diversification of its financial mechanism. Ukraine is not an exception, since amid decentralization of its administrative and territorial system and the whole of society, it is important to provide these important processes with qualified personnel capable of effective implementation of the reform tasks, as well as to create conditions for economic sustainable development [1]. Implementation of strategic tasks for reforming the education system, which will increase its quality and competitiveness, the possibility of integration into the European and world educational space, determine the need to optimize the system of preparation and retraining of pedagogical personnel for vocational education. Formulation of the problem. The system of training of professional education faculty is more complex than the system of training of educators for educational institutions, which is due to a special place of vocational education in society - it belongs to economic, social and cultural spheres. Successful training and advanced training of teachers of professional (vocational-technical) education is a prerequisite for the effective functioning of vocational education in the country, since this is the basis for economic prosperity and social welfare of youth in terms of trouble-free transition from training to work. Therefore, improving the professional training and advanced training of professional education teachers means improving the training system of qualified personnel in the country. Therefore, there is a need to improve the training system of professional education teachers. Analysis of the last researches and publications. Significant contribution to the consideration of human capital development problems were made by Boginya D.P., Vovkanych S.I., Heets V.M., Holubets M.A., Hrishneva O.A., Dolishnii M.I., Zlupka S.M., Kanigina Y.M., Kolot A.M., Kuzmin A.E., Mocherniy S.V., Fedulova L.I., Khmil F.I. [2-5] and others. Selection of unexplored parts of the general problem. The issue of reform process and power decentralization management to ensure national sustainable development is intrinsically linked to the educational reform process, so reforms` effective mechanisms study requires particular attention and in-depth theoretical and practical research. Therefore, there is a need to study the mechanisms of education funding in general and vocational training in particular in the process of decentralization and reform of the country`s administrative and territorial structure. Problem statement, research goals. The above circumstances are due to the expediency of modeling the coherence of the interests of the parties in the process of advanced training of professional education faculty. Method and methodology of research. In the process of conducting research, general scientific (analysis and synthesis, induction and deduction, analytical grouping) and special (abstraction, modeling, etc.) methods of studying economic phenomena and processes were used. Presentation of the main material (results of work). The analysis of the dynamics of the number of teachers of vocational education was conducted. It is established that they form a potential market for the provision of qualifications. Three approaches to the content of advanced training are considered. The first approach assumes that the content of professional development is formed by its own organizers. By the second - the content is ordered by those who are planning to improve qualifications. The third - the content is formed by the simultaneous efforts of those who enhances qualifications and those processes. Of the three approaches, the first one is traditional, but it does not take into account the specifics of the professional direction of educational institutions working with those who enhances qualifications. The second one is, on the contrary, takes into account their interests. In our opinion, the greatest efficiency of professional development can be achieved for a third approach, but it provides for the need to ensure the parity of the parties in this cooperation. In addition, taking into account the presence of competition among advanced training providers, an important aspect becomes not only the possibility of reaching an agreement, but also the quality of the service provided. In order to justify the expediency of using the third approach, the game theory used. It is shown that the success of reforms in the system of vocational education can be provided by more active involvement in the process of retraining and improving the qualifications of teachers of higher education institutions. In our opinion, it is expedient to focus on organizing the training of teachers of subjects of the professional-technical cycle, senior masters and masters of production training, since the relevant system of retraining and advanced training of teachers of secondary disciplines is more branched. Conclusions. An analysis of the dynamics of the number of teachers in the system of professional (vocational-technical) education showed the presence of periodicity regarding their number, which practically fully corresponds to the situation regarding the number of those who they teach. The main approaches to improving skills are considered. With the help of the game theory it is proved that the greatest efficiency is possible to achieve if the approach is used when the content of advanced training is formed by the simultaneous efforts of those who enhances qualifications and those processes. It is shown that in such an approach, there is a possibility of taking into account not only formal features on the availability of advanced training, but also the possibility of assessing qualitative parameters of the service provided. This is an additional competitive advantage for providing these services on a competitive advanced training services.
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Mislavskaja, N. A. "Realism, Nominalism and How Probable the Disappearance of Accounting Profession is." Accounting. Analysis. Auditing 5, no. 5 (December 28, 2018): 85–90. http://dx.doi.org/10.26794/2408-9303-2018-5-5-85-90.
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One of the characteristic features of twenty-year period of reforming the national system of accounting is that the new results of scientifc research opposing the principles of international fnancial reporting standards are not included in accounting practice. A false idea about the universal character of the IFRS, total conformism of accounting professional community and the shift to practically-oriented approach in the curricula of higher education institutions resulted in discrediting of accounting knowledge. Modern methodological approaches of economics in relation to accounting and fnancial reporting are inclined to consider the latter as applied secondary tool of generating fnancial information. From historical and objective point of view the very task of accounting was to provide such information that would aid in making educated and effective managerial decisions and later to increase or at least preserve the capital. Pursuing this goal the methodology (in addition to particular methods) has been going through changes depending on the goals set by the users of fnancial information. After the IFRS had been introduced the process of methodology transformation gained a one-way character — “everything should conform to the IFRS” —and consequently accounting as a tool which takes into account constantly changing goals, for example the goals set by the state, stopped working. This resulted in the compromise of accounting. In order to clarify the reasons of the above the article analyses the stages of the development of ideas, approaches and directions in economic theory, identifes its links with the evolution of science and retrospectively matches the peculiarities of the latter with such methodological directions of philosophy of science as nominalism and realism. The motivated rationale of the crucial importance to classify the stages of scientifc knowledge development determines the strategic choice of the methods of the research: deduction, information analysis; abstracting; dialectic logic of making conclusions and proposals. The result of the research is the rationale of the processes of historical development of accounting science, identifcation of logical correlation between the ideology of economic theory classical scholars and methodology of accounting knowledge. The author proposes to treat the contemporary history of the issue by introducing such terms as political and demagogical nominalism in conceptual construct.
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Wolf, Katharina, and Catherine Archer. "Public relations at the crossroads." Journal of Communication Management 22, no. 4 (November 5, 2018): 494–509. http://dx.doi.org/10.1108/jcom-08-2018-0080.
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PurposeUsing the theoretical lens of social capital, this paper provides insight into senior public relations (PR) professionals’ views on and attitudes towards digital communication in Singapore and Perth, Western Australia, and explores the fundamental question of PR purpose.Design/methodology/approachDrawing on Bourdieu’s theory of practice and in particular his notion of social capital, this exploratory study is based on the critical analysis of 31 semi-structured interviews with senior PR professionals in Singapore and Perth, Western Australia.FindingsPR professionals concur with assumptions made in the extant literature regarding the potential of digital media for PR, despite broad agreement that the fundamentals of good communication have not changed. At its core PR is about counselling, relationships and the building of social capital. Hence, digital tools and platforms are typically being referred to as merely an extension of the PR toolkit. However, as illustrated within the context of influencer engagement, PR has increasingly adopted advertising-led models and has moved away from its core business of developing strategic relationships and goodwill, hence contributing to the convergence of previously distinct communication functions.Originality/valueThis paper is believed to be one of the first to look at the theory of social capital related to PR within a digital context. Further, it takes a holistic view of PR professionals’ views on working with digital media in two geographical locations that have been under-represented in scholarly work in the field of PR. While much of the extant literature has focussed on the benefits of social media for PR, this paper takes a critical look at current challenges, including the rise of social media influencers. The paper contributes to theory relevant to social capital as it looks at the convergence of the professions relevant to digital disruption and argues for PR claiming its distinctive attributes.
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Noordegraaf, Mirko, and Willem Schinkel. "Professionalism as Symbolic Capital: Materials for a Bourdieusian Theory of Professionalism." Comparative Sociology 10, no. 1 (2011): 67–96. http://dx.doi.org/10.1163/156913310x514083.
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AbstractPierre Bourdieu has given a brief but fierce critique of the concept of “profession” that calls for a more reflexive analysis of the professions and in fact suggests not using the concept at all. In this contribution, we explicate the gist of that critique and argue it is possible to analyze it in a Bourdieusian fashion. We regard professionalism as a form of symbolic capital, the substance of which is constantly at stake in power-driven contexts, both internally and externally. Professional fields are embedded in objective relations with other fields in what Bourdieu describes as a general field of power. Within each professional field, the legitimate substance of what it means to act in a “professional way” is constantly at stake. In turn, across various professional fields, within what Bourdieu describes as a larger field of power, the very idea or “formal content” of “professionalism” is subject to struggle and (re)negotiation. This power-centered view emphasizes professionalism is a scarce symbolic resource, an object of a process of consecration and a source of legitimate forms of acting and interpreting. It thereby de-essentializes talk of professions and professionalization.
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Pearse, Noel J. "Towards a social capital theory of resistance to change." Journal of Advances in Management Research 7, no. 2 (October 26, 2010): 163–75. http://dx.doi.org/10.1108/09727981011084977.
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Suddaby, Roy, and Thierry Viale. "Professionals and field-level change: Institutional work and the professional project." Current Sociology 59, no. 4 (June 29, 2011): 423–42. http://dx.doi.org/10.1177/0011392111402586.
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This article explicates the causal connections between changes in professional jurisdictions and changes in organizational fields. The authors argue that professional projects carry within them projects of institutionalization. They focus attention on the critical but often invisible role that professionals play in institutional work, or the creation, maintenance and transformation of institutions. The key contribution of this article is to explicate the professional project as an endogenous mechanism of institutional change. Based on a review of prior research on institutional change in which professionals play a central role, the authors observe four essential dynamics through which professionals reconfigure institutions and organizational fields. First, professionals use their expertise and legitimacy to challenge the incumbent order and to define a new, open and uncontested space. Second, professionals use their inherent social capital and skill to populate the field with new actors and new identities. Third, professionals introduce nascent new rules and standards that recreate the boundaries of the field. Fourth, professionals manage the use and reproduction of social capital within a field thereby conferring a new status hierarchy or social order within the field.
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Sellers, R. Drew, Timothy J. Fogarty, and Larry M. Parker. "Unleashing the Technical Core: Institutional Theory and the Aftermath of Arthur Andersen." Behavioral Research in Accounting 24, no. 1 (January 1, 2012): 181–201. http://dx.doi.org/10.2308/bria-10176.
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ABSTRACT This paper uses the template of institutional theory to explore the impact of organizational de-legitimation on its technical core. To operationalize this, social network theory is used to guide an exploratory study of the diaspora of Andersen employees. The results suggest an unusually high degree of entrepreneurial activity is unleashed once the confining legitimacy of the organizational structure is dissolved. It also shows that the value of social capital possessed by Andersen professionals changed in character and possibly increased in value. The paper offers contributions to institutional theory and the practice of modern accounting.
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Popova, Irina P. "CAREER CAPITAL. CONCEPTUAL APPROACHES." RSUH/RGGU Bulletin. Series Philosophy. Social Studies. Art Studies, no. 1 (2021): 78–88. http://dx.doi.org/10.28995/2073-6401-2021-1-78-88.
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This article considers approaches to studying the career capital in the interdisciplinary career studies from the point of view of the creating conditions issues for professional development of employees. The concept was formed within the framework of the interdisciplinary career research, based on the concepts of the human, social and cultural capital, as one of the tools for understanding new processes in the field of labor. The content of those processes determines, among other things, the growing variety of career models and the need to adapt them to organizational strategies. Attention is focused on studying those concepts in two principal directions: considering it as a tool for management practices in modern organizations and considering it in the perspective of the career theory development. Conclusions are drawn that approaches to considering career capital are based on interdisciplinary interaction and understanding of the multilevel context of a career in the organizations research. Groups of environmental infrastructure factors are identified for the development of professional promotion opportunities; professional training of employees; individual career success.
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Horvath, Brooke, and Stanley Fish. "Professional Correctness: Literary Studies and Political Change." Antioch Review 56, no. 2 (1998): 239. http://dx.doi.org/10.2307/4613683.
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Mac, Anita, and Karen Albertsen. "Linking professional capital with facilitating in school teams." Team Performance Management: An International Journal 26, no. 5/6 (July 24, 2020): 341–54. http://dx.doi.org/10.1108/tpm-12-2019-0114.
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Purpose The project “Public schools in change – collaboration as a resource” was aimed to strengthen professional capital (social- human- and decision-capital) in public schools and as a part of this to strengthen collaboration within teams. The purpose of this paper is to focus on the approach of linking development of professional capital to the development of team competence through facilitating and discuss the adequacy of the methods used to fulfil the purpose. Design/methodology/approach This study was designed as a multiple case intervention implemented at four worksites. It was organized as a course consisting of four sessions among 15–20 team coordinators from each school unit. The research group provided insights and methods to increase the team’s ability to manage tasks and cooperate. Findings Based on observations of team meetings, the study provides a discussion on the usefulness of the approach of linking team competence and professional capital. Both at theoretical and practical levels, the study finds it is meaningful to combine facilitating as methods to ensure the creation of value in organizational teamwork, in general, with the concept of professional capital pointing on the quality of the core task and particularly developed within an educational context. Research limitations/implications The study provide a presentation of two theoretical frameworks and a discussion of the adequacy of linking these frameworks to the development of team competences in a school context. Practical implications The study suggests that organizations and educational institutions (of teachers, physicians, and social workers) may benefit from linking professional capital and facilitating and thereby provide employees and students training in professional collaboration. Social implications In a still more complex society, collaboration is crucial. The study suggests ways to improve collaboration, quality of the core task along with the relational dimensions in the psychosocial work environment. Originality/value Development of professional capital through increased team competences and facilitating skills represents a new and promising approach with theoretical as well as practical implications within a school context. Indeed, not only school teams but also teams in other organizations dealing with social- task- and contextual complexity can benefit from the insights and experiences of this study.
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Green, Bill, and John Rae. "Practice, learning and change: practice-theory perspectives on professional learning." Studies in Continuing Education 38, no. 2 (May 3, 2016): 259–63. http://dx.doi.org/10.1080/0158037x.2016.1180011.
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O’Hara, Susan, Joanne Bookmyer, Robin Martin, and Renee Newton. "Theory of action for resourcing professional growth." Journal of Professional Capital and Community 4, no. 1 (January 21, 2019): 52–65. http://dx.doi.org/10.1108/jpcc-02-2018-0006.
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Purpose Organizational characteristics and systemic structures that prioritize and resource teacher professional growth and collaboration are central to the role of districts in developing the ongoing professional growth of teachers. Yet, a key challenge facing districts is a lack of existing systemic structures to support professional growth to foster large-scale instructional improvement. The purpose of this paper is to explore how an organizational resourcing model might be used to build districts’ collective capacity to implement the cornerstones of a professional growth system. Design/methodology/approach An explanatory case study, in the context of a partnership between a university-based intermediary and three California school districts, is used to illustrate how districts applied a theory of resourcing as a sustainable capacity-building approach. Findings The findings of this paper demonstrate that, to varying degrees, participating districts were able to enact elements of professional growth systems through a recursive interaction of schema shifts, resource use, and intentional actions, supporting a practice-based theory of organizational resourcing. While university intermediaries can both mediate and enable the success of locally designed professional growth systems through a supported resourcing model, the key to sustaining change efforts are cross-role organizational schema shifts and actions taken to operationalize underutilized existing, latent resources. Research limitations/implications Case studies do have limitations including not being able to make generalizations from the findings and conclusions. Originality/value The corpus of research on educational reform and organizational learning in educational research situates the school as the organizational unit of change. This study contributes to the research by elevating districts as the lever of organizational change for resourcing teacher professional growth systems.
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Herzog, Tomasz. "Bowling Together: On Selected Aspects of Professional Capital in 21st Century Education." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 15 (June 12, 2018): 113–27. http://dx.doi.org/10.14746/ikps.2016.15.08.
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Professional Capital, Professional Communication, Civic Participation, and Community are the ideas about teachers as social change agents that have recently come into particular focus in thinking about today’s education. In the first part of this paper these ideas are examined in their broad political, social, cultural, and economic contexts. The second part looks more closely at the important aspects of communication and their implications for education and educators.
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Ruth, Jennifer. "Between Labor and Capital: Charlotte Bronte's Professional Professor." Victorian Studies 45, no. 2 (2003): 279–303. http://dx.doi.org/10.1353/vic.2003.0098.
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EGGERTSSON, THRÁINN. "Knowledge and the theory of institutional change." Journal of Institutional Economics 5, no. 2 (August 2009): 137–50. http://dx.doi.org/10.1017/s1744137409001271.
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AbstractModern theory identifies several sources of economic growth, such as capital accumulation, new techniques, secure property rights and contracts, and absence of rent seeking. This paper introduces new social technologies as yet another source of growth and emphasizes our incomplete knowledge of social systems. I introduce a framework for analyzing institutional policy and use the case of modern biotechnology to explain how uncertainty about social technologies, persuasion, and competing beliefs influence the evolution of property rights.
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Pravdiuk, Nataliia, Vitalii Pokynchereda, and Maryna Pravdiuk. "THE HUMAN CAPITAL OF AN ENTERPRISE: THEORY AND ASSESSMENT METHODOLOGY." Baltic Journal of Economic Studies 5, no. 2 (May 13, 2019): 176. http://dx.doi.org/10.30525/2256-0742/2019-5-2-176-183.
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At the present stage of social development, there is a transformation of the persistent views on the place and human role in the economic system. Human capital assets as a set of productive abilities, personal traits, and employee motivation developed as a result of investment become a key factor in the production process, without which any prospects of economic growth are neutralized. The purpose of the article is to provide a theoretical substantiation and systematization of existing methods for assessing human capital, to identify the advantages and disadvantages of their practical application in the enterprise activity, and to develop recommendations aimed at improving the human capital assessment methodology in order to further reflect information on the cost of human capital assets in accounting and reporting of enterprises Methodology. The methodological basis of the study is the historical and logical method used in the study of the economic essence of human capital assets and the evolution of human capital assessment methodology. Dialectical method and comparative analysis have been used to determine the differences between existing human capital assessment methods and to identify positive and negative aspects of their practical application. The methods of scientific abstraction, induction and deduction, analysis and synthesis have been used in developing the methodology for assessing human capital assets and justifying the opportunities for its integration into the accounting and reporting system of the enterprise. Results. It has been established that in international practice, there is a cost-based, profitable, and expert methodology for assessing human capital assets. Based on the analysis of positive and negative aspects of the application of these methods, it is substantiated that from the standpoint of accounting the most cost-based model of human capital assets is the most optimal since it is based on the principle of actual cost peculiar to accounting practice. Taking this into consideration, a cost-based methodology for assessing human capital assets of the enterprise has been suggested, according to which the cost of human capital assets is calculated by capitalizing the costs borne by the employee and the enterprise at all stages of the formation and development of human capital assets, namely, the costs of developing the employee’s physical abilities (the cost of developing his/her physical abilities), the cost of training (tuition fee in educational institutions), the cost of obtaining professional experience (the cost of professional experience), and the costs of its professional training (the cost of vocational training in the process of his/her employment). Practical meaning. The introduction of the suggested methodology for assessing human capital assets creates the prerequisites for the subsequent display of information in business accounting and reporting, which in its turn increases the level of informativity of accounting data, promoting to meet the growing needs of external and internal users of information, provides an opportunity to consider the value of human capital in determining the market value of the company. Besides, the suggested assessment methodology enables to produce information about the cost of human capital assets of the enterprise, which is the basis for determining the effectiveness of its use. Value/originality. The suggested methodology for assessing human capital assets creates prerequisites for its implementation in the accounting system of the enterprise, which will create the basis for displaying information about the cost of human capital assets in the enterprise’s reporting, which corresponds to the objectives of value-oriented enterprise management.
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Gunning, J. Patrick. "H. J. Davenport's Loan Fund Theory of Capital." Journal of the History of Economic Thought 20, no. 3 (September 1998): 349–69. http://dx.doi.org/10.1017/s1053837200002170.
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The loan fund theory of capital was developed by the unheralded American economist, Herbert J. Davenport (1861-1931). Davenport's name has virtually disappeared from writings on the history of economic thought. Today, he seems best known as a teacher of Frank Knight at Cornell around 1915. Davenport wrote three major books during an 18-year period between 1896 and 1914. The first (1896) was a treatise based on what he called the “principle of sacrifice,” or subjective opportunity cost. His second book, Value and Distribution (1908), covered much of the same ground but also presented some original contributions. It marked his emergence as a professional economist, since he presented his ideas within the context of an appraisal of classical and neoclassical economic doctrine. Among other things, the book contained a penetrating, subjectivist critique of four ideas in the history of subjectivist economics: marginal utility, Eugen von Bohm-Bawerk's theory of capital, Friedrich Wieser's theory of cost, and Frank Fetter's theory of market interest. It also introduced the loan fund theory of capital, which is the topic of this paper.
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Eggertsson, T. "Knowledge and the Theory of Institutional Change." Voprosy Ekonomiki, no. 7 (July 20, 2011): 4–16. http://dx.doi.org/10.32609/0042-8736-2011-7-4-16.
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Modern theory identifies several sources of economic growth, such as capital accumulation, new technologies, secure property rights and contracts, and absence of rent seeking. This paper introduces new social technologies as yet another source of growth and emphasizes our incomplete knowledge of social system. It hinders the building of new institutions. The author introduces a framework for analyzing institutional policy and uses the case of modern biotechnologies to explain how uncertainty about social technologies, persuasion, and competing beliefs influence the evolution of property rights.
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Mayevsky, V., and S. Malkov. "Perspectives of the macroeconomic Reproduction Theory." Voprosy Ekonomiki, no. 4 (April 20, 2014): 137–55. http://dx.doi.org/10.32609/0042-8736-2014-4-137-155.
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Prospects for the development of an alternative macroeconomic theory are associated with the provisions that the dynamics of the economy is determined by the change of generations of capital and that there is a problem of coordination between different generations of capital. The circulation and reproduction of capital are analyzed. We consider the socalled shifting mode of reproduction. The mathematic model has shown that coordinated growth is possible if social and economic interests between capital and labor are agreed, and monetary policy stimulates this growth.
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Razumova, Tatyana, and Irina Burak. "Further Professional Education as a Factor of Human Capital Development: Theoretical Issues." Moscow University Economics Bulletin 2019, no. 5 (October 30, 2019): 3–14. http://dx.doi.org/10.38050/01300105201951.
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The paper considers classical models of human capital through the lens of further professional education. We specify the model of individual returns from investment in human capital (G. Becker), offer new tools to retain an employee after training for their subsequent use in a model of firm’s investments in human capital (G. Becker). We supplement M. Spence’s theory of educational signals with new educational stage and expand the scope of application of the model of human capital reproduction over the life cycle (J. Ben-Porat). These modifications allow us to confirm the expediency and profitability of investments of workers in further professional education.
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O'Shea, Michelle, Abel Duarte Alonso, and Harry Morton. "Complexity theory and change: A case study of professional Rugby Union." Human Systems Management 32, no. 1 (2013): 67–78. http://dx.doi.org/10.3233/hsm-130785.
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