Books published by Emerald Publishing Inc

Edited by Henri Savall and Véronique Zardet,Institut de Socio-Economie des Entreprises et des OrganisationsA volume in Research in Management ConsultingSeries Editor Anthony F. Buono, Bentley UniversityThe impetus for this work emerged from Savall's belief that there is a doubleloopinteraction between social and economic factors in organizations, betweenbehaviors and structures, and between the quality of life in organizations and theireconomic performance. When managers underestimate this dynamic interaction, theresulting tension ultimately manifests in lowered performance and increased costs, whathe refers to as the "hidden costs" of organizational life. Only by delving into the depthsof these organizational dynamics can we hope to fully understand - and create the basis for improving - organizationalperformance.The Qualimetrics Approach presents a different and challenging way of thinking about analyzing organizations,one that draws together quantitative information, financial analysis and qualitative insights into organizational dynamics.As Savall and Zardet argue, to gain a true understanding of what is happening in organizations, intervener-researchers mustfocus on all three perspectives, as ignoring any one of them will lead to incomplete understandings. Their approachunderscores the importance of using qualitative data to validate quantitativedepictions ("the numbers") of organizational performance in understanding theconstruction of financial statements. The strength of Savall and Zardet's approach isthat it pushes us to go deeper, to fully understand the narratives underlying thenumbers and the social construction of our financial assessments.

Edited by Henri Savall and Véronique Zardet,Institut de Socio-Economie des Entreprises et des OrganisationsA volume in Research in Management ConsultingSeries Editor Anthony F. Buono, Bentley UniversityThe impetus for this work emerged from Savall's belief that there is a doubleloopinteraction between social and economic factors in organizations, betweenbehaviors and structures, and between the quality of life in organizations and theireconomic performance. When managers underestimate this dynamic interaction, theresulting tension ultimately manifests in lowered performance and increased costs, whathe refers to as the "hidden costs" of organizational life. Only by delving into the depthsof these organizational dynamics can we hope to fully understand - and create the basis for improving - organizationalperformance.The Qualimetrics Approach presents a different and challenging way of thinking about analyzing organizations,one that draws together quantitative information, financial analysis and qualitative insights into organizational dynamics.As Savall and Zardet argue, to gain a true understanding of what is happening in organizations, intervener-researchers mustfocus on all three perspectives, as ignoring any one of them will lead to incomplete understandings. Their approachunderscores the importance of using qualitative data to validate quantitativedepictions ("the numbers") of organizational performance in understanding theconstruction of financial statements. The strength of Savall and Zardet's approach isthat it pushes us to go deeper, to fully understand the narratives underlying thenumbers and the social construction of our financial assessments.

Australia is a vast sparsely populated land and from an early date this created problems in terms of providing educational facilities. As part of the solution the nation has had a long tradition of using distance education methods to provide an education for its isolated primary and secondary school students. Western Australia epitomises the problems inherent in having a large land area with a highly urbanised population and a small but scattered rural one. Initially, the State established a Correspondence School in 1918. There have been various developments since then, culminating in the establishment of the Schools of Isolated and Distance Education (SIDE) in 1995. Since then the staff at SIDE have investigated and developed ways of providing their students with innovative educational materials in an effort to ensure that the best possible services are provided.Despite its innovative nature, very little research has been conducted on SIDE. The research project reported in this book is one contribution to rectifying the deficit. It had three main aims. The first was to develop an understanding of the emergence of SIDE. Secondly, an understanding of the key functions of SIDE was sought. The third aim was to develop an understanding of the issues which present themselves for those working at SIDE. Implications for policy, practice and future research in relation to the education of children in geographically remote regions through distance education are deduced, and not just in relation to the state of Western Australia, but internationally.

Designed to help individual faculty and administrators select assessment approaches and measures to maximize their students' writing and thinking, this book provides comprehensive standards and criteria that help individuals or teams develop plans and measures to improve writing and thinking.

Investigating University-School Partnerships: A Volume in Professional Development School Research, the fourth book in the PDS Research Series developed by the same editors, includes a collection of organized papers that represent the best and latest examples of practitioner thinking, research, and program design and evaluation in the field at the national level. A wide variety of authors from the professional community of PDS researchers, practitioners, and other stakeholders engage the reader in research or case studies that foreground real-life, authentic contexts, which, in turn, are designed to generate and fashion more questions and ideas. The volume's contents of 26 chapters is divided into five areas: (1) PDS Evaluation (2) Teacher Research and Inquiry, (3) PDS Stakeholders' Studies, (4) Studies for Thought - Ideas for Development, and (5) Teaching Content Areas in PDSs. As a whole, the volume of papers maintains a consistency within a cohesive undercurrent that illustrates the spirited and visionary purpose of professional development schools to advance educational reform that leads to substantive change.

Savall's insights into the complexity of organizational life were groundbreaking, articulating the need to examine both economic and social factors as part of the same analysis, assessing technical and behavioral patterns through the lens of an integrated framework. As he has argued, there is a double-loop interaction between "the quality of functioning and economic performance," and underestimating this socio-economic "tension" leads inevitably to reduced performance and losses, which he refers to as "hidden costs."This approach, referred to as the socio-economic approach to management (SEAM), has significant potential for our thinking about organizational diagnosis and intervention. As Savall emphasizes, the North American tendency to cast people as human "resources" misses the essential point that human beings cannot be considered as simply another resource at the organization's disposal. People are free to give or withhold their energy as they desire, depending on the quality of formal and informal contracts and interactions they have with their organizations. As such, the SEAM approach focuses on human "potential," underscoring the need for managers and their organizations to create the conditions under which people will want to maximize their talents on behalf of the organization.Work and People focuses on the ramifications of this reality, as dysfunctions - the difference between planned and emergent activities and functions - can quickly lead to a series of costs that are "hidden" from an organization's formal information systems (e.g., income statements, balance sheets, budgets). As his insightful work underscores, as organizations begin to accumulate dysfunction upon dysfunction, they inadvertently undermine their performance and create excessive operating costs, with lower productivity and less efficiency than they could achieve. As readers will discover, the frameworks, tools and ways of thinking about organizations, people and management in this volume - in essence the background to the socio-economic approach to organizational diagnosis and intervention - continue to hold great promise for our attempts to create truly integrative approaches to management and organizational improvement efforts.

A volume in Research and Theory in Educational AdministrationSeries Editors: Wayne K. Hoy, The Ohio State Universityand Michael DiPaola, The College of William and MaryLeading Research in Educational Administration: A Festschrift for Wayne K. Hoy is the tenth in aseries on research and theory dedicated to advancing our understanding of schools through empirical studyand theoretical analysis that was initiated by Wayne and Cecil G. Miskel. This tenth anniversary editionhonors and celebrates the research leadership Wayne has provided in the field of educational administrationthrough his distinguished career. The festschrift is organized around the analysis of school contexts andincludes constructs Wayne and his protégés have studied and researched: climate, trust, efficacy, academicoptimism, organizational citizenship, and mindfulness. It concludes with the work of colleagues on the salientcontemporary issues of innovation, power, leadership succession, and several others focused on improving schools. Chapter authors all have closeconnections to Wayne - former students and their students, as well as colleagues and friends.This series on Theory and Research in Educational Administration is about understanding schools. We welcome articles and analyses thatexplain school organizations and administration. We are interested in the "why" questions about schools. To that end, case analyses, surveys, largedata base analyses, experimental studies, and theoretical analyses are all welcome. We provide the space for authors to do comprehensive analyseswhere that is appropriate and useful. We believe that the Theory and Research in Educational Administration Series has the potential to make animportant contribution to our field, but we will be successful only if our colleagues continue to join us in this mission. So join with us; let us hear fromyou if you have theory and research that will enlighten our understanding of schools.

A volume in Research in Strategic AlliancesSeries Editor T. K. Das, City University of New YorkStrategic Alliances in a Globalizing World is a volume in the book series Research in Strategic Alliancesthat will focus on providing a robust and comprehensive forum for new scholarship in the field of strategicalliances. In particular, the books in the series will cover new views of interdisciplinary theoreticalframeworks and models, significant practical problems of alliance organization and management, andemerging areas of inquiry. The series will also include comprehensive empirical studies of selectedsegments of business, economic, industrial, government, and non-profit activities with wide prevalence ofstrategic alliances. Through the ongoing release of focused topical titles, this book series will seek todisseminate theoretical insights and practical management information that will enable interestedprofessionals to gain a rigorous and comprehensive understanding of the field of strategic alliances.Strategic Alliances in a Globalizing World contains contributions by leading scholars in the field ofstrategic alliance research. The 11 chapters in this volume cover a number of significant topics that speakto the growing role of strategic alliances in a globalizing business world. The chapter topics cover both the broader issues, such as the creation ofcompetitive advantage and expanding into institutionally different countries, and the more focused problems of alliance formation, contractualgovernance, governance structure choice, the development of alliance capability, the containment of opportunism, relationship management,sensemaking, and the intersection of culture and legitimacy. The chapters include empirical as well as conceptual treatments of the selected topics, andcollectively present a wide-ranging review of the noteworthy areas of alliance research in the globalization context.

A volume in Issues in Urban EducationSeries Editors Denise E. Armstrong, Brock University and Brenda J. McMahon, Florida State UniversityThis book is intended to examine in depth the issues surrounding family and community involvement initially presentedin the book, Inclusion in Urban Educational Environments: Addressing Issues of Diversity, Equity, and Social Justice. Itcontributes to the ongoing conversations in academia as well as in the profession around effectively engaging all familiesin their children's education, and building relationships with diverse community members around common educationalgoals. The book seeks to address issues related to structure, culture, and the agency of individuals and educational organizations.Structure refers to the external forces that impose upon and attempt to define social action, particularly, the institutionalarrangements that schools, families and communities have traditionally held in relationship to each other and to the district,state and federal government. Education is tied system of class relations that structures racism, classism and sexismin response to the desire of dominant groups to preserve their privilege and power. The consequence is the economic positionof low-income ethnic minority students, the population that we find most frequently in urban schools, is merely reproduced. Students and families from these backgroundsoften feel alienated and marginalized and thus unable to engage actively with schools that are viewed as representing the interests of the white middle class.Understanding the success and failures of school, family and community partnerships also demands an examination of the cultural factors that are involved. By lookingat culture, both that of the school and the community, we gain a better understanding of how the ideologies, beliefs and values held by the various constituents give riseto ideological conflicts that may impede collaborations. Partnerships are driven by the individual actions or agency of those involved. This collection demonstrates howactions or agency are tied to structural and cultural factors, including racial, ethnic, class, linguistic and gendered positions.Through the contributions of a team of authors who examine family and community involvement in education, a compelling argument is made for the need to attend toissues of structure, culture, and agency. Typically applied to school reform and change issues, this framework adds a new perspective to the family and communityinvolvement literature, and may help to explain why strong family-school-community partnerships are not more widespread despite the abundance of literature thatdetails the benefits of partnering for students, school personnel and their partners. By looking at the structures in the schools, districts and broader community that impactfamily and community involvement, the organizational cultures that support or limit their involvement, and the ability for students, their families, the community membersand school personnel to make a difference in education, the book not only demonstrates the importance of these elements, but how they work together or againsteach other. Most importantly, the book illustrates how authentic partnerships - characterized by respectful, two-waycommunication that leads to shared goals and mutually beneficial relationships - can be created and maintained.

A volume in Research and Theory in Educational AdministrationSeries Editors: Wayne K. Hoy, The Ohio State Universityand Michael DiPaola, The College of William and MaryLeading Research in Educational Administration: A Festschrift for Wayne K. Hoy is the tenth in aseries on research and theory dedicated to advancing our understanding of schools through empirical studyand theoretical analysis that was initiated by Wayne and Cecil G. Miskel. This tenth anniversary editionhonors and celebrates the research leadership Wayne has provided in the field of educational administrationthrough his distinguished career. The festschrift is organized around the analysis of school contexts andincludes constructs Wayne and his protégés have studied and researched: climate, trust, efficacy, academicoptimism, organizational citizenship, and mindfulness. It concludes with the work of colleagues on the salientcontemporary issues of innovation, power, leadership succession, and several others focused on improving schools. Chapter authors all have closeconnections to Wayne - former students and their students, as well as colleagues and friends.This series on Theory and Research in Educational Administration is about understanding schools. We welcome articles and analyses thatexplain school organizations and administration. We are interested in the "why" questions about schools. To that end, case analyses, surveys, largedata base analyses, experimental studies, and theoretical analyses are all welcome. We provide the space for authors to do comprehensive analyseswhere that is appropriate and useful. We believe that the Theory and Research in Educational Administration Series has the potential to make animportant contribution to our field, but we will be successful only if our colleagues continue to join us in this mission. So join with us; let us hear fromyou if you have theory and research that will enlighten our understanding of schools.

There is intense interest in computer games. A total of 65 percent of all American householdsplay computer games, and sales of such games increased 22.9 percent last year. The averageamount of game playing time was found to be 13.2 hours per week. The popularity and marketsuccess of games is evident from both the increased earnings from games, over $7 Billion in2005, and from the fact that over 200 academic institutions worldwide now offer game relatedprograms of study.In view of the intense interest in computer games educators and trainers, in business, industry, thegovernment, and the military would like to use computer games to improve the delivery ofinstruction. Computer Games and Instruction is intended for these educators and trainers. Itreviews the research evidence supporting use of computer games, for instruction, and also reviews the history of games in general, ineducation, and by the military. In addition chapters examine gender differences in game use, and the implications of games for use bylower socio-economic students, for students' reading, and for contemporary theories of instruction. Finally, well known scholars ofgames will respond to the evidence reviewed.

Takes stock and critically examines classical views on science attitudes and explores contemporary attempts in measuring science-related attitudes. The chapters in this book are a reflection of researchers who work tirelessly in promoting science education and highlight the current trends and future scenarios in attitude measurement.

The importance of student assessment, particularly for summative purposes, has increased greatly over the pastthirty years. At the same time, emphasis on including all students in assessment programs has also increased.Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted toassess students using a single instrument administered to students under the same conditions. Educators and testdevelopers, however, are increasingly acknowledging that this practice does not result in valid information, inferences,and decisions for all students. This problem is particularly true for students in the margins, whose characteristics andneeds differ from what the public thinks of as the general population of students. Increasingly, educators, educationalleaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whomstandard assessment instruments do not function well.Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of anyeducational assessment is validity. Developing and administering assessment instruments that provide valid measuresand allow for valid inferences and decisions for all groups of students presents a major challenge for today's assessmentprograms. Over the past few decades, several national policies have sparked research and development efforts that aimto increase test validity for students in the margins. This book explores recent developments and efforts in threeimportant areas. The first section focuses on strategies for improving test validity through the provision of testaccommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testingprograms to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrateproficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information aboutachievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a validmeasure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpackthese policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can beapplied to improve test validity for all students.Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. Whileour understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empowereducators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins.

The importance of student assessment, particularly for summative purposes, has increased greatly over the pastthirty years. At the same time, emphasis on including all students in assessment programs has also increased.Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted toassess students using a single instrument administered to students under the same conditions. Educators and testdevelopers, however, are increasingly acknowledging that this practice does not result in valid information, inferences,and decisions for all students. This problem is particularly true for students in the margins, whose characteristics andneeds differ from what the public thinks of as the general population of students. Increasingly, educators, educationalleaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whomstandard assessment instruments do not function well.Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of anyeducational assessment is validity. Developing and administering assessment instruments that provide valid measuresand allow for valid inferences and decisions for all groups of students presents a major challenge for today's assessmentprograms. Over the past few decades, several national policies have sparked research and development efforts that aimto increase test validity for students in the margins. This book explores recent developments and efforts in threeimportant areas. The first section focuses on strategies for improving test validity through the provision of testaccommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testingprograms to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrateproficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information aboutachievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a validmeasure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpackthese policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can beapplied to improve test validity for all students.Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. Whileour understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empowereducators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins.

A volume in Contemporary Trends in Organization Development and ChangeSeries Editors Therese F. Yaeger, Benedictine Universityand Peter F. Sorensen, Jr. Benedictine UniversityIn a world saturated with the "how tos" of OD, there is a void of evidence-based resources for bothorganizational leaders and OD scholar-practitioners to use as a guide while navigating the complex and chaoticenvironment of healthcare. This handbook has been created to fill this space and provide a resource for thisvital audience at a time of great change and greater potential in the healthcare arena.The handbook will focus on the critical nature of OD in healthcare and how it applies in this uniqueenvironment; examining its broad use from hospitals to corporate offices and from small systems to multinational corporations. The book will provideresearch-based, practical processes and methods, while sharing compelling cases of how the compassion and care associated with healthcare is woundtightly with the OD work it encompasses. The handbook will also offer a comprehensive look at the role OD plays in the critical issues and significantchanges facing healthcare today.The handbook overall is a small part history and a small part predictions surrounding very practical and applicable uses of OD In healthcare. Throughthe sharing of engagement processes, revealing outcomes and connecting each concept to a living case of how OD has impacted the healthcare field,this handbook provides a unique resource for OD and HR professionals, healthcare executives, MHA students and the academic community.

A volume in Contemporary Trends in Organization Development and ChangeSeries Editors Therese F. Yaeger, Benedictine Universityand Peter F. Sorensen, Jr. Benedictine UniversityIn a world saturated with the "how tos" of OD, there is a void of evidence-based resources for bothorganizational leaders and OD scholar-practitioners to use as a guide while navigating the complex and chaoticenvironment of healthcare. This handbook has been created to fill this space and provide a resource for thisvital audience at a time of great change and greater potential in the healthcare arena.The handbook will focus on the critical nature of OD in healthcare and how it applies in this uniqueenvironment; examining its broad use from hospitals to corporate offices and from small systems to multinational corporations. The book will provideresearch-based, practical processes and methods, while sharing compelling cases of how the compassion and care associated with healthcare is woundtightly with the OD work it encompasses. The handbook will also offer a comprehensive look at the role OD plays in the critical issues and significantchanges facing healthcare today.The handbook overall is a small part history and a small part predictions surrounding very practical and applicable uses of OD In healthcare. Throughthe sharing of engagement processes, revealing outcomes and connecting each concept to a living case of how OD has impacted the healthcare field,this handbook provides a unique resource for OD and HR professionals, healthcare executives, MHA students and the academic community.