China's Labour-Management System Reforms: Breaking the ‘Three Old Irons’ (1978–1999)

This article systematically examines the fundamental changes that have taken place in China's labour-management system since China embarked on its economic reforms in 1978. The system was, from the 1950s onwards, characterized by what were called the three old irons, i.e. life-time employment (the iron rice bowl), centrally administered wages (the iron wage), and state-controlled appointment and promotion of managerial staff (the iron chair). This study reviews the degree to which the reform process is breaking these three old irons and is arguably replacing them with a hybrid human resource management model, albeit with Chinese characteristics, that reflects the influence of foreign multinational corporations (MNCs) that have invested in China.     

The Egalitarian Leader: A Comparison of Leadership in Australia and New Zealand

This article compares leadership in Australia and New Zealand based on data collected as a part of the GLOBE (Global Leadership and Organizational Behavior Effectiveness) 62-nation culture and leadership project. Exploratory and confirmatory factor analyses were used to demonstrate that etic (universal) dimensions of Charismatic and Self-Protective leadership are evident in both cultures, but that the dimensions have emic (local) culturally determined manifestations. These emic manifestations were stronger in New Zealand than in Australia. Leadership effectiveness incorporated the negative emic dimension of Bureaucratic leadership (both countries), and the positive emic dimension of Egalitarian leadership in Australia and Team leadership in New Zealand. Both models of leadership nonetheless represent styles of leadership based on egalitarian principles.     

Technology Education as Solo Activity or Socially Constructed Learning

There is a continuing perception that current educational arrangements for technology education in modern liberal democracies are at odds with its actual delivery in the classroom (Dakers & Doherty 2003). The technè versus poiesis tension (explained later) is one major contributor to this perception. Equally, the practice of transmission versus constructivist pedagogies contributes to the mismatch between policy and practice.This paper will investigate how factors relating to these two contributions affect the delivery of technological education. It will begin by discussing the derivation of the word technology and how its modern incarnation has become not only amorphous, but confusing for technology education, in that the term can be taken to mean production on the one hand or process on the other. It will then explore technology teachers perceptions (and misperceptions) of what constitutes technology education, and discuss why this can lead to confusion. It will further consider how this can affect the pedagogy adopted. It will then examine two pedagogical frameworks which result from teachers perceptions of technology education as either; a process of internalisation of technological skills and functions as representations exclusively within the mind and unique to the individual, thus solo, or; a process of technological skills and functions embedded in sociocultural activity in which cognition is distributed across the internal mind and the external environment. Finally, the paper will offer a framework for the delivery of technology education set within a community of learners paradigm.     

Problem-solving processes in technology education: A pilot study

This paper reports the preliminary results of a pilot study investigating the nature of problem-solving activity in technology classrooms. The research focuses on the relationship and potential mismatch between teachers' and children's agendas, aims, perceptions and beliefs concerning design and technology activities. A case study of an 11-week project was undertaken with four pupils aged 13. In-depth classroom observation and interviews allowed us to investigate the problem solving used in designing and making a kite, and the pupils' application of the knowledge required. Our analysis charts the influence of the teacher's task structuring and interventions on the children's problem-solving behaviour. The results indicate that the design process is highly complex and not always communicated successfully by teachers. What children typically encounter in design and technology projects are different problems requiring different approaches according to the kind of task and the stage reached in its solution. The popular idea that problem solving in technology denotes a holistic design-and-make process is hence under challenge. Moreover, the assumed access and application of relevant bodies of knowledge from other contexts is highly problematic.     

Temporal Dynamics of Crossvergence: Institutionalizing MNC Integration Strategies in Post-Crisis ASEAN

This study utilizes the temporal lens afforded by the unprecedented pace of the Asian financial crisis to re-conceptualize the convergence-divergence-crossvergence (CDC) framework. Grounded at the Western-headquartered ASEAN subsidiary, CDC is hypothesized as a dialectical progression comprising Western corporate culture (convergence) ASEAN societal culture (divergence) and ending with the institutionalization of these forces (crossvergence) as a transient re-equilibrium. Against a backdrop of increasing macro-level turbulence, the CDC dialectic is then fed through a dyadic cycle of environmental shocks and organizational responses. Managerial implications are discussed along with suggestions for future research.     

Industry Dynamics in the Swedish Textile and Wearing Apparel Sector

This paper analyses the adjustment process within the Swedish textile and wearing apparel sector and finds results that support the notion of Schumpeters creative destruction. The turnover of plants and jobs seems to improve the industries from within due to an exit (entry) of less (more) productive plants, exit (entry) of old (new) incumbents, a destruction (creation) of less (more) human-capital intensive jobs, and a supply of new products on the world market. The econometric analysis of the probability of exit with plant, firm and industry characteristics supports the idea of a rationalisation from within.     

Personality and other attributes,qualities, abilities and opinions of some ‘A’ level design students

Many claims have been made of a subjective nature that some students studying A level Design develop certain personal qualities and attributes not found in some students who study other academic A levels. The research describes attempts to quantify these claims and as a result provides a firmer basis for the understanding of the effects on students of studying design.     

Constructing design and technology an early years perspective

This paper argues that a pedagogic model grounded in both constructivist and Vygotskyian theory can be consistently applied throughout Design and Technology education. The constructivist model outlined, is borrowed from the work of Rosalind Driver in Science education and applies a perspective grounded in Piaget and moderated by Ausubel. This perspective involves a clear recognition that: The most important single factor influencing learning is what the learner already knows. This argument is extended further to cover the acquisition of scientific, design and technological capabilities. The paper focuses on how effective learning is achieved when new understandings are related to appropriate existing concepts and cognitive structures. Vygotsky's conception of the zone of proximal development is utilised to show how cognitive functions that have not yet matured and which the child is unable to apply independently, can be productively applied, with the assistance of an educator. Child development is, from this perspective, dependent upon existing competencies, knowledge and understandings being challenged and extended with support, it is argued however, that it is essential that the challenges are not so great or irrelevant that the child experiences failure. The consequences of allowing individuals to experience educational failure are widely apparent in the context of science and technology throughout our society. The role of play in the early years is seen as particularly valuable in this context. From this perspective the essential task for the teacher must be to clearly identify the limits of proximal development and to restrict as far as possible their teaching to this zone. The identification of such limits demands an appreciation of progression within the learning context. The paper argues that the structure of the attainment targets within the UK Design and Technology National Curriculum provides teachers with a framework of constructive scaffolding within which children may be given the maximum freedom and autonomy while developing their practical capability in designing and making. This heuristic framework may be lost in the application of the new proposals for Design and Technology.     

Japanese managers in southeast asia: Amiable superstars or arrogant upstarts?

This study examines the stereotypes held by 664 expatriate and 624 local managers in the subsidiaries of 136 Japanese firms operating in Hong Kong, Indonesia, Malaysia, the Philippines, Singapore and Thailand. Using 18 semantic differential items, the opinions of the managers were sought concerning three matters: their own nationality (their autostereotype); the nationality with whom they worked (their heterostereotype); and how the nationality with whom they worked would see them (their metastereotype). Principal components analysis revealed three major factors underlying the stereotypes, which were labelled managerial, entrepreneurial and congenial. These three factors are used to compare the various stereotypes of the groups.The authors are members of the Department of Management, The University of Western Australia. They wish to acknowledge the contribution made by A. Radha Krishnan in the gathering of the data upon which this study is based.     

Matching students' technological thinking with the demands of a technological curriculum

The ability to think in the technology subject area has been analysed for a sample of 50 pupils in the 11–16 age range in a U.K. comprehensive school. It is suggested on the basis of the research that three factors are identified: function/structure, general intelligence and perceptual (visual) analysis. Developmental analysis suggests that changes with age occur in the first of these, with thinking moving from identification of function towards identification of structure. The mismatch between the development of technological thinking and teaching curricula is noted.     

Entry Patterns in the Southwest Airlines Route System

We estimate a model of city-pair entry for Southwest Airlines using data from 1990 to 2000. In addition to quantifying the market characteristics which have influenced Southwests entry decisions, we find evidence that Southwests entry strategies have changed significantly throughout the decade. Based on our models estimates, we provide an estimate of the foregone fare savings resulting from the Wright and Shelby Amendments. Finally, we identify those markets that are the most likely for future non-stop entry and suggest which network carriers are most vulnerable to future Southwest expansion.     

Making Ethical Judgements: A Cross-Cultural Management Study

This article reports the results of a cross-cultural empirical study across seven countries which investigates the differences in the way managers structure their ethical judgements regarding the loyalty of a corporation to its employees, the loyalty of employees to the corporation, and the loyalty of employees towards their co-workers. Managers' ethical judgements from the East Asian tiger countries of Japan, Korea and Hong Kong are compared with those from the Anglo countries of the United States and Australia, and with those from the transitional countries of Asiatic Russia and Poland. An adapted version of the well documented Reidenbach-Robin instrument is used, and its cross-cultural application investigated. As hypothesized, cross-cultural differences were indicated for both the structure and content of managers' ethical judgements, which have important implications for the way organizations are effectively managed both nationally, regionally and internationally. Weaknesses in the a priori constructs of the research instrument were also indicated, and recommendations made for future development of methodology in this area.     

The needs of Japanese industry and engineering education

Japan experienced a miraculous reconstruction after the second world war partly due to the far-sighted support of the victors, especially the United States, and China, who did not divide the country or demand reparations, and partly due to the unique inherent qualities of the Japanese people.The Japanese race has developed its national identity from a combination of the country's location, climate and the circumstances of its some 1000 year history. As a result the people of Japan are truly a single race, for the most part uniform in experience, culture and language with a strong domestic orientation. From an educational viewpoint, the Japanese are historically good learners. However, they are traditionally bad when it comes to generating new ideas by applying theory for creative purposes.A simple process of (1) follow, (2) catch up and (3) equal or surpass describes the development of the high-tech industry in Japan. This process has made the most of the Japanese people's ability to absorb information as well as their single-minded determination to achieve goals and their propensity for concentrated effort. As the automobile and semi-conductor industries illustrate, the Japanese have unequalled expertise when it comes to adopting technology from advanced industrial nations overseas, perfecting it and making it their own.The challenge for the Japanese people, now that the catch-up process is all but completed, is to continue their progress by generating their own innovative ideas. In addition, the Japanese must develop a more global orientation and consider the needs of foreign markets in new product development. This evolution must take place in an atmosphere of international sharing, co-operation and partnership.In terms of education, the traditional good learner with a domestic orientation must be taught how to be a good original thinker with an international viewpoint.The engineering system in Japan has been placed against this background and is examined from both an historic and a futuristic perspective.     

Learning technology through a process approach: The implementation of curriculum innovation through the pragmatic interventions of the teacher

The paper focuses on the practice of technology education in eight secondary schools in the north east of England. It illustrates that whilst Technology has been defined in terms of process the attempts to teach technological understanding solely through a similar model may not be the most effective method. In their quest for achievement for their pupils, teachers are adept at circumventing educational ideals by devising strategies and methodologies (in most cases subconsciously) which produce end results that satisfy their pupils, and also examination bodies, but may negate more reflective objectives. These approaches are not merely an attempt at obtaining easily gained acclaim but may be symptomatic of deeper rooted beliefs and ideals. The conclusions are based on a survey of published work as well as on the results of ethnographic research which appraised the practice of a sample of teachers in their handling of key points in this process approach.     

Tasks in technology

Technology has long been recognised as a task-centred activity, but far too little work has been done to understand the nature of tasks and how they operate as teaching and learning tools. The problems surrounding Attainment Target 1 (AT1) in the national curriculum in England and Wales provide ample evidence of this. This paper explores — both in principle and through empirical research data — two central features of tasks ie pupil autonomy/teacher control and the role of the client or user of the end product. Very contrasting views about tasks emerge from the four key stages.     

Designing the future? Technology,values and choice

There is a widespread recognition of the desirability of broadening the scope of technology education with the objective of a form of technological literacy which would embrace social relations as well as technique. In 1990, Technology was introduced as a compulsory element of general education in England and Wales. Initially the curriculum gave equal weight both to the context as well as the content of technological activity, but subsequent revisions point the way back to an emphasis on technique and a narrower view of the role of the designer. In some respects, this simplifies the task of the technology teacher, and it might also be said to reflect the everyday realities of much technological activity. It is, however, an essentially conservative approach which tends to reinforce and legitimise attitudes which place a high value on technical performance while consigning the purposes and outcomes of technological activity to the shadows. It is argued that, for the sake of the future, it is essential that values in design and technology are brought up to the light. Technology teachers should take some responsibility for this, but cannot be expected to shoulder the whole burden.     

Perception of ‘economic reality’ with Design and Technology

Conclusion It has been argued that Design and Technology teachers would be helped by clear distinction between the terms, industry, business and economic. This would help to avoid the confusion between particular ways of viewing business (eg. through an economic concept such as profit maximisation;) and the multi-faceted character of the activity under observation. By this reasoning, the economic dimension of Design and Technology resides in the analysis of needs and the evaluation of products according to the value of the resources used up, and the value and distribution of the resources and products created. The link with discussion of value judgements in the subject (eg. Riggs and Conway, 1991) is very clear. So also is the dependence of this analysis on the definition of needs and evaluation and, crucially, the perceived relationship between the two, in learning and classroom practice.     

Economic Analysis at the Federal Communications Commission

This article reviews a number of the major economic issues confronting the Federal Communications Commission (FCC) over the past year and discusses new analytic techniques that FCC economists applied to some of those issues. The article also identifies several areas in which further academic research would be valuable to this agency.Martin Perry is serving as FCC Chief Economist on leave from Rutgers University, New Brunswick NJ. Jonathan Levy is the FCC Deputy Chief Economist and, like Evan Kwerel and Chuck Needy, works in the FCCs Office of Strategic Planning and Policy Analysis. Mark Uretsky works in the FCCs International Bureau and Tracy Waldon in the FCCs Media Bureau. All authors are economists except for John Williams, an engineer consultant who advises the FCC on spectrum issues.     

Research on asian cultures and management: Some epistemological issues

This paper highlights the major issues raised in the conference Culture and Management Styles in Southeast Asian countries and discusses the espistomological and methodological problems of doing comparative management research in general as well as in the region.The paper identifies the themes which emerged from the conference discussions as (1) the fundamental rationale for research and the apparent weakness in making it explicit, (2) the questions of epistomology as regards causation, and the (3) more mundane issues faced in conforming to standard research paradigms. These issues are discussed under the following headings: What is to be included, subjects' espoused theory or theory in use, idiographic versus nomothetic approaches, more universal variables, problems of defining culture. The implications and significance of different approaches and disciplines concerning these issues are considered, and guidelines for future research in the area are suggested.Professor Gordon S. Redding is with the Department of Management Studies, University of Hong Kong.     

Brand Imitation: Do the Chinese Have Different Views?

Trademark infringement is a big problem for international brands in Asia, especially among the three Chinese societies — the PRC, Taiwan, and Hong Kong. An exploratory study of the perceptions and attitudes of these consumers regarding their acceptability and willingness to purchase brands which imitate the look of multinational brands was carried out. The results showed the Hong Kong Chinese to be more aware and loyal to multinational brands. The PRC nationals and Taiwanese generally had low awareness of which brands were originals and which were imitators. All respondents thought the manufacture of imitator brands to be unethical, but not the purchase of such brands. The major predictor of choosing an imitator brand was the respondent's ability to identify the original brand. The results from this study suggest marketers should educate their new consumers that they are the original brand or market leader in their product category.