It's 8 a.m.: do you know where your paradigm is?

This article is one form of communication, but it is a one-way method. When we discuss communication problems, we usually refer to a breakdown in the process of sharing information with each other--two way communication. We ask questions such as, How do we establish communication? What do we need to do to maintain the process of communication? Why do the lines of communication break down? There are of course, many factors that either contribute to or block out communication. This article deals with one insidious factor that is absolutely necessary to establish and maintain communication and happens to also be one of the reasons for breakdowns in the process of communication. That factor is your own paradigm. In fact, your paradigm may be the number one problem that blocks communication.     

Deciphering the UK's business investment performance

• ? Absent June 2016's Brexit vote, growth in business investment would have been much faster and the UK would be sharing in a global “investment boom”. Or so the Bank of England claims. But the reality is more complicated. What is striking is just how subdued investment growth has been across countries.
• ? Survey evidence presented by the Bank suggests that recent business investment growth has been less than a third of what might have been achieved absent Brexit. The UK has also been highlighted as an investment laggard among major economies.
• ? Headline investment growth has certainly been relatively weak since 2016. Uncertainty around future UK‐EU trading arrangements may have resulted in some investment being deferred or cancelled. And the Brexit‐related fall in sterling will have pushed up the cost of imported capital equipment, cutting demand.
• ? But a collapse in investment in the North Sea sector has had a significant effect on headline investment growth. On an excluding‐extraction basis, UK business investment rose at the same pace as the US (ex‐extraction) and faster than Japan in 2016 and 2017, while average annual growth rises from 1.0% to 2.4%.
• ? What is striking about the recent performance of business investment in the UK and other G7 members is how subdued growth has been across economies. Despite a favourable environment, no major advanced economy has seen investment rise at the type of rates that the Bank predicts the UK, but for Brexit, should be now enjoying.
• ? Sectoral shifts, the rise of intangible investment and the consequences of technooptimism offer some reasons as to why measured investment may have become less sensitive to economic upswings. These same factors suggest that 1990s‐style growth in private investment is unlikely in the UK (or elsewhere) even once Brexit uncertainty has cleared. Indeed, our own medium‐term forecasts see business investment growth across major economies continuing to run at a relatively subdued pace.

     

Governance and control in distributed ledgers: Understanding the challenges facing blockchain technology in financial services

As blockchain platforms are becoming increasingly noticeable in financial services and beyond, questions arise regarding their suitability to compete with or replace existing payment systems and marketplaces and redesign the financial infrastructures of the future. Prominent among these concerns are issues around governance and control in distributed ledgers: How are distributed ledger technologies governed? Can blockchains address complex administration problems? What key issues of note for practitioners and academics have emerged thus far? In this paper we aim to review the existing governance practices of established or popular blockchain and decentralized autonomous organization (DAO) systems with a view to understanding how they hold up in times of crises. What questions are raised when they are compromised or faced consensus challenges in coordinating action especially around control and accountability? We use a translational process, generating focal insights about present concerns from the reference point of completed academic studies and extensive practitioner consultation. Rather than adopting a declarative approach attempting to provide all the answers, we draw insights from the IT platform governance literature to offer a critical perspective for asking the right questions around key governance issues in financial infrastructure such as decision rights, control mechanisms, and incentives.     

Localizing women's experiences in academia: multilevel factors at play in the Arab Middle East and North Africa

This article explores the localized experiences of women at work in higher education in the under-researched context of the Arab Middle East and North Africa. Our main research questions are: What is the current status of academic women between and across the countries of this region? How can human resources play a developmental role for women at work in academic institutions, as well as for the region in general? We adopt a two-part research method in this study. First, through a critical review of the literature, we develop a regionally relevant macrolevel hypothetical model to localize a gender perspective on women at work. Second, we engage in a focused empirical examination of publicly available university data to document the: (1) representation of women across ranks; and (2) specific content of pertinent human resource policies. On the basis of these data, we propose a more complete multilevel hypothetical model upon which we put forward a critical discussion and directions for future research on gender, human resource management and regional development more broadly.     

Managing change strategically: the technical, political, and cultural keys.

Managing strategic change is increasingly a way of life for organizations faced with the turbulent economic, political, and cultural forces of the 1980s. To manage such change, organizations and their managers will have to confront basic questions regarding the organization's technical, political, and cultural foundations. The technical questions include: What business(es) should we be in? How should we be organized to accomplish our strategy? What kinds of people do we need, and how will they be acquired, developed, and rewarded? The political questions include: Who gets to influence the mission and strategy of the organization? How is power allocated both vertically and horizontally across the organization? Who gets promoted to what key positions? The cultural questions include: What values and beliefs are necessary to support the organization's strategy? What subcultures are desirable, and should there be an overarching corporate culture? How should the human resources system shape and mold the culture?     

The Worldwide Movement in Private Universities: Revolutionary Growth in Post-Secondary Higher Education

The end of the Cold War, which resulted from the collapse of communism and the spread of free market ideas in the former Soviet Union, China, and nations in Eastern Europe, has brought about many dramatic and momentous changes on the world scene. One remarkable development not widely recognized outside specialized academic circles is the emergence of new institutions of higher learning in the private sector of previously command economies and also in many developing countries that had been wedded to a culture of socialism for decades. The “privatization” of higher education is by all accounts a global phenomenon. Very few systematic studies of these new trends in private post‐secondary education exist to date, although the impact of this development could be far‐reaching not only for higher education but also for the social and economic development of many societies in the world. In this paper we attempt to analyze the phenomenon of new private universities in non‐Western nations, focusing on the developing world in general, and Asia in particular. What missions have these institutions chosen? Which models are these institutions following? What challenges do they face? How are they coping with their relationship to existing public universities? How are they dealing with tuition and budgetary issues? What sources of funding are they tapping into? How are they dealing with issues of equity, excellence, and access? In the composition of their faculty, student body, and curriculum, are these institutions sufficiently international? How are the funding institutions and universities in the West helping these fledgling universities? Are these trends expected to accelerate in the future? We attempt to answer these questions within the context of a few case studies that reflect the breadth and diversity of this revolutionary growth in post‐secondary higher education.     

Legacy fundraising: a practical guide to the basics

• Remember a Charity, the public awareness campaign run by over 130 charities in the UK, has stated that donations in wills are the largest single source of voluntary income for charities—currently worth £1.3 billion per year (April 2005).
• So can legacies to charity still be described as just windfall money? Should charities spend precious funds on promoting legacy giving when it is difficult to monitor results? It so, what is the message? Who are the target audiences? What form should legacy promotional literature take? What part could or should solicitors and funeral directors play in legacy campaigns? Patrick Wise looks back on his twenty plus years of experience in the world of charitable legacies, and gives his views on the answers to these questions, and why he thinks all charities should take legacy promotion very seriously.

Copyright © 2005 John Wiley & Sons, Ltd.     

Adjusting to the Oil Price Fall

In his Budget speech last March Mr. Lawson said “If we can survive unscathed the loss of half our North Sea oil revenues in less than 25 weeks, then the prospective loss of the other half over the remainder of the next 25 years should not cause us undue concern.” In this Viewpoint we ask whether Mr. Lawson's optimism was premature. Although we continue to believe that the fall in oil prices will have favourable effects on the UK economy, there will be problems of adjustment which could be painful. We ask the following questions: (a) What adjustment to the balance of payments is needed to compensate for the fall in oil prices? (b) How will the adjustment occur? (c) How far can the recent weakness of sterling be explained by the fall in oil prices, or is there a more alarming explanation?     

Life in the Putty‐Knife Factory!1

ABSTRACT . The public choice approach can be used to analyze a wide variety of social phenomena, of which academic activity is one possible example. The object of this paper is to see if the public choice approach can throw useful light on its own rise as a potent body of ideas in contemporary social sciences. The particular focus is a set of reminiscences about the life of the Public Choice Center over the period 1969 to 1983 (and especially 1976 to 1983, when I was myself part of the Center). Reflecting on that period, I attempt to isolate those features of the Center's life that seem to me to have been most important to its success; and then ask broader questions about how much of that success public choice methods might illuminate. The aspect of public choice theory that I focus on in this connection is its account of agent motivation. I assert that the desire for esteem played a greater role in motivating the agents than the desire for “interests,” more narrowly construed. The paper concludes with some general thoughts about esteem as a motivating factor in academic circles and more generally.     

Pervasive myths in leadership development: Unpacking constraints on leadership learning

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Leadership: A journey of sustained performance

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Entrepreneurship education as a new model for leadership education

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

The leadership labyrinth

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Leadership learning: Crucial conversations,next steps,and thoughts for consideration

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

功在当下 造福千秋——珠三角绿道网建设的调查报告

广东于2010年1月开始建设珠三角绿道网,效果初显,深受民众欢迎。许多省市也开始规划建设绿道网。通过实地考察、调查,试图回答什么是绿道、广东为什么要下大力气抓绿道网、是怎么做的、有什么成效经验和启示,以期给各地提供参考。     

Personnel management in the 1970's: The end of laissez faire

We see our society moving more and more into a smothering straightjacket of legalisms and red tape; the effect of his trend on the conduct of personnel work is not encouraging. What are Personnel managers doing about it?     

Is EDI dead? The future of the Internet in supply chain management

I have been involved in materials management for about 30 years (that is not something many of us really want to admit--it says we are getting old), and over that time I have seen many methods of communication come and go. In the 1960s, we used seven-part carbon forms to generate orders. We also used the keypunch card or IBM card to send our request for materials to our supplier. The supplier would acknowledge our order and provide us with a promise date. This could be done by mail using these cards or by forwarding the information to us electronically for conversion to cards. I could trace the history of communication in painful detail, but that is not important. What is important is that the only thing that has remained constant in those past 30 years has been change. We have all heard that before, but we seem to forget it. This presentation will look at the future of EDI and the Internet in supply chain management.     

UK Asian communities: A profitable market for nonprofits?

The ethnic minority communities in the UK are an increasingly powerful force. But UK charities have not had a great deal of experience in approaching this market, despite a readily acknowledged desire to increase their own levels of cultural diversity. How many want a better ethnic representation among their donor base? How many want greater cultural diversity among volunteers, let alone staff? This paper examines the Asian communities within the UK, and suggests that these are groupings with which UK charities should be engaging. The communities are identifiable, with strong philanthropic traditions, they have increasing economic power and they are accessible. The paper also looks briejly at a positive response generated by one organisation-the Aga Khan Foundation (UK) — to a non-denominational, intercommunal appeal for funds from the Asian Communities in the UK.     

Taking stock of expatriates’ career success after international assignments: A review and future research agenda

This systematic literature review explores studies addressing the objective career success and subjective career success of company-assigned and self-initiated expatriates after their long-term international assignments. Expatriate work is defined as high-density work that affects employee learning and career trajectories. We develop a holistic expatriate career success framework exploring the following questions: 1) What individual career impact results from international assignments? 2) What are the antecedents of such career success? and 3) What are the outcomes of assignees’ career success? A previously neglected range of theoretical perspectives, antecedents, and outcomes of expatriate career success is identified. Subsequently, a threefold contribution is made. First, we extend the conceptualization of international work density to unveil the differences between general and global career concepts. Second, we identify promising theories that have not been utilized in expatriation research, emphasizing context-related and learning theories that chime with the specific nature of global careers. Lastly, we suggest an extensive future research agenda.