Nontraditional student withdrawal from undergraduate accounting programmes: a holistic perspective

A collaborative project of several Quebec universities, this study investigates nontraditional student withdrawal from undergraduate accounting programmes. A nontraditional student is older than 24, or is a commuter or a part-time student, or combines some of these characteristics. Univariate and multivariate analyses of student dropout factors were performed. A logistic regression for full-time students indicates several significant determinants of student withdrawal: returning to school after working for some time, enrolment in a non-first choice programme, dissatisfaction with programme choice and courses, and low grade point average (GPA). For part-time students, low GPA is the main explanatory factor for student withdrawal. Other factors appear to be instrumental in withdrawal decisions, such as management of external resources (time and family responsibilities) for women. The results suggest that students would benefit from university support services to acquire learning strategies that improve perseverance. Lastly, in-class learning activities that help bolster grades could decrease student withdrawal rates.     

Redressing gender inequality in employment: the national and sub-regional policy 'fit'

This article examines the 'fit' between policy development regarding gender inequality in employment at sub-regional and national (UK) level, in particular focusing on the experience of women. Drawing on research undertaken in Coventry and Warwickshire, the article explores the question of how policy development at sub-regional level fits with national policy, and whether the sub-region is an appropriate, or effective, level at which to develop policy on gender inequality in employment. It is argued that while there needs to be recognition of the limited ability of sub-regional policy to confront structural issues, policy development at this level does offer potential strengths in redressing both gender inequality in employment and the relative lack of a gender dimension in local economic development.     

The Economic Cost of Fatal Occupational Injuries in the United States, 1980–97

According to the National Traumatic Occupational Fatalities (NTOF) surveillance system, occupational injuries claimed the lives of over 100,000 American workers from 1980 to 1997. Previous estimates presented aggregate values of life, providing no information on the cost variations for different case or worker characteristics. This research developed an interactive computer program that estimates comprehensive national costs for all occupational fatal injuries reported through NTOF, nearly $85 billion for 1980–97, and specific estimates for the burden on selected groups and characteristics of the fatality. These estimates provide an additional basis for targeting and evaluating the effectiveness of investments in prevention of occupational fatalities. (JEL I18 )     

Human Capital and Systems of Innovation in African Development

Abstract: In this paper we propose that historically generated institutions and persistent pattern of human capital formation condition the emergent systems of innovation in Africa. These factors determine the development path of the region. We advance the notion of dynamic and non‐dynamic systems of innovation, the latter describing the African condition. We combine the strands of literature on institutions and their persistence in shaping development with evolutionary theory and systems of innovation. Evidence is presented on the colonial origins of skewed schooling enrolment, at variance with the industrialization objective of modern economies. Employing simple statistical tests, the persistence of initial human capital (school enrolment) reflects in the significant correlation among the three levels of schooling enrolments, and correlation of enrolment in 1970 with per capita income in 2000, a periodicity of some three decades. This outcome is consistent with the literature on countries at early stages of development. Path‐dependency is partially proved even though we did not attempt to investigate all variables making up the system of innovation. This is a first tentative attempt to explore long‐run development in Africa within the systems of innovation framework.     

The Association of Natural,Social and Economic Factors with Bird Species Richness in Rural England

At a global level, increasing emphasis on sustainable development highlights the importance of maintaining and enhancing biodiversity. Within the European Union, agricultural reforms will have a considerable influence on the links between biodiversity, agriculture and rural communities over the next 10–20 years. An understanding of the associations between biodiversity and the rural economy is important for the development of policies to promote environmentally sustainable economic and social well‐being. However, investigations of this type are frequently hindered by the different ways in which data in the natural and social sciences are collected. In this paper, we develop an innovative approach to combine data using a common spatial unit. We illustrate the application of this approach by examining associations between bird species richness, environmental and socio‐economic variables. Our results show how the statistical relationship between biodiversity and environmental factors is strengthened and contextualised by prevailing socio‐economic conditions. This example highlights the additional insights that can be gained from such an integrative approach, especially in terms of the questions it raises about the inter‐relationships between the social, physical and ecological dynamics of rural environments.     

The changing face of HRM: in search of balance

Current models of HRM suggest that expectations about HR roles are changing as organisations are striving to make the HR function leaner and more ‘strategic’. In our article we explore the changing roles of HRM as they are perceived by different stakeholder groups within the HR profession through the medium of a study examining the diffusion of the concept of ‘the thinking performer’ launched by the Chartered Institute of Personnel and Development in 2002. We explain how the concept of business partnering dominates respondents' talk about HR policy and practice and raise questions about the impact of this in terms of HRM's relationship with employees, employee well‐being and the career paths of HR professionals. We argue that the profession needs to reflect seriously on the consequences of a dominant business/strategic partner framing of HR work, which fails to address the duality that has historically always been inherent in HR practice. We conclude that there is a need for a more balanced HR agenda addressing human and economic concerns in current and future models of HRM.     

Reviews

POLICIES FOR TRAINING AND THE LONG-TERM UNEMPLOYED.

Corney, M. 1990: The Black Hole in Britain's Training System; Training for People in Employment: Robinson, P. 1989: Stagflation; Lessons from Other Places; and Meacher, M. 1990: Adopting the Employment Principle: A Green Paper. All published by the Campaign for Work. The price of the first is £4.00, the second £5.00 and the third £3.50.

US LESSONS IN EVALUATION.

Bingham, R. D., Hill, E. W. and White, S. B. (eds) 1990: Financing Economic Development: An Institutional Response. Newbury Park, California and London: Sage Publications, £33.25 cloth, £16.75 paper.

LESSONS FROM THE USA.

Hambleton, R. 1990: Urban Government in the 1990s: Lessons from the USA,

Occasional Paper No. 35, Bristol: School for Advanced Urban Studies. No price stated.

SKILLS TRAINING.

CBI, 1989: Managing the Skills Gap. London: CBI, £10.00 paper; Report of the Vocational Education and Training Task Force, 1989: Towards a Skills Revolution. London: CBI, £20.00 paper; Association of London Authorities, 1990: Training for London. London: ALA.     

Research or practice: the debate goes on

Summary If research is superior to practice the difference does not appear to be in the process that is used. Inquiry and problem-solving are, in fact, based on the same process, decision-making. Both involved the use of an analysis-synthesis-evaluation sequence, both may involve deduction, but they also have the same inductive flaws, and both produce results that are of great benefit to mankind. Thus, if there is a difference, it must have something to do with the skills the individual brings to the process.Competent decision makers analyze and define the situation that exists, distinguish problems from symptoms and identify the problems that should be considered. They think creatively as they generate options using brainstorming, synectics, and lateral thinking. They use logic to test the ideas involved in each step of the process, make assumptions, test inferences, interpret statements, and evaluate arguments. They demand evidence for claims that are made and think critically as they weigh, reconcile, and assess arguments using dialogue, discussion, and debate. And they apply appropriate values and ethics before they make decisions. These are the skills that should be taught in schools for if there is any superiority, it is not intrinsic to the process, it is within the decision maker.This paper was first presented at a conference of the American Society of Mechanical Engineers