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21
General / Re: Theology of the Workplace
« Last post by ctackney on February 21, 2014, 12:27:00 PM »
Part 3/3.
22
General / Re: Theology of the Workplace
« Last post by ctackney on February 21, 2014, 11:44:41 AM »
Part 2/3.
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General / Re: Theology of the Workplace
« Last post by ctackney on February 21, 2014, 11:26:10 AM »
Tackney, Charles T. (2013). A Theology of the Workplace: Adaptive Appropriation in Japanese Labor Law and the Roman Catholic Social Question. Theoforum. 43: 1 - 2. 107 - 134.

> The originating paper on the topic. In three PDF parts due to upload constraints.
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General / Theology of the Workplace
« Last post by ctackney on February 21, 2014, 10:10:35 AM »
A few papers on an empirically grounded theological analysis of employment relations parameters in light of religious teachings on the social question or the question of the worker.
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General / Re: General Empirical Method in EU Business School Interdisciplinary Methods
« Last post by ctackney on February 20, 2014, 09:44:15 AM »
Title: Lonergan’s General Empirical Method and the European Higher Education Area


Charles T. Tackney, Ph.D., Associate Professor
Department of Intercultural Communication and Management
Copenhagen Business School
Porcelænshaven 18A
Frederiksberg, Denmark DK-2000
+45-3815-3815, Tel.
+45-3815-3840, Fax.
ct.ikl@cbs.dk, email

> An extended abstract provided for the Proceedings of the November 27-30, 2013, Pontifical Gregorian University's "Revisiting Lonergan's Anthropology" conference is available on request to the author. The first two paragraphs are given below, as the attachment function does not seem to work at the moment.

This is a participant-observer report of organizational learning by the “epistemic communities” of academic decision-makers as the Bologna Process enacts the European Higher Education Area (EHEA). A key element is content deployment since 2001 of Bernard Lonergan’s insight-based critical realism and general empirical method as an epistemological framework for interdisciplinary research methods curriculum design at undergraduate, Master’s, and doctoral level courses in Copenhagen Business School, Frederiksberg, Denmark (Lonergan, 1990; Lonergan, 1992). Due to dissemination of these developments in management education conferences and academic journal publications (Tackney, Sato, & Stromgren, 2010; Tackney, Sato, & Stromgren, 2013; Tackney & Gwozdz, 2014), a similar curriculum offering was created for 2013 Master’s and doctoral seminars at the International School for Social and Business Studies (ISSB), Celje, Slovenia under EU Bologna Process auspices.

Routines of course instruction, student class and governance participation, evaluations, academic committee decisions, curriculum revisions, and faculty mobility deployment have taken place in educational institutions throughout the EU since the 1999 Bologna Declaration. My goal is to reflect on case experience of these routines to explore how insight-based critical realism and the general empirical method developed by Lonergan is manifest in ongoing Process and EHEA dynamic capability enactment. There is an internalization element of reflection on and revision of curriculum as the Process proceeds, evident in the deployment of the epistemology framework to be described. But there is also an externalization of developments back into the ongoing Process, evident in the mobility support to Slovenia and the diffusion of curriculum into the EHEA. In Ireland, David Coghlan, S.J. has also steadily produced organizational development and action research teaching, conference papers, and academic publications with curriculum implications (Coghlan & Cagney, 2013; Coghlan & Shani, 2013).
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General / Re: General Empirical Method in EU Business School Interdisciplinary Methods
« Last post by ctackney on February 20, 2014, 09:15:16 AM »
Title: Teaching statistics to doctoral students with Lonergan's insight-based critical realism

Author: Charles T. Tackney,  Wencke Gwozdz. 

Address: Department of Intercultural Communication and Management, Copenhagen Business School, Porcelænshaven 18A, Frederiksberg, 2000, Denmark

Journal: International Journal of Management in Education 2014 - Vol. 8, No.1  pp. 1 - 21

Abstract: The authors report on the development, implementation, and evaluation of a doctoral level intensive quantitative methods course featuring an integrated orientation to, and practicum in, statistics competence for qualitative researchers. A feature of this integrated approach is the inclusive point of course departure: the general empirical method offered by the insight-based critical realism of Bernard J.F. Lonergan. This epistemology grounds curriculum design, wherein key statistical concepts are presented in the very first session and reinforced throughout the intensive. The practicum component offers guided study in the statistical use of SPSS using a common EU data set. Course evaluations indicate students who had previously felt disinterested or unaware of the significance and role of quantitative studies emerged from the three day intensive with a better understanding and sense of empowerment in both the basic use of statistics as well as the complementary nature of quantitative and qualitative research methods.

Keywords: doctoral curriculum; statistics instruction; research methods; insight-based critical realism; Lonergan; epistemology; statistics education; quantitative research; qualitative research; curriculum design; higher education.

DOI: 10.1504/IJMIE.2014.058748
27
General / Re: General Empirical Method in EU Business School Interdisciplinary Methods
« Last post by ctackney on February 20, 2014, 08:26:38 AM »
Title: "If it ain't broke, don't fix it": internationalisation and the erosion of the positive hidden curriculum in Danish higher education
 
Author: Maribel Blasco; Charles Tackney
 
Address: Department of Intercultural Communication & Management, Copenhagen Business School, Denmark.
 
Journal: Int. J. of Management in Education, 2013 Vol.7, No.4, pp.341 - 359
 
Abstract: Denmark is among the world's most competitive nations. It also has a strong tradition of citizenship-oriented higher education, promoted through the widespread Problem-Oriented Project Work (POPW) didactic approach. We argue that recent changes to this tradition have modified the incentives embedded in the hidden curriculum, which made Danish higher education effective at producing graduates with analytical and personal abilities and dispositions, such as reflexivity, curiosity, collaboration and trust that are particularly suitable for today's globalised, knowledge-based economies. We illustrate this by drawing on examples of changes to an education programme at a Danish business school.
 
Keywords: hard skills; soft skills; Denmark; higher education; universities; hidden curriculum; symbolic analysts; incentives; assessment; trust; internationalisation; citizenship; problem-oriented project work; didactic approaches; analytical abilities; personal abilities; analytical dispositions; personal dispositions; reflexivity; curiosity; collaboration; globalised economies; knowledge-based economies; education programmes; business schools; education management.
 
DOI: 10.1504/IJMIE.2013.056640
28
General / Re: General Empirical Method in EU Business School Interdisciplinary Methods
« Last post by ctackney on February 19, 2014, 01:34:36 PM »
Assessing knowledge in dialogue: undergraduate synopsis-based oral examinations at a Scandinavian business school

Author: Charles T. Tackney,  Ole Strömgren,  Toyoko Sato

Address: Department of Intercultural Communication and Management, Copenhagen Business School, Porcelænshaven 18A, Frederiksberg DK-2000, Denmark.

Journal: International Journal of Management in Education 2013 - Vol. 7, No.4  pp. 417 - 436

Abstract: The Synopsis-Based Oral Examination (S-BOE) is described as deployed in international management education programs in a Danish business school. It assesses students in light of specified learning objectives through time-constrained presentation and dialogue. The format is premised on prior submission of a synopsis, although the synopsis has no bearing on grade assessment. Practitioner experience and student feedback suggest that students experience this type of examination as an important learning experience, in itself, in addition to testing course-related knowledge. We reviewed the current epistemological basis for grading, providing a critical realism corrective to enhance assessment and appropriation of this exam format.

Keywords: tertiary education; undergraduate examinations; examination forms; curriculum design; dramatic knowledge; S-BOE; synopsis-based oral examinations; critical realism; knowledge assessment; Scandinavia; business schools; Denmark; epistemology, education management.

DOI: 10.1504/IJMIE.2013.056659
29
General / Re: General Empirical Method in EU Business School Interdisciplinary Methods
« Last post by ctackney on February 19, 2014, 01:02:16 PM »
Int. J. of Management in Education > 2010 Vol.4, No.4 > pp.463 - 485
 
Title: Benchmarks in tacit knowledge skills instruction: the European Union-Research Oriented Participatory Education (EU-ROPE) model of Copenhagen Business School
 
Author: Charles T. Tackney, Toyoko Sato, Ole Stromgren
 
Address: Department of Intercultural Communication and Management, Copenhagen Business School, Porcelaenshaven 18A, Frederiksberg DK-2000, Denmark.
 
Journal: Int. J. of Management in Education, 2010 Vol.4, No.4, pp.463 - 485
 
Abstract: This is an exploration into the hidden curriculum for citizenship and management skills found in an undergraduate programme of a Scandinavian business school. While the knowledge management literature addresses both explicit and tacit skills needed for successful performance in the modern enterprise, little attention has been paid to how these essential skills are initially acquired. Specification of tacit knowledge skills benchmarks in the research-oriented participatory education of Copenhagen Business School opens the way to assessing such skills acquisition in tertiary education. The integrated, interdisciplinary educational experience may be appropriate where group-based work and tacit knowledge skills acquisition are valued undergraduate goals.
 
Keywords: management in education; curriculum development; participatory education; Jesuit education; Japanese language curriculum; interdisciplinary research methods; tacit knowledge; citizenship skills; management skills; benchmarks; skills acquisition; tertiary education; group work.
 
DOI: 10.1504/IJMIE.2010.035611
30
General / General Empirical Method in EU Business School Interdisciplinary Methods
« Last post by ctackney on February 19, 2014, 12:31:12 PM »
Provides title, abstract, keyword, and search/citation information for journal publications by topical item.
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