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This second edition updates Alvesson's significant critique of the economy of persuasion, where organizations and groups assign resources to rhetoric, image, and reputation rather than production of goods and services. It examines critical phenomena such as the knowledge society, consumption, higher education, organizational change, and leadership.

Preliminary Material --Foreword /Samuel M. Natale --Acknowledgements /Samuel M. Natale , Brian M. Rothschild , Joseph W. Sora , and Tara M. Madden --Introduction /William O'Neill and Samuel M. Natale --Section I /Samuel M. Natale , Brian M. Rothschild , Joseph W. Sora , and Tara M. Madden --The Working Class Spirituality /Joseph M. McShane --Comparative Christian Perspectives on the Meaning of Work /Joseph W. Ford --Work, Spirituality, and the Moral Point of View /Kenneth E. Goodpaster --Can Christian Ethics Inform Business Practice?: A Typological Road Map and Criteria of Adequacy for an Ethic of Capitalism /David A. Krueger --The American and Catholic Models of Worker Rights: A Comparison and Appraisal /Michael A. Zigarelli --Section II /Samuel M. Natale , Brian M. Rothschild , Joseph W. Sora , and Tara M. Madden --The Work Ethic and Notions of Character in Scottish Education /W. A. Gatherer --The Multidimensionality of Values Conflicts in the Organizational Life /Michel Dion --New Organizational Structures: A Chance for Workers or a New Mode of Control? /Jacques Delcourt --Defining Forces in Work Attitudes: Cultural Values and Economic Environment /Eduardo S. Paderon and Charles F. O'Donnell --The Growing Dilemma of Loyalty to the Firm /John C. SJ. Haughey --Section III /Samuel M. Natale , Brian M. Rothschild , Joseph W. Sora , and Tara M. Madden --Values/Work/Education: Definitions and Context /Lee J. Richmond --Six Questions for Ethical Educational Management /Michael Bottery --Values Education: A More Effective Route to Managerial Competence? /W. M. Robb --The Educative Dimensions of Workplace Democracy /W.J. Toth --Influences on the Value-Mediating Work of Educational Leaders /K.D. Walker --Personal and Social Education in Vocational Preparation /Richard Pring --Contributors /Samuel M. Natale , Brian M. Rothschild , Joseph W. Sora , and Tara M. Madden --Index /Samuel M. Natale , Brian M. Rothschild , Joseph W. Sora , and Tara M. Madden --VIBS /Samuel M. Natale , Brian M. Rothschild , Joseph W. Sora , and Tara M. Madden.

The directory is based on a survey of 241 organizations, representing institutions, both non-governmental and governmental, involved in early childhood care, development and education. It contains both analytical and descriptive sections. Articles give an overview of the situation of children and their families in sub-Saharan Africa and provide an insight into the early childhood care and education efforts and strategies of organizations in the region. The organization profiles provide descriptions of the major activities within the Young Child, Family and Community programmes of the organizations. (DÜI-Hff)

The manner in which we variously come to an understanding of our world presents problems for us all, but the unified method by which we ought best to acquire such knowledge represents the particular problem of contemporary education. This important book seeks to explore some of the underlying practises and assumptions that go to produce and sustain both such sets of activities. As a result of its concerns with the social organization of knowledge at all levels, the sociology of education has become a central form of much contemporary sociological theory. All the papers in this collection are f

The German sectors of secondary and higher education witnessed far-reaching changes in the last decade. Comprehensive reforms were introduced that essentially altered the educational structure as well as the procedures in policy making. These reforms were massively influenced by international initiatives namely the OECD's PISA study and the Bologna Process accompanied by the EU Commission. Both "IOs" succeeded in impacting German education reforms by applying various governance instruments that can be described as soft governance. Albeit multiple veto points were present in Germany and traditional German principles of education were contrary to the promoted ideals, the IOs' initiatives resolved these blocking effects of national transformation capacities and had a substantial impact on German education policy making.

What causes a government to invest - or not invest - in poor citizens, especially mass education? In this book, Stephen Kosack focuses on three radically different developing countries whose developmental trajectories bear little resemblance to each other and offers an elegant and pragmatic answer to this question.

The post-industrialized world has reached the vanguard of the knowledge based society. There the creation of knowledge and delivering of education have become a pivotal asset. In the era of worldwide integration of goods, services, and people, higher education organizations today heavily depend upon the international interaction of individuals and the exchange of information. Higher education organizations always maintained international relations, globalization, however, increased the size, scope and intensity in an unprecedented way. These developments introduced a new paradigm of competition for resources in the field of higher education. It causes additional demands and expectations vis-à-vis higher education organizations which they have to address in one way or the other. This research project investigates one of the consequences, the phenomenon of a rising number of offshore organizations of universities. Literature of this field studies either globalization of higher education as a general topic and herewith examines policies and national strategies or it studies cases of offshore organizations stressing the cultural normative aspect. Therefore, this work introduced institutional theory to combine the macro with the micro perspective which generates reliable explanations for raised questions in that field. The thesis discusses the topic along three main questions: (1) What are the underlying institutional logics which shape the field of transnational higher education? (2) When does institutional complexity become evident and how are offshore organizations of universities responding to institutional complexity? (3) How can responses of offshore organizations be managed in a way that supports a favorable outcome of the operations? Collected data originate from a two year field research between 2013 and 2015. The study analyzes 25 offshore organizations of universities located in Singapore and surroundings with their parent organizations originally based in Australia, United Kingdom, Germany, Ireland, New Zealand, Switzerland, and the United States of America. In total 40 semi-structured interviews were carried out with members of offshore organizations who have managerial responsibilities, which resulted in 42 hours of recorded audio material. Approximately 600 pages of transcribed interview tapes were analyzed to identify practices, assumptions, values, beliefs and rules. The analysis shows that there are six competing institutional logics which cause institutional complexity. Not only do they struggle for dominance they are also in conflict with each other. This means that following one script of appropriate behavior leads to denial of another one. Thus responses to these various demands and expectations are manifold. However, there are three organizational attributes which define the way how organizations are addressing institutional complexity. The manipulation of these three features allows the management to control the way how offshore organizations response to competing demands and expectations. As a result offshore organizations are able to align the response with the strategic intent of the operation.