Learning,signaling, and convincing: The role of experimentation in the business modeling process

This study examines experimentation in the business modeling process, unpacking three different roles of experimentation: learning, signaling, and convincing. Learning is an inherent role of experimentation, as managers typically experiment to engage with the environment and to obtain knowledge. This study uncovers another set of roles, which have a symbolic nature. These roles show that experimentation is not just a learning process, but also a strategic legitimation process, aimed at enacting the environment. Experimentation serves the purpose of signaling to potential customers and other stakeholders, and of convincing them to embrace the business model. Furthermore, this study shows that experimentation takes two forms—purposeful interactions and experimental projects—and that these forms can support the different roles of experimentation.     

Quality of Life in South Africa: Post-Apartheid Trends

During the apartheid era black South Africans indicated markedly lower levels of happiness and satisfaction in all spheres of life than their white counterparts. The gap between black and white subjective well-being closed temporarily after the first universal franchise elections held on April 27, 1994 only to widen again eighteen months later. The paper presents data on subjective well-being collected during the 1980s and 1990s in four nationwide cross-sectional attitude surveys and a multipurpose household survey. Possible explanations for the shifting levels of happiness are explored. These include levels of living, income inequality, rising expectations and new anxieties experienced in the post-apartheid era.     

CAN JUSTICE AND SHAME DETER AN ESCALATION IN TAX EVASION?

This study examines the roles that justice and shame management play in deterring escalation in tax evasion. Data were taken from the Graduates' Hopes, Visions and Actions Survey based on a sample of 447 Australian graduates who recently received their tertiary degrees. Path analysis reveals that both justice variables (societal and personal) indirectly affect tax non‐compliance through shame (or lack thereof). Injustice brings about a significant increase in unacknowledged shame which, in turn, leads to increased tax evasion. The path to tax evasion is also mediated by an attitude condoning non‐compliance, and dissociation. Of considerable interest is the finding that personal injustice, in contrast to societal injustice, has a direct link to tax evasion. The results of the study demonstrate that felt injustice triggers both emotional and cognitive responsiveness, and works to undermine moral obligation in tax compliance.     

Revisiting the Rural-Urban Contrast: Personal Networks in Nonmetropolitan and Metropolitan Settings1

Abstract To revisit the rural-urban contrast, we use data from non-metropolitan and metropolitan subsamples of the 1985 General Social Survey to test whether, compared to personal networks in urban settings, personal networks in rural settings contain ties of greater intensity and role multiplexity, are based more on kinship and neighborhood solidarities rather than on friendship, are smaller, are denser, and have greater educational, race-ethnic, and religious homogeneity, but less age and gender homogeneity. Our results are generally consistent with these predictions. We then present evidence for rural diversity by comparing data from residents of a two-parish nonmetropolitan area in southwestern Louisiana to the nonmetropolitan subsample of the GSS. After discussing possible mechanisms for this covariation of spatial and aspatial communities, we conclude by commenting on the potential of network analysis to contribute to the resolution of these and other substantively important problems in rural sociology.     

Patients First — Reality or Rhetoric?

This paper will argue that the NHS, despite its aspirations to provide a universal service of excellence, has not been historically very responsive to the consumers it serves. Under the present Government this attitude has ostensibly changed. “Patients First” has become a catch phrase both nationally and at the local level in Brighton Health District. A recent CHC survey of consumers' rections to service revealed however that many elderly patients were not consulted in any meaningful way about their needs on discharge from hospital. Why does the reality of consumerism not match the rhetoric? A number of potentially explanatory factors are identified and their relevance evaluated in the context of Brighton CHC's research. It is suggested that the currently fashionable consumerism represents a different concept from active participation which would necessarily involve a fundamental realignment of the NHS.     

‘They were constantly on the losing side of things’: the pedagogical power of an African-American teacher candidate bearing witness in teacher education

The stories of students and teacher candidates of Color (Just as singular racial/ethnic identities are capitalized (i.e. African-American, Asian, Latina, Native American etc.), I capitalize Color to honor the various identities that many ‘non-white’ people hold near and dear. I recognize the nuances in doing so- such as the reality that the term ‘people of Color’ actually erases identity while the term also highlights a shared experience (though also nuanced) of being ‘non-white’ in a white supremacist society.) hold powerful lessons and insights for teacher education programs and educational reform efforts. Yet, rarely do educators and policy-makers solicit or critically engage the educational narratives of these stakeholders. In particular, research confirms that we know little about how students’ of Color educational experiences are impacted by race(ism) and culture and how those experiences subsequently inform their ideas about teaching. This study, framed by critical race theory (CRT), examines an African-American (African-American is used intentionally here as this is how Ariel identifies racially.) teacher candidate’s racialized K-12 and postsecondary school experiences to more fully understand the connection between lived experience and developing teacher identity. Ariel’s story reflects her own school experiences; her focus on her peers’ school experiences when asked about her own; and how those experiences, informed by race and culture, contribute to her development of pedagogy. Analytical considerations illustrate that memory and remembrance, witnessing and bearing witness, and testimony are deliberate and powerful acts in the development of pedagogy and should be central to teacher education curriculum.