Search

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

The paper argues that contemporary test validity theory places the consequences of testing on the lives of all college applicants at the back of the test validation argument. It introduces the notion of test efficacy as a process to gather evidence on claims on consequences of testing on all college applicants that can be traced back to validity. The paper proposes a test efficacy framework to evaluate test efficacy claims on the impact of admission examinations on all college applicants (not just those attaining the admission standard).

In this paper, the author analyzes 89 studies published from 1990 through 2020 that focused on literacy preservice teachers' involvement in action research as part of learning to teach. In doing so, the author provides an example of why critical reflexivity is necessary in qualitative literature review methods. The author relies on a social practice view of race and uses activity theory to answer the questions: How have researchers considered race as a factor in research on literacy preservice teacher education? How can preservice teachers' experience with research be (re)designed to help develop their racial literacy? Findings demonstrate that in the reviewed studies, 51% of researchers addressed preservice teachers' race, and 34% addressed K-12 students' race. Far fewer studies, however, acknowledged their own race or that of field supervisors and mentor teachers, which ultimately minimized their roles. Findings also emphasize four design principles for literacy teacher education programs that aim to include research: collaboration between K-12 partners and universities; selective teacher educator scaffolding; engagement with diverse communities; and extensive time spent as part of the pathway toward racial literacy. The implications and uses of an existing literature base that reflects shifting reporting standards related to race are also examined.

In this paper we analyze the semantic and pragmatic properties of a colloquial interrogative construction attested in European Spanish, which we label invariable "qué" questions (IQQs). In doing so, we contribute to the better understanding of a relatively understudied phenomenon in Spanish, given that IQQs have been mainly approached from a purely syntactic standpoint. We claim that evidentiality and irony play a crucial role in the understanding of IQQs. Because of their special interpretative functions, as well as the fact that they do not appear to have a clear correlate in other languages, we believe IQQs pose a challenge to the second language student, which is why we further offer a step-by-step proposal to introduce IQQs in the Spanish as a second language class.

This paper aims to evaluate and discuss the digital competence of academics at universities, to identify challenges and define recommendations for policy. This study was conducted through collaboration between the Joint Research Centre (JRC) of the European Commission and Metared of the Universia Foundation, surveying 30,407 participants who present the perceptions of their own digital competence levels. These self-reflections took place in universities in seven countries, namely Argentina, Brazil, Colombia, Chile, Peru, Mexico and Portugal, and used the Check-In tool, which consists of 22 questions based on the European Framework for the Digital Competence of Educators--or 'DigCompEdu' framework. A descriptive statistical analysis was performed, followed by a qualitative evaluation. Almost 70% of the academics have an average intermediate level of competence when the data is aggregated, with results varying in each DigCompEdu area according to the specific question asked. There is no significant difference between young and senior academics, as well as between men and women. The results present a discussion of whether the age and gender of educators and their work environment have an impact on their digital competence level, and at the same time highlights the areas in which educators perceive themselves to be most and least competent. It shows how the amount of institutional support that is offered affects the academics' perceptions of their level of digital competence. On the basis of the results, recommendations are presented for higher-education institutions, with the aim of supporting the professional development of their academics.

This paper develops a comparative assessment of the state of asylum in Brazil, Chile, Mexico, and Uruguay. It argues that an accelerated weakening of refugee protection, exacerbated during the pandemic, has taken place across the region. Faced with growing mixed flows, the region’s refugee framework has either been used as an ad hoc regularization mechanism or not been broadly used. Also, pandemic mitigation measures have further weakened access to asylum, through militarization and border closures, and a platitude of deterrence practices. These regressive practices may result in the undermining, abandonment and/or replacement of the region’s widely praised refugee governance. [ABSTRACT FROM AUTHOR]

Copyright of RAN - Revista Academia & Negocios is the property of RAN - Revista Academia & Negocios, Universidad de Concepcion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista del CLAD Reforma y Democracia is the property of Centro Latinoamericano de Administracion para el Desarrollo (CLAD) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents a comparative study of media policies in Chile and Mexico as members of the Pacific Alliance agreement, using media clientelism as an articulating concept, assuming that it takes a particular form in the neoliberal countries of the continent. For this, five dimensions are compared: a) decrees and the implementation of laws; b) distribution and allocation of broadcasting licenses; c) anti-concentration measures; d) official advertising expenditure and e) governance public media. The results suggest that the institutional structures and inertia that became entrenched under the Chilean dictatorship still perpetuate a clientelistic relationship between the political system and media owners, which is reflected in the government's media policies. In Mexico, despite the progress made in the institutional regulatory design and implementation of media policies, these remain in a state of tension between clientelist practices and liberal democratic design. [ABSTRACT FROM AUTHOR]

Copyright of Izquierdas is the property of Izquierdas, Universidad de Santiago de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Home numeracy and literacy environments are related to the development of children's early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children's academic performance prior to Grade 1 and the home numeracy and literacy activities they provide for their children. To analyze differences among countries in the home learning environments, we performed mixed and one-way ANOVAs (Analysis of Variance), followed-up by post-hoc comparisons. Mexican parents had higher expectations for children's early skills than Chileans or Canadians. The frequency with which Mexican, Canadian, and Chilean parents reported home numeracy and literacy activities showed both similarities and differences. Our findings speak to the importance of developing culturally sensitive models of early home learning environments and illustrate the complexities of comparing home learning environments across countries. [ABSTRACT FROM AUTHOR]