Abstract: This paper describes some of the insights gained by the authors in the development of an approach for systemic sustainability analysis to arrive at sustainability indicators (SIs) for development. The paper describes the problems of perspective and mindset which such research involves, and the necessity to rethink both the purpose and content of SIs as well as taking into account the perspective of the researcher. The result represents a new perspective on the classification of SIs that serves to highlight one of the central difficulties encountered so far with these tools, namely their limited use in management and the setting of policy. We argue that this is due in large part to the nature of the SI frameworks created to date, even if carried out in a 'participative' mode. The framework itself is representative of a mindset or paradigm of understanding which, when applied as the sole device, we find less than adequate in achieving useful SIs. SIs arising from this mindset tend to be quantitative and exp...

Abstract: Using data from Canada, the Czech Republic, Hong Kong and Indonesia, this paper tests the concept that training should be viewed as only one (perhaps small) factor in the drive towards world-class productivity. Rather, it is a combination of social science and physical science factors that must be managed, if productivity is to improve. This gap analysis technique focuses on reactive and proactive job analyses to develop programmes of workplace change. Even when utilized in widely varying cultures, the model yields comparable results.

Abstract: Abstract For Francis Galton, approaching middle age, the publication of Dar­ win’s On the Origin of Species in 1859 “made a marked epoch in my own mental development, as it did in human thought generally.” He “devoured its contents and assimilated them as fast as they were devoured, a fact which may be ascribed to an hereditary bent of mind that both its illustrious author and myself have inherited from our common grandfather, Dr. Erasmus D arwin.” Galton was encouraged to investigate topics that had long interested him, which “clustered round the central topics of Heredity and the possible improvement of the Human Race.” From the outset Galton seemed to have been convinced that nature, and not nurture, determined human ability, but how was he to show it? He hit upon a fairly simple device, the pedigree, one that would remain an analytical mainstay for the rest of his life. He reasoned that if ability was determined by nature, a great man’s closest male relatives were the most likely to exhibit exceptional qualities, with ability diluting out with hereditary distance. Women were omitted in his analysis because his Victorian mindset viewed notable achievement as principally a male prerogative. This had certainly been true in Great Britain and elsewhere until that time, largely because opportunities for female advancement beyond the home were virtually absent.

Abstract: Drawing on Gollwitzer's deliberative–implemental mindset distinction (P. M. Gollwitzer, 1990), it was predicted that people who are deliberating on different actions or goals would be more cautious or more realistic in their expectation of success in subsequent tasks than people who are going to implement a chosen action or goal. Participants were given a choice between different test-materials. They were interrupted before (deliberative) or immediately after decision-making (implemental). They then either had to choose between various levels of difficulty within one type of task (Experiment 1) or they had to predict their own future performance (Experiment 2). The results showed that deliberative participants preferred less difficult tasks and overestimated their probability of success less than implemental participants. In addition, deliberative participants referred more than implemental participants to their past performance when selecting levels of difficulty or predicting future performance; however, the two groups did not differ in actual performance. Taken together, the findings suggest that people are more realistic in a deliberative than in an implemental state of mind. The present studies extend prior research because for the first time they document mindset effects on peoples' estimates concerning their future performance in the achievement domain.

Abstract: WHAT'S MISSING FROM THE DISCOURSE? The standards movement--and with it new outcomes-based performance assessments and high-stakes paper-and-pencil tests for teachers and students--will arguably have more influence on teaching and teacher education than any other contemporary agenda or innovation. Across the nation, colleges and universities are scrambling to provide evidence that teacher education is a value-added endeavor linked to student achievement, and in many places there is intense pressure to shift teacher education from an "inputs" to an "outputs" model. Even the most ardent supporters of college- and university-based teacher preparation do not dispute that teacher education programs should be able to justify their value and that prospective teachers should be able to teach to high standards. But what's missing from the discourse of higher standards and more demonstrable outcomes? What's receiving little or no attention in the flurry to reinvent preservice education? Michael Fullan's (1993) Change Forces suggests one direction: As we head toward the twenty-first century ... teachers' capacities to deal with change, learn from it, and help students learn from it will be critical for the future development of societies. They are not now in a position to play this vital role. We need a new mindset to go deeper. (p. ix) The way that teachers are trained, the way that schools are organized, the way that the educational hierarchy operates, and the way that education is treated by political decision-makers results in a system that is more likely to retain the status quo than to change. (p. 3) Fullan (1993) insists it will take a new mindset to deal with what is an otherwise insurmountable problem--the contradiction of continuous change demanded by educational reform and innovation on one hand and an educational system that is fundamentally conservative on the other. Fullan argues that "change agentry" is essential to the future development of our society and that all prospective teachers must be prepared to be effective agents of change. Preparing agents of change was decidedly not the focus of the old teacher preparation. John Goodlad's major study of how and where teachers were prepared for the nation's schools (Goodlad, 1990; Goodlad, Soder, & Sirotnik, 1990) indicated that almost no teacher education programs included preparing teachers for change as part of their purpose: "Somehow, the idea that we are our own best agents of change and the will to act have taken a second seat to quiescence" (Goodlad et al., 1990, p. 398). So, what about the new teacher education? Does the standards-driven teacher education of the new century emphasize the preparation of change agents and demand demonstrations that prospective teachers know how to deal with, contribute to, and learn from change? Unfortunately; there is very little in the discourse of higher standards and demonstrable outcomes along these lines. The emerging view of the reflective and knowledgeable professional teacher (Yinger, 1999) includes few if any images of teachers as activists, as agents for social change, and/or as allies for social justice. There is little in the new standards that suggests that prospective teachers are expected to challenge the current arrangements of schools and critique those teaching methods that are increasingly promoted as best practices for all students. The discourse of higher standards emphasizes that new teachers be able to teach (and prove they can teach) in such ways that all children can learn. But, there is much less in this discourse about classroom practices and ways of relating to students that are responsive to and culturally relevant for some students but look decidedly different from those being claimed for all. There is little in the discourse about new teachers' learning to critique standards-based K-12 education and the high-stakes tests that have hijacked the standards agenda in many schools. …

Abstract: The author examines the relevance of meta-analysis for research on marketing and public policy. He presents an overview of the history, benefits, and criticisms of meta-analysis; reviews and suggests meta-analysis applications; gives a nontechnical description of how to perform a meta-analysis; and concludes with implications of a “meta-analysis mindset” in the conduct and reporting of primary research studies.

Abstract: As businesses confront increasing international challenges, the need for developing managers who can understand and effectively meet the demands of the global marketplace becomes critical. While the responsibility of developing such international managers of tomorrow may lie in different sectors of the economy, we suggest that business schools have a special role in inculcating appropriate global mindset, knowledge base, and skills. Two frameworks are proposed and different levels of international perspective are discussed. We hope that the final level of global perspective should be the ultimate mission of business schools of the future.

Abstract: In the competitive environment in which colleges and universities operate, many are utilizing marketing strategies to attract students and distinguish themselves from other institutions. One of the primary tools for student recruitment and image development is the viewbook or brochure which provides a first look at institutions. The purpose of this study was to systematically examine the content and components of such publications. The results also indicate the type of image that colleges and universities are seeking to portray. Institutions of higher education will be able to compare their publication with these findings and gain guidance for making improvements. "During the 1980s, the number of graduating high school seniors declined by 10 percent" (Dunn 1994). This was the so-called "baby bust" and it was the impetus for institutions of higher education to consider the design and implementation of a marketing strategy. America's colleges and universities had been forced by the shrinking numbers of traditional students and state funds to undertake a more active recruitment process. Admissions professionals no longer were performing the role of gatekeeper; they were transformed into market analysts, enrollment specialists, and planners. "Colleges and universities are relying increasingly on marketing innovations to solve the problem of too many schools and not enough incoming students" (Hebel 1993). Now, even though the "echo boom" (children of "baby boomers") began entering colleges and universities in 1995, institutions of higher education have not diminished marketing -related activities. Traditionally, when students applied to college the recruitment process began. Today, the application process is not the first step. Institutions are often doing research first, identifying desirable students, and then aggressively persuading those students that an institution is the best choice for meeting their needs and wants. One important aspect of a marketing mindset is each school is forced to clarify its mission as an institution and to identify whom it wants to serve (Kotler and Fox 1985). Many colleges and universities are compelled to carry out an admissions strategy plan because there are too few applicants or they would like to increase the quality of applicants (Hoffman 1997). In the past, institutions of higher education chose to focus on their name and believed they did not compete for students. Because educational institutions are in competition for resources, they must use existing assets to greatest advantage. Some of these assets include: program quality, program uniqueness, price, convenience, reputation, etc. (Kotler and Fox 1985). "In today's competitive drive to attract the most talented students, colleges must use a variety of assets as direct advertising tools. One of the most salable and viable assets to collegiate marketing strategy is the school's image" (Timberlake 1990). It is imperative for colleges and universities to distinguish themselves from others and to understand their strengths and weaknesses. They are learning how to capitalize on strengths and minimize weaknesses. Every educational institution holds a "position" in the minds of those who have seen or know about the institution. A market position is how an institution is perceived in the mind of the public relative to competition. It is important to position an institution correctly in the market. Research will reveal an institution's current position, and it may then be determined if a change is necessary. Determining the desired position leads to a focus on how to create that image in the minds of consumers (students), parents, legislators, alums, and the public at large. As the "echo boom" entered college and university classrooms in 1995, it has become apparent that this generation of students is characterized by greater diversity, racially and ethnically, and will provide a challenge to educational marketers. …

Abstract: Investigates why some companies make a successful transition from ISO 9000 to TQM while others experience difficulty or failure. Identifies factors influencing a successful transition and their significance in the context of organisational learning. Methodologies employed include literature reviews, analysis of secondary data, interviews, and case studies. Key transition factors emerging from the literature include executive mindset, comprising understanding and motivation. These were incorporated into an assessment framework, the Quality Transition Framework, based on the Pyramid of Organizational Development. Empirical research revealed additional factors as being significant. These expanded executive mindset to incorporate intent; in addition, a capacity and willingness to learn, and visionary or transformational leadership appeared to be of particular importance. Research conducted to date suggests it may have greater value as an explanatory model, but further empirical testing is required. Compares the proposed Model of Quality Transition with Kanji’s Process Innovation Framework. Proposes that another area of investigation is the possible synthesis of the two models.

Abstract: A communication barrier arises between overseas managers and head office staff when the latter cannot grasp foreign work contexts. The barrier hinders cross‐border management. Communication is likely to improve through training based on the research finding that managers tend to talk about problems in terms of dilemma, paradox and other tensions generated by environmental forces such as culture and politics. Such tensions pervade organizational, managerial and other literature. Learners who study the tension construct become adept at identifying tensions generated by forces affecting domestic as well as international scenarios. More research is needed, but indications are that head office staff learn to empathize with overseas colleagues, and become less inclined to rely on a domestic mindset when analyzing unfamiliar contexts. Study of the tension construct may also improve skills in other forms of scenario analysis, and refine learners' knowledge of negotiation dynamics. Tension analysis has potential as a generic skill for analyzing organizational issues at home and abroad.

Abstract: Unleashing the potential of continuous improvement in teaching/leaming requires an appreciation of the difference in spirit between assessment and evaluation. Assessment is frequently confirsed and confounded with evaluation. The purpose of an evaluation is to judge the quality of a performance or work product against a standard. The fundamental nature of assessment is that a mentor values helping a mentee and is willing to expend the eflort to provide quality feedback that will enhance the mentee's future performance. While both processes involve collecting data about a performance or work product, what is done with these data in each process is substantially dflerent and invokes a very different mindset. This paper reviews the principles and mindset underlying quality assessment and then illustrates how feedback can be enhanced within the framework of structured assessment reports.

Abstract: There are nearly 1.3 Billion Muslims worldwide; about one fifth of the total world population. As is the case with any universal religion, a great cultural diversity does exist among them. Similarly, the extent of religious commitment and practice varies considerably between individuals and cultures. This poses a major challenge in attempting to deal with business ethics from a religious perspective. While cultural-specific or country-specific studies are needed, a “linking pin” connecting them may be helpful. That “pin” is normative Islam based on its universally accepted sources and teachings. An implicit assumption here is that such teachings are likely to influence the mindset and actions of their adherents in some degree or the other. As most readers may not be fully familiar with Islam, a brief introduction about it may be helpful.

Abstract: This article outlines some of the difficulties young people face and suggests ways parents health care providers and educators might go about meeting their needs. While young people are increasingly facing challenging lifestyles dialogue between the sexes remains difficult. Youth have little access to sex education and contraceptive services and they are often too embarrassed to seek contraceptive services because of prevailing traditional values and attitudes about sex. Changing sexual behavior and attitudes are leading to unwanted pregnancies abortion sexually transmitted diseases (STDs) and HIV/AIDS. However young people are becoming more assertive about their sexuality and eager to learn about how to prevent STDs and to protect their health. The challenge therefore lies in changing the mindset of people who work with youngsters. Providers need to adopt a holistic approach to problems rather than bombarding the youth with single issues.

Abstract: Addresses the need in qualitative market research to consider how best to sample and recruit the right mindsets (respondents) and, if appropriate, prime these for subsequent interviews to maximise insight. Discusses models that might direct recruitment and some of the myths of good recruitment practice and argues for a more eclectic use of different approaches depending on the nature of the research problem. Provides examples of how pre‐tasking can benefit the qualitative research interview and argues the case for post‐tasking to maximise insight as well as provide a greater degree of confidence in the findings and as a source of professional development.

Abstract: Since the transformation of the economic system in Russia, it has been possible to observe differences in the mindset of Russian people toward free market based enterprising culture. An empirical study was conducted to investigate attitudes toward enterprising culture among groups of entrepreneurs, managers and students. The Entrepreneurial Attitude Orientation (EAO) was professionally translated and used to assess attitudes toward achievement, innovation, personal control, and self-esteem, as these relate to development of free market business systems. Significant differences were found between entrepreneurs and managers, on achievement, personal control and self-esteem, but not on innovation. When subjects were divided according to age, a similar pattern of significant differences was also found between the older respondents (entrepreneurs and managers), and the younger respondents (students). Findings support a theory of differences in attitudes, along the lines of generations.

Abstract: Interventions designed to improve the livelihood of small farmers cannot be everything to everybody. One extension strategy or education package simply cannot meet the needs of a diverse farming system. The small farm system in the Caribbean is still regarded as a fairly undifferentiated entity and interventions are designed from this mindset. This study, conducted among small farmers (<1 ha.) in Trinidad, addresses this issue, asking the basic questions: Do all farm systems constitute one group and should they be treated as such? Data were obtained from 176 randomly selected commercial-oriented small farm units on pertinent characteristics of the farmer, the farm and associated incomes. A Multivariate analytic technique, Non-hierarchical Cluster Analysis was used to establish and assess latent groupings. Results confirmed the existence of subgroups within the sample. This suggests that even among “small farm systems” an appreciable level of diversity exists. Having established the existence of sub-groups, profiles were developed using Univariate Analysis of Variance of the sub-groups identified to highlight their characteristics and associated farm incomes. The identified sub-groups were significantly different in farm income generated, the experience, training, goals, and entrepreneurial ability of the farmer, as well as the farms' size, capital and resource bases and technology used. Actions based on such information would result in more appropriate and effective policies and strategies.

Abstract: Asks the question, what is the biggest challenge in management for multinationals in China? Identifies the answer as the “iron rice bowl” mindset of local employees Suggests work has been done to understand the unique danwei system from which this mindset was formed but little attention has been given to the way the danwei system shaped people’s behaviour pattern in the workplace Describes life at the danwei, the most important aspect of the socialization process most Chinese employees had gone through before they joined multinational companies in China and explains why their behaviour pattern formed in that process conflicts with that of the expatriates and how it affects their job performance

Abstract: The views of university faculty and public school personnel toward collaborative research in the second year of a professional development schools (PDS) partnership were compared by means of a survey and a structured interview. Although participants were involved in a collaborative partnership, they subscribed to a traditional, rather than a collaborative, conception of educational research. Whether a collaborative model of research can flourish in a PDS depends on participants’ ability (a) to develop a common mindset about what collaborative research is and how it relates to practice and (b) to achieve a positive balance of its costs and benefits. It is important in the early stages of a PDS to identify whether school and university faculty have different views about research so they can develop a common research perspective that will enable collaboration to flourish over the long term.

Abstract: From the Publisher: How the dynamics of the connected economy are transforming the roles and rules of leadership. To be sure, the Internet has permeated every aspect of business today—from customer service to supply chain management, from recruitment to product development. Regardless of the dot.com fallout, the dynamics of the "connected economy" are transforming the practice and philosophy of leadership. In E-Leader, Robert Hargrove identifies the new mindset and skills that leaders must develop in order to thrive in a world where wealth is built on relationships and experiences, not products or even technology, and shows aspiring leaders in all types of organizations how to manage for the future. Author Biography: Robert Hargrove is founder and co-CEO of Masterful Coaching, Inc. An expert on organizational collaboration, coaching, and leadership, he consults worldwide and speaks and writes regularly on these issues. He lives in Brookline, Massachusetts.

Abstract: This paper argues that manufacturing system effectiveness has been severely weakened by the inefficient use of human intellectual energy and that traditional measures of human inputs are simplistic and fail to identify vital contributions to developing value adding capability. Directing and maintaining intellectual energy while attempting a restructuring or re‐engineering programme is seen as a typically difficult example of this much overlooked area. In particular, levels of physical activity must not be confused with intellectual output or the much needed mindset changes. Observations and outcomes from five UK manufacturing companies are used to expand the views presented by the author.

Abstract: The article reviews the book “The Entrepreneurial Mindset: Strategies for Continuously Creating Opportunity in an Age of Uncertainty,” by Rita Gunther McGrath and Ian MacMillan.

Abstract: It is not as if we can avoid change, since it pursues us in every way. We might as well, then, make the best of it. The answer is not in avoiding change, but in turning the tables by facing it head on. The new mindset is to exploit change before it victimises us...We can learn to reject unwanted change more effectively, while at the same time becoming more effective at accomplishing desired improvements. Grappling with educational change in self-defeating ways has been the modal experience over the last 30 years.

Abstract: Universities and corporate training centers are under pressure to offer increasingly flexible, as well as individually relevant, learning. Instead of trying to develop a stream of Web-based courses to run parallel to "business as usual" courses, a department can focus on gradually building a knowledge base in which key resources from individuals in the department or organization, from external sources, produced by learners, or re-used from previous courses can all be available for reuse in various combinations and in different views for different learning situations including learners in varying locations. With a focus that changes from "distributing content" to "building and (re)using resources," a new way of thinking about "courses" occurs. These processes require good technology; agreement on locally relevant standards; simple procedures for adding, finding, managing, and reusing resources; and a change in mindset for all those involved. This paper describes how this is being done.(Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

Abstract: In today’s society, health and fitness are given much publicity. Advertisements, magazine articles and television shows, trumpeting the benefits of exercise, encourage people to undertake a fitness regimen. Indeed, for the busy executive, an exercise program can lead to a less stressful and more productive life. However, due to busy schedules and the challenge of maintaining interest once the novelty of an activity has faded, many managers quit these programs soon after starting them and return to their sedentary lifestyles. We believe that most people stop exercising because they are not mentally prepared for the difficult realities of maintaining a regular workout program. While most health articles provide the initial spark for beginning athletes, very few offer guidance for the person in the middle and latter stages of an exercise program. This article, which we have based on our personal experience as athletes (the authors have run 15 marathons between them) and on an extensive review of psychological, organizational, and sports‐related research, provides executives with five mental strategies for developing a mindset for maintaining physical fitness during these challenging stages.

Abstract: Effective communication with patients starts with active listening. Tune in to the meanings behind their words, as well as their nonverbal cues, so you can understand their mindset and adjust your communication style accordingly.

Abstract: In 1975, after 10 years of independence of Botswana from the United Kingdom, a new era in the education system of the young nation was launched. It pronounced some virtues of education based on the social, political, economic, cultural and artistic values and realities of the nation of Botswana. Now into the new millennium, it looks as if the dream and the transformation effort has become an illusion, a mirage, as the ideals are now simply confined to paper. Various factors on curriculum development for science offered in senior secondary schools in Botswana provides some insights into the issue. As this paper shows, inexperience in curriculum development and the mindset of curriculum developers is part of the legacy of imported curriculum materials that militated against the realisation of the ideal. Also, the intricacies of group dynamics of Task Forces show that the prevalence of a leadership vacuum and the emergence of powerful groups within Task Forces compromised the curriculum localisation ...

Abstract: A method and device of exposing, formulating and graphically displaying a mindset is disclosed. Once a mindset is exposed and displayed it can be confronted, criticized and modified with the help of the graphic display in a process known as reframing. After an issue is stated, a concept list is made. Using the concept list, a deliberation space map is generated, the deliberation map representing the mindset is graphically represented. The deliberation map is made of a plurality of deliberation spaces, constructs made of two concepts with a relationship of complementary negation when considered in the context of a third concept. A deliberation space map can be converged to generate a setting map as a preplanning stage for solving the challenge. A deliberation space map can be converged to form a knowledge map as a preservation of the knowledge in all its dynamic aspects. A knowledge map can be used for the presentation of conceptions and their transfer between individuals. A knowledge map can be used as the frame of reference in a discourse of knowledge development between individuals, groups and organizations.

Abstract: This essay is one story about a search for texts that I would feel comfortable sharing with the next generation of my family. As a person of mixed Polar Inuit and European descent living in the United States, I have had difficulty finding ways to maintain and expand contact with my indigenous heritage. While I have been blessed with friends from other Nations who have adopted me and welcomed me into their communities, I am left to learn about my own people through books. This task is further complicated because my mother designated me as the person who must be our family's cultural educator; it has become my responsibility to filter through the existing Inuit-centered children's books, passing along the best while protecting the children from the books that reinforce the most hurtful images of our people. It is important to locate and share books that are worthwhile, especially those written by authors who take the time to demonstrate consideration and respect for the people whose culture they depict. I look for books that can help the next generation learn about their heritage without being shamed by misrepresentations, and for those that emphasize the similarities among humans, not just the differences among Anglo and Inuit peoples. This process, I'm afraid, is often frustrating and frequently offensive, as I repeatedly come across horrifically misinformed messages and blatant stereotypes that characterize my people as technologically primitive, socially unsophisticated and, often, as genetically inferior. The texts that are disrespectful to our traditions are often produced by authors who claim too much ownership of the stories they borrow, and so their illustrations seem contrived and inappropriate. From a contemporary perspective, many of these books are hopelessly dated and display an ignorance of Inuit cultures. Others show signs of a struggle between some limited sense of responsibility to the people they depict, and the apparent pressure to get a product to market. There's a part of me that wants to give both authors and books the benefit of the doubt out of a sense of fair play, that wants to forgive slights and assumptions out of the kindness of my heart, that wants to show them the consideration I would want to be shown myself. But that isn't the part of me writing this essay. Rather, here I am torn between appreciating any depiction of my people that I can share with the next generation and resenting the reality that I may have to unteach every sentence in every book. This part of me reads many of these books in the context of five hundred years of inquisition politics, colonization, and genocide. It recognizes that the business of cultural appropriation goes far beyond wannabes and almost-weres; as Pam Colorado explains, the danger is that "non-Indians will have the power to define what is and is not Indian, even for Indians. We are talking here about an absolute ideological/conceptual subordination of Indian people in addition to the total physical subordination they already experience. When this happens, the last vestiges of real Indian society and Indian rights will disappear. Non-Indians will then 'own' our heritage and ideas just as thoroughly as they now claim to own our land and resources" (qtd. in Churchill, 102). Colorado's point, as I see it, is that the danger lies not in the possibility that non-Native people can understand a culture and represent it fairly. Instead, she attacks the presumption that outsiders must inherently know a culture better than those who belong to it, that only the outsiders (read "Colonists" or "Victors") have the authority to define Native culture. Ultimately, this mindset is informed by a frightening real-world circumstance: all that belongs to a people is up for grabs if the lawyers are good enough. Because the publishing world makes many of its decisions based on potential earnings rather than cultural integrity, I guess it shouldn't surprise me that the most significant impediment to undertaking a systematic analysis of Inuit-centered children's literature is locating books worth studying. …