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STEM-oriented high schools and dual enrolment as effective methods for promoting engineering programs

REFEENCES Cassady, L., Keating, K., and Young, V. (2019). Dual Enrollment Lessons Learned on School-Level Implementation. [online] Virginia: EDJ Associates. Available at: https://www.2.ed.gov/programs/skp/finaldual.pdf/ [Accessed 01 Jul. 2019]. https://www.niche.com/K12/search/best-schools-for-stem/s/pennsylvania/ [Accessed 01 Jul. 2019]. Pennsylvania Out-of-School-Time. In: STEM. Project Accelerate. Available at: https://www.pa.stem.ost.info/ [Accessed 01 Jul. 2019]. Program of Studies, (2018). STEM School: Hazleton Area Academy of

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Business models innovation based on crowds: a comparative study

users and enables the company to grow. The second activity, ensuring quality control, stems from performing activities to ensure quality, and legitimacy of submitted photographs. This is particularly important as some buildings or sites are not legally allowed to be photographed; not following legal guidelines could bring lawsuits. Table 4 iStockPhoto Business Model Canvas, left side KP KA – Related to photography – Community nurturing – Getty – Quality control – Platform KR – Community – Platform – Brand

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Romania and the Big Challenge of Implementing the Europe 2020 Strategy

Abstract

The evolution and evolvement of the Europe 2020 strategy in each country are subjects, which should interest all European citizens. The investigation on this subject stems from two issues: firstly, the importance of knowing the direction in which Europe is going in the future, and, secondly the wish to assess whether this is the right direction. Unfortunately, due to several possible obstacles, such as level of development, not all countries have the ability to achieve performance in all fields. Romania, just like many other countries, is one example. Being one of the least developed countries, reaching success in implementing the Europe 2020 strategy is, for Romania, a difficult mission.

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Integrative Augmentation with the New ISO 10000 Standards1

Abstract

Application and integration of the systems based on ISO 10001: 2007 and other new augmentative standards are discussed. Particular attention is paid to the quality management standards forming the front end of the ISO 10000 series, namely ISO 10001, ISO 10002 and ISO 10003, as well as ISO 19011, the standard which stems from the original augmentative ISO 10000 guideline, specifically ISO 10011 on quality auditing. The ability of these and other similar standards to augment the performance of quality management systems in organizations and to foster integration of the respective augmentative systems themselves or within the overarching management systems is addressed and further illustrated through an example of their use in engineering education.

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Modern interregional migration: evidence from Japan and Poland

Abstract

This paper provides data-based analyses of recent interregional migration considering the examples of Japan and Poland. The analyses are conducted against the background of the general demographic and economic situations of both countries, in particular, regional disparities and economic growth. They aim at describing migrants’ behavior in Japan and Poland through a model consistent with the New Economic Geography (NEG) theory. Inspired by the model originally proposed by, the study constructs a migration model coherent with the NEG framework and tests the behavioral hypothesis. Interestingly, in both Japan and Poland, migrant behavior is responsive to stimuli stemming from the two following mechanisms: the relationship between the level of income inequalities and net migration toward capital regions; and similarly, the relationship between income inequalities movement and gross domestic product growth rate.

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Emerging Varieties of Capitalism in Transition Countries: Literature Review

Abstract

The systemic transformation of post-socialist countries from central planning to a market economy was a very complex and unprecedented undertaking. In this study we critically examine three influential classifications proposed by Coates [2000, 2006], Hall and Soskice [2001], and Amable [2003], within the “comparative capitalisms” literature stream, and argue that they are unsuitable for evaluating the progress made by transition economies since 1990. The basis of the criticism stems from timing: these theoretical frameworks were developed primarily to evaluate the growth of advanced and mature capitalist countries. Thus, they fail to capture the unique features of transition economies and the complexity of the transformation process that led to the emergence of different market-based systems. From this vantage point, we discusses and also critique a recent classification developed by Myant and Drahokoupil [2011, 2015], who distinguish five ideal models (i.e. “varieties of capitalism”) that have evolved within transition countries. In our conclusion we point to areas within the field that may be explored by future research.

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Determining Mission Statement Effectiveness from a Fit Perspective

Abstract

The purpose of this paper is to study the relationship between the organization's mission statement and its outcomes from a fit perspective in the alignment of the organization's structural and cultural elements. Based on an extension of Campbell's (1991) mission model by combination of ideas from two schools of thought in mission statement studies (structural and cultural), the authors introduce the concept of “fit” to show how it contributes towards a new mission statement model. The results show that both alignments are important to create a fit situation in order to positively impact organization outcomes. Based on Cohen (1988), the detected effect size of .322 is considered large. The managerial implication is that there should be more focus on managing organisational alignment to support a fit situation as this is instrumental to mission statement effectiveness. The originality of this study stems from the idea that while past studies develop model based on ideas from within the confine of a particular school of thought, this study is one of the first to combine ideas from both the structural and cultural schools of thought by extending Campbell's (1991) mission model using the fit perspective.

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ISO 26000 – An Integrative Approach of Corporate Social Responsibility

., & Balzarova, M. A. (2007). A critical look on quality through CSR lenses: Key challenges stemming from the development of ISO 26000. International Journal of Quality & Reliability Management , 24 (7), 738-752. Castka, P., & Balzarova, M. A. (2008). ISO 26000 and supply chains - On the diffusion of the social responsibility standard. International journal of Production Economics , 111 (2), 274-286. Castka, P., & Balzarova, M. A. (2008). Social responsibility standardization: Guidance or reinforcement through certification?. Human systems management , 27 (3

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Developing And Validating A Measure Of Monitoring And Evaluation For The South Africa Skills Development Context

Kingdom 2000. [29] Mark M.M., Henry G.T., Julnes G. - Evaluation: An integrated framework for understanding, guiding, and improving policies and programs . Jossey-Bass, San Francisco 2000. [30] Stem C., Margoluis R., Slafsky N., Brown M. - Monitoring and evaluation in conservation: A review of trends and approaches [in] Conservation Biology, Vol. 19, No. 2, 2005, pp. 295-309. [31] NQI. - Canadian framework for business excellence: Overview document . National Quality Institute, Canada 2007 [32] Chee S. S. - Training through apprenticeship

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Andżelika Kuźnar – “Międzynarodowy handel produktami wiedzy” (“International Trade in Knowledge Products”), Warsaw School of Economics, Warsaw 2017, p. 365

interesting books covering important aspects of international trade in knowledge products is the currently peer-reviewed one, recently published by the Warsaw School of Economics, which is the author’s main achievement in her habilitation process. The originality of the book stems from the fact that it is devoted to international trade in knowledge products. The author distinguishes three groups of knowledge products in international trade: tangible products of explicit knowledge, intangible products of tacit knowledge, and intangible products of explicit knowledge. Such

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