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This chapter examines a 5-year case (Stake, 2005) which examines the structure and culture of the graduate admissions process of Indonesian applicants to a College of Education degree program in the Midwest United States. This chapter focusses on what steps are involved in the sponsorship, application and admission of international applicants to a graduate program. It was determined that the sponsorship of in-bound international students is a highly detailed and complex process engaging multiple agencies on tight timelines. This process is further complicated by single points of failure, slow decision-making and structural barriers. It was determined that because there are internal unpublicised ways to address some challenges, it is helpful to recruit and retain highly knowledgeable advocates to support the process.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

This paper examines the process of assessing mental health needs for people with learning disabilities, considering questions of targeting, mental illness and challenging behaviour, diagnostic assessment and quality of life. It recommends comprehensive assessment within an integrated care approach.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This paper addresses the issue of service quality evaluation within the higher education sector and stresses the need to develop measures that are both psychometrically and practically sound. The paper argues that recent debate surrounding the development of such measures has been too strongly geared toward their psychometric performance, with little regard for their practical value. While the paper supports the need to develop valid, reliable and replicable measures of service quality, it is suggested that educators must not lose sight of the original purpose for which these measures were designed, i.e. their practical value in informing continuous quality improvement efforts. It critiques the use of disconfirmation models and reports on a study of students’ perceptions of quality using importance‐performance analysis (IPA). The technique allows specific failings in the quality of support issues to be identified and their importance to a quality improvement programme assessed.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The purpose of this paper is to examine three explanatory perspectives in the academic literature on informal economies that seek to account for agents’ engagement in informal economic practices.

The paper draws on Pierre Bourdieu’s reflexive sociology to interrogate the existing perspectives and to provide a conceptual rethinking of informal economies and informal economic practices.

The paper reveals an inherent scholastic epistemocentrism in the established perspectives. By privileging either an objectivist or a subjectivist viewpoint, these accounts do not examine the practical knowledge and logic that constitute agents’ knowledgeable engagement in informal economic practices. By making use of Bourdieu’s thinking tools of “field”, “capital” and “the habitus”, the paper offers a conceptual rethinking of informal economic practices as the product of a dialectic relationship between socially objectivated structures and subjective representations and experiences.

The paper introduces a reflexive rethinking of informality that draws on but also develops an emergent literature on informal economic practices as relational and context bound.

The purpose of this paper is to study the effectiveness of Project Based Learning (PBL) in comparison to the prevailing English language pedagogy.

The pre-test/post-test experimental design with one control and one treatment group was used to complete the study that was carried out for 12 weeks. In all, 140 female students enrolled in Grade-XI at a public college in Karachi, Pakistan, were randomly divided into the two groups to compare the traditional pedagogy with the proposed PBL method. The participants in the experiment and control groups were taught the same prescribed curriculum using the PBL and traditional pedagogy, respectively.

The study shows PBL to be a better instructional method as compared to the existing traditional pedagogy for teaching compulsory English at public colleges. The participants in the experiment group who were taught through PBL performed better on different curriculum areas as established through the pre- and post-test scores; and they were also found better motivated towards the English course. The data analyses and interpretation suggests that PBL can easily replace the conventional pedagogy and can improve compulsory English teaching – learning practices and outcomes at public colleges in Pakistan.

One major limitation was that the PBL methodology was to focus around the curriculum content; and, finally, assess students on the lines as they need preparation for the state-held end of year examinations which serve as the qualification for admission to undergraduate study at universities. The present study was carried out at just one institution comprising female only population; hence the results need validation at other institutions having male or mixed populations. The study cultivated a culture among language teachers for experimenting with different pedagogies, consequently, alongside PBL other language pedagogies may be tried to improve teaching- and learning of compulsory English. The study demonstrated that there is an interest in teachers and learners both for improving current practices and culture. Also, the required resources and that enable this desired change are available within the existing academic set up.

This study attempts to solve a serious problem faced by teachers and learners pursuing English course at colleges. It tests out a pedagogy that teachers may adopt within the existing setups.

The students graduating from tertiary education institutes in Pakistan desperately need good language and communication skills for further education and career. Due to ineffective language teaching, these students are unable to develop the needed language skills, and consequently miss out on different opportunities.

This paper is among the foremost experimental study undertaken to reform language teaching at public colleges in Pakistan. It proposes a practical solution to replace the traditional pedagogy and enables teachers and students to engage in teaching learning of English more meaningfully.