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Describes the “tangible culture” approach in promoting culture change, and smoothing the way to successful integration, which consultants and researchers devised to resolve some of the issues IBM faced over the $3.5 billion acquisition of PricewaterhouseCoopers Consulting in 2002.

Details the three concepts – “business practices”, “right vs. right”, and “outcome narratives” – which lie at the heart of the tangible‐culture approach, and some of their practical applications.

Demonstrates that tangible culture specifically targets the culture issues associated with mergers and acquisitions, alliances (e.g. outsourcing), major restructuring (e.g. shared services) and transformation. It can provide the clarity to help companies to reduce their risks and achieve full operations more quickly, while avoiding the delays, strife, additional costs and lost revenues that can erode a business case.

Shows that organizations can now do something about culture clash and no longer need simply to hope for the best.

Accepts that tangible culture is not a silver bullet, and is still proving itself, but advances the view that it is bringing benefits to IBM and to the author's clients.

This chapter is an analytical narrative of the ongoing development of a graduate level foundations course in statistics. It includes the reflections of the originators of decision-based learning and the novice faculty who then tested whether the pedagogy was transferable to other teachers of the same course. The answer is, yes, but the question is open as the authors continue to explore and refine the pedagogy and the course.

The purpose of this paper is to present a structure for identifying complexity that is not needed in an enterprise, and describe a methodology for eliminating it. Whether it is process complexity, product complexity, or organizational complexity, investments in managing higher levels of complexity often offer businesses significant value by enabling them to offer more and better products and services to a broader range of customers. However, along with higher levels of complexity has come an increased requirement to distinguish between that complexity which is needed and that which is needless.

This paper first presents a structure for categorizing different kinds of complexity, with a detailed focus on needless complexity that is categorized into four types. Next, specific factors are developed that can be used to identify needless complexity in an organization. Finally, a methodology is presented that organizations can utilize in order to eliminate needless complexity.

Needless complexity can be created where it never should have existed in the first place, and other times needless complexity exists as an historical relic left over from a time when it actually was needed. Using a structured approach, needless complexity can be identified and eliminated to yield significant business benefits.

This paper provides a framework for differentiating needless complexity from needed complexity, and assessing the landscape of needless complexity in an organization. It also provides an approach for identifying opportunities to reduce needless complexity using the needless complexity diagnostic.

Over the past decade most central governments across sub-Saharan Africa (SSA) have begun to decentralize some fiscal, political, and administrative responsibilities to lower-levels of government, local institutions, and the private sector in pursuit of greater accountability and more efficient service delivery, often in an attempt to solve broader political, social, or economic problems (SARA, 1997). Education, in particular, has been fertile ground for such decentralization efforts. From Ethiopia to South Africa, SSA countries have engaged in some form of education decentralization, though the pace has been quite uneven. Ethiopia, Uganda, Senegal, and South Africa, for example, are proceeding fast, while Ghana, Mali, Tanzania, and Zimbabwe are under way more slowly. Guinea, Niger, Zambia, and Nigeria are at the other end of the continuum. Decentralization of social services, including education appears to be embedded in the political changes occurring in the region. In almost all SSA countries the introduction of decentralized systems are accompanied by popular elections for local councils as part of the general trend of the introduction of or return to democratization.

The purpose of this paper is to investigate the influence of religious entrepreneurs on bank loans and further examine the moderating effect of entrepreneurial gender.

In 2010, the Chinese national survey reported the different religious beliefs of private entrepreneurs. Using this set of survey data, the authors obtain a sample of 4,330 Chinese family firms and employ the Tobit regression approach to examine the relationship between the amount of bank loans and the religious background of entrepreneurs. In addition, the authors use the propensity score matching approach to address the endogeneity issue.

Based on the data from the 2010 national survey, the authors document that the amount of bank loans is significantly higher for Chinese family firms with religious entrepreneurs than for their counterparts. This finding suggests that religious individuals are inclined to be more ethical and honest and Chinese family firms with religious entrepreneurs transfer soft information to banks, and eventually lenders favor religious entrepreneurs with more bank loans. Moreover, the authors reveal that the amount of bank loans is significantly larger for firms with female entrepreneurs than for those without female entrepreneurs. In addition, entrepreneurial gender attenuates the positive relationship between religious entrepreneurs and bank loans.

This study is one of few studies to examine the influence of an entrepreneur’s religious belief on bank credit decisions and adds to previous studies about religious influence on corporate behavior by revealing a positive association between religious entrepreneurs and bank loans. Moreover, this study validates that female entrepreneurs exert positive effects on the amount of bank loans and attenuate the positive influence of religious entrepreneurs on bank loans.

In this chapter, we consider music as a tool for emotional regulation in relation to disability, which can be employed to counter the dehumanisation of disabled people that arises from unregulated emotional responses to disability. Responding to Julia Kristeva's presentation of non-disabled encounters with disability as causing a physical or psychical death, Alison Duncan Kerr's arguments on the rationality of regulating emotions in encounters where unregulated emotions have negative effects on the self and others are brought together through Rebecca Jiggens' cultural model of understanding the significance of disability to illustrate the irrationality and moral paucity of ableism. We argue that music can play a role in regulating the emotions typically felt towards the disabled. Kristeva's idea that disability wounds or even kills the abled is insightful, but if we are right, then the tight connection between death and emotional reactions to disability could be overcome through the process of emotion regulation.

Many instructors have implemented decision-based learning (DBL) into their courses. This chapter is a careful qualitative analysis of the narratives in this book done by the editors. The author found common themes among all the narratives. The first theme was that many instructors discovered that they were missing conditional knowledge in their instruction. Second, the author found common issues around the complexity of designing an expert decision model (EDM). Included in this theme are stories about selecting problems and organizing the EDM, building the EDM around specific course learning outcomes, providing just-enough, just-in-time instruction, and introducing the decision model and software to students. Instructors also discovered that assessing the learning of students needed to go beyond traditional goals and began to include new goals related to conditional knowledge. Finally, the author describes the comments made by both faculty and students about the experience of using DBL. Several authors described the value of using DBL in the process of taking students from novice thinkers to expert thinkers. Many students expressed that they enjoyed the process that DBL presented to them and that they had a new level of confidence to be able to approach problems in the content area. Summaries and quotes from the chapters in this book are referenced by the authors’ names and the content areas they were teaching.

Identifies key activities that network users can perform in order to use the network effectively. Offers recommended reading, from beginner to expert user status. Explains some commonly used terms (e.g. Turbo Gopher with Veronica!). Lists useful Internet resources.

Both work institutions and the family, capitalism and patriarchy must change if work and family are to be capable of integration by both men and women. Obviously needed changes are: greater work scheduling flexibility, more available part‐time work for men and women, more available and affordable child care, more generous maternity and paternity leave. In order for work to be truly compatible with parenting it needs to be less alienated, and parenting needs to be less individualistically structured and isolating. Both realms need to be more creative, egalitarian and social. With the majority of wives and mothers working outside the home the previous “myth of separated worlds” has become increasingly untenable, as women are asked to reconcile work and family. The literature is examined, emphasising its limitations in its failure to disaggregate working mothers according to occupation and its one‐sided focus on the impact of work relationships on family life. Sociological theories about family and work are examined. The nature of the family work nexus for non‐professional and professional women is explored. The professional/non‐professional comparison is analysed as well as the changing family/work nexus and its impact on men and women.