Argun Saatcioglu

A 20-year view of trying to develop emotional, social and cognitive intelligence competencies in graduate management education.

Purpose – Development of competencies needed to be effective managers and leaders requires program design and teaching methods focused on learning. The paper presents an update and a view of 20 years of attempting to develop these competencies.Design/methodology/approach – A total of 14 longitudinal studies of the impact of a particular MBA program on developing emotional, social and cognitive intelligence competencies are reviewed. Three new studies are to complete a 20‐year perspective. This is a value added design. It asks how are the graduates different from when they entered the program?Findings – Emotional, social and cognitive intelligence competencies that predict effectiveness in management and leadership can be developed in adults through a graduate management program. These improvements can sustain out as far as seven years. But this degree of value added can be eroded by a tumultuous organizational climate.Research limitations/implications – It is a series of 17 longitudinal studies on one sch...

Women's career types: attributions of satisfaction with career success

This study, examines womens career types and their effects on womens satisfaction with their career success and their attributions of the sources of this career success. The study proposes a typology of four career types that are determined by the manifestation of a womans career pattern and career locus. It finds empirical evidence of three distinct career types for women: achievers, navigators and accommodators. Women having accommodator career types are significantly less satisfied with their career success than women having navigator career types and achiever career types.

The Role of School Board Social Capital in District Governance: Effects on Financial and Academic Outcomes

Social capital refers to the nature of ties within a social unit, as well as the units external relationships. We draw from organizational sociology and political science, and also build upon existing insights in school board research, to offer an approach that address the effects of bonding (internal ties) and bridging (external ties) by board members. We hypothesize that these two sources of social capital are positively associated with financial and academic outcomes at the district level. Results, based on data from 175 Pennsylvania districts between 2004–05 and 2006–07, support our hypotheses. Implications for research and practice are discussed.

Suburban Advantage: Opportunity Hoarding and Secondary Attainment in the Postwar Metropolitan North

This study examines urban/suburban differences in educational outcomes in light of Tilly’s conception of “opportunity hoarding.” Data from the U.S. Census reveal the changing circumstances of 17-year-olds in central city and suburban settings across the post–World War II period. Focusing on the metropolitan Northeast and Eastern Midwest, we consider a range of factors associated with differences in educational attainment. Using a multilevel analytic strategy, we find evidence that clear distinctions emerged in this period, marking the educational status of youth in central city and suburban settings. While there were signs of urban/suburban inequality in certain metropolitan contexts and for specific types of suburbs in 1940, 40 years later the urban-suburban divide was clearly evident across all metropolitan settings. A wide range of factors became associated with this form of spatial differentiation in school experiences during the postwar era, suggesting that a prolonged process of systematic exclusion characterized this dimension of metropolitan development. We close with a brief discussion of policy implications for addressing school-related factors that may contribute to these differences.

How managers generate ideas and why it matters

Purpose – The purpose of the paper is to describe a study of the styles and patterns people use to recognize the need for ideas, and generate and evaluate them to determine if understanding those patterns can help executives improve creativity and innovation in their organizations. People generally assume that good ideas are the result of good management and bad management leads to a dearth of them. But it might not be that simple.Design/methodology/approach – We talked with 49 senior executives about their process for generating and implementing ideas. Their approaches to information, problem solving, and interacting with people both inside and outside their organizations determined the kinds of ideas they generate and consider.Findings – We identified five distinct strategies or idea management types among the executives with whom we spoke: Incrementalists who take small steps and whose ideas are usually modest changes; Consensus builders who focus on agreement among stakeholders rather than ideas, per ...

Building a Learning Community by Aligning Cognition and Affect within and Across Members

Management education programs often rely on collaborative learning, which requires high levels of openness and interpersonal support. We describe how one program accomplishes this and offer a theory to explain why it works. We propose that the activity is successful because it addresses in a repeating sequence (a) the alignment of affect with cognition within members’ subjective worlds, (b) the integration of cognition across members, (c) the use of shared cognition to generate new affect-rich activities, and (d) the alignment of affect across members. We believe this four-stage cycle enhances management education wherever collaborative learning is important.

The Discursive Turn in School Desegregation: National Patterns and a Case Analysis of Cleveland, 1973-1998

This study addresses changes in the public conversation on school desegregation since the early 1970s. It applies the concept of discursive opportunity structure to the debates on desegregation in order to illustrate how a dynamic and balanced conversation, which involved both positive and negative views on the policy, has evolved into an anemic and overly negative one. The study relies on insights from social movement research on political opportunity structures for debates on contentious issues and on interpretive framing processes. Several inferences are offered on the nature of the discursive turn in desegregation at the national level, followed by a detailed analysis of desegregation and resegregation in Cleveland from 1973 to 1998. This involves the systematic examination of local newspaper coverage and also draws on court documents, administrative student records, and census information. The findings suggest that political and social structural factors that have restricted the chances for a balanced conversation have also complicated desegregation implementation and may have undermined the policys intended student benefits. By the 1990s even the most dedicated advocates had withdrawn from the debate, allowing the conversation to atrophy and become dominated by critical views. As a result, public education has risked failing to address the ill effects of resegregation and to produce reforms that foster quality schools for all.

RACE, JUSTICE, AND DESEGREGATION1

In this essay we argue that the ideology of colorblind justice has made resisting the retreat from public school desegregation a hard sell in postracial America. We do not believe that desegregation is the silver bullet for solving all the problems with public education. Nor do we believe that it alone can close the racial achievement gap. Yet there is convincing evidence regarding the potential benefits of desegregation and evidence on its negative consequences is weak. Therefore we believe that it is a policy still worth pursuing. Our hope is that by casting light on the anatomy of colorblind justice and its limits we can contribute to ongoing efforts to ensure that desegregation remains in the conversation about how to address the unfinished business of racial justice.

Race, Inequality of Opportunity, and School Choice.

Both neoliberals and liberals call for mitigating inequality of educational opportunity stemming from circumstances beyond an individual’s control. In this article, we challenge the wisdom of making equality of opportunity hinge on emphasizing the distinction rather than the relationship between choices and circumstances. We utilize an empirical analysis focusing on the extent to which certain circumstances beyond the control of low-income urban Black adults (e.g. poverty and community instability) limit their eventual chances for maintaining traditional two-parent households, which in turn limits their capacity to make effective choices instrumental in improving the educational prospects of their children. We conclude from this that collectively bearing the burden of attending to differences in the quality of circumstances – in which these voluntary choices are made by poor urban Black parents – is something that we owe to each other whether we are neoliberals or liberals if we share a common normative commitment to equality of opportunity.

Education and the Changing Metropolitan Organization of Inequality: A Multilevel Analysis of Secondary Attainment in the United States, 1940–1980

Abstract This study examines metropolitan segmentation in educational attainment during the postwar era. Employing a multilevel analytical approach with U.S. Census data drawn from IPUMS, it finds urban-suburban distinctions shifted and grew in magnitude. While students in central cities enjoyed an educational advantage in 1940, by 1980 it was suburban youth who clearly exhibited higher levels of attainment. Various explanations for these developments are considered as topics for further exploration, including the significance of suburban development in regional economic growth and the changing dynamics of racial inequality in education. Particular attention is devoted to methodological issues in conducting this sort of analysis with these data.