The Real Purpose of a University Education Essay -- Argumentative Educ

The Real Purpose of a University Education All my life I knew I would be attending college. There never seemed to be any other option available as far as I knew. I never really stopped to think about whether or not it was necessary for me, or why it was so important; I was just funneled into the college curriculum in high school. I have attended the University of Arkansas for three years now, and have heard two main arguments over the purpose of a college education. One is that college is a place to train for a job, and the other is that college should be an institute of higher learning with no real focus on a future job. Challenged to form an opinion on this matter, I finally decided that neither side is absolutely right. In fact, I decided that the â€Å"purpose† of college should not even be an issue. College is what the student makes it. However they view college, all of the students will come out with some very similar experiences and benefits. I often hear professors grumbling about students who don’t value learning for the sake of learning. They feel that students who view college as job training may as well be in some vocational school, leaving university life for the more â€Å"enlightened† among us. This seems ridiculous to me. The majority of people in the United States will have to get jobs in order to support themselves or their families until retirement. So, you may as well plan to get a good job that pays well and you enjoy. What better place to plan and train for a future job that college? First of all, college provides students with an opportunity to explore different subjects and to find out what they truly love doing. Also, according to a 1994 College Board Study, college students will make an av... ...this, imagine the possibilities of a college education. Obviously, all of these things that you gain from college that I have discussed in reference to society could also be applied to finding jobs. A potential employer would find any of these qualities attractive. However, as already mentioned, this is beside the point. I think we should stop wasting time fussing over the purpose of a university education, and simply make it whatever you want it to be. If you’re here to get prepared for a job, then do it. While you’re at it, learn something you did not necessarily plan to. You may enjoy it. If you’re here to become absorb knowledge like a sponge, then do it. While you’re at it, you get ready for a future career. You may need a job someday. It doesn’t matter if you attend college to get a job or to become enlightened--the benefits will come either way.

How to Register Primary Cooperative

Once you have organized your cooperative, your work does not end there. The cooperative now needs a legal personality so that is can do all the acts that a cooperative is supposed to perform. With a legal personality, the cooperative can borrow money, sell its goods and services, deliver goods and enter into all sorts of business transactions. So that your cooperative can do all these, you must register your cooperative.Here is how to do it. WHERE DO YOU REGISTER YOUR COOPERATIVE? The Cooperative Development Authority (CDA) is the only government agency mandated to register all types of cooperatives. Its main office is located at 827 Aurora Boulevard, Service Road, Barangay Immaculate Concepcion, Quezon City . To facilitate the flow of its services, extension offices have been set up.These are located in (a) Dagupan City; (b) Tuguegarao; (c) Baguio City; (d) San Fernando, Pampanga; (e) NCR-Quezon City; (f) Calamba, Laguna; (g) Naga City; (h) Iloilo City; (i) Cebu City (j) Tacloban Ci ty; (k) Zamboanga City; (l) Cagayan de Oro City; (m) Davao City; (n) Kidapawan City; (o) Butuan City; and (p) Cotabato City. WHAT ARE THE GENERAL REQUIREMENTS FOR REGISTERING A COOPERATIVE? Organizing a cooperative can be complex and simple. It requires an understanding of the basic needs of the prospective cooperative members.It demands patience from the organizer who must make the cooperative’s long-term goals and objectives, and its visions a real part of the members’ lives. But it can be too easy because the Cooperative Code of the Philippines (RA 6938) has devised very clear-cut steps for the cooperative organizer and members. The following are the basic information that the prospective members should understand before organizing a cooperative. a. There are nine (9) steps suggested in setting up a cooperative. FIRST. Get organized. You must have at least 15 members to do that.At once determine the common problems you would want solved and the basic needs you would want provided for through a cooperative. You may want to include increasing your production, marketing your produce, credit assistance, power generation, banking or insurance and other similar needs. Determining your problems and needs will also help you classify the kind of cooperative you will be organizing. Even before a cooperative is set up, a dedicated core group people who will do all the organizational and paper works is a must.From this core group, working communities may be formed to set things moving. These committees may include membership, finance, executive, secretariat to name a few. SECOND. Reserved your proposed cooperative name. Secure and fill up Cooperative Name Reservation Request Form (CNRRF). This must be submitted to CDA Central Office or any of its Extension Office. A reservation fee shall apply. THIRD. Prepare a general statement called an economic survey. Economic Survey is a general statement describing, among others, the structure and purposes of the pr oposed cooperative.The structure and actual staffing pattern shall include a bookkeeper. This should indicate the area of operation, the size of membership and other pertinent data in a format provided by the Authority. FOURTH. Prepare the cooperative’s by-laws. The by-laws contain the rules and regulations governing the operation of the cooperative. FIFTH. Prepare the articles of cooperation. Mandatory contents of the articles of cooperation are the following: (a) the name of the cooperative, which must include the word â€Å"cooperative†; b) the purpose or purposes and scope of business for which the cooperative is to be registered; (c) the term of existence of cooperative; (d) the area of operation and the postal address of its principal office; (e) the names, nationality and the postal addresses of the registrants; (f) the common bond of membership; (g) The list of names of the directors who shall manage the cooperative; and (h) The amount of its share capital, the names and residences of its contributors, and a statement of whether the cooperative is primary, secondary or tertiary.The articles of cooperation shall be signed by each of the organizers and acknowledged by them if natural persons, and by the chairpersons or secretaries, if juridical persons, before a notary public. . (i) Arbitral Clause SIXTH. Secure bond of accountable officer(s). A surety bond should be secured from a duly registered insurance or bonding company. Every director, officer and employee handling funds, securities or property on behalf of the cooperative shall be covered by this.The board of directors shall determine the adequacy of such bonds. SEVENTH. Execute Treasurers Affidavit. A sworn statement of the treasurer elected by the subscribers showing that at least twenty-five per centum (25%) of the authorized share capital has been subscribed, and at least twenty-five per centum (25%) of the total subscription has been paid should be executed and to be attached t o the articles of cooperation. The paid-up share capital shall not be less than Fifteen thousand pesos (P15,000. 0).. EIGHTH. Complete the Pre-Membership Education Seminar (PMES). A prospective member of a primary cooperative must have completed a Pre-Membership Education Seminar (PMES). A Certificate of PMES must be secured from the training provider. NINTH. Register your cooperative with the Cooperative Development Authority (CDA). Submit the following required documents in four (4) copies: Four (4) copies each of the Economic Survey, Articles of Cooperation and By-Laws duly notarized; 1. Economic Survey; 2.Articles of Cooperation and By-Laws; 3. Surety bond of accountable officers; 4. Treasurer's Affidavit; 5. Approved Cooperative Name Reservation Slip; 6. Certificate of PMES; The Cooperative Development Authority (CDA) is the sole government agency mandated to register all types of cooperatives. Its main office is located at 827 Aurora Blvd. , Immaculate Conception, Quezon City. Prospective cooperatives must submit their application to the CDA Extension Office where the principal office of the cooperative is located.The following are the amount of fees to be paid for the registration of cooperatives per CDA per Memorandum Circular 2004-07, Series of 2004: The initial registration fee to be imposed shall be 1/10 of 1% of the authorized share capital or the basic fee below whichever You will need four copies each of the Economic Survey, By-laws and Articles of Cooperation. The article of Cooperative should be duly notarized and accompanied by the following: a. Bonds of the accountable officers (any director, officer and employee) handling funds, securities or properties on behalf of the cooperative.The board of directors determine the amount of bonds required based on the initial net worth which shall include the paid-up capital, membership fees and other assets of the cooperative at the time of registration; and b. Sworn statement of the treasurer duly nota rized showing that at least 25% of the authorized share capital has been subscribed, and at least 25% of the total subscription has been paid. The paid-up capital must not be less than PhP2,000. 00 It must be noted that no member may own more than 20% of the subscribed share capital; and each share must not be less than PhP1. 00. TYPES AND CATEGORIES OF COOPERATIVES 1) Types of Cooperatives. Cooperative may fall under any of the following types: a. Credit Cooperative is one that promotes and undertakes savings and lending services among its members. It generates a common pool of funds in order to provide financial assistance and other related financial services to its members for productive and provident purposes; b. Consumer Cooperative is one the primary purpose which is to procure and distribute commodities to members for productive and provident purposes; c. Producers Cooperative is one that undertakes joint production whether agricultural or industrial.It is formed and operated by its members to undertake the production and processing of raw materials or goods produced by its members into finished or processed products for sale by the cooperative to its members and non-members. Any end product or its derivative arising from the raw materials produced by its members, sold in the name and for the account of the cooperative, shall be deemed a product of the cooperative and its members; d. Marketing Cooperative engages in the supply of production inputs to members and markets their products; e.Service Cooperative is one which engages in medical and dental care, hospitalization, transportation, insurance, housing, labor, electric light and power, communication, professional and other services ; f. Multipurpose Cooperative is one which combines two(2) or more of the business activities of these different types of cooperatives ; g. Advocacy Cooperative is a primary cooperative which promotes and advocates cooperativism among its members and the public through so cially-oriented project, education and training, research and communication, and other similar activities to reach out to its intended beneficiaries; h.Agrarian Reform Cooperative is one organized by marginal farmers majority of which are agrarian reform beneficiaries for the purpose of developing an appropriate system of land tenure, land development, land consolidation or land management in areas covered by agrarian reform; i. Cooperative Bank is one organized for the primary purpose of providing a wide range of financial services to cooperatives and their members; j. Dairy Cooperative is one whose members are engaged in the production of fresh milk which may b processed and/or marketed as dairy products; k.Education Cooperative in one organized for the primary purpose of owning and operating licensed educational institutions, notwithstanding the provisions of Republic Act No. 9155, otherwise known as the Governance of Basic Education Act of 2001; l. Electric Cooperative is one or ganized for the primary purpose of undertaking power generation, utilizing renewable energy sources, including hybrid systems, acquisition and operation of sub transmission or distribution to its household members; m.Financial Service Cooperative is one organized for the primary purpose of engaging in savings credit services and other financial services; n. Fishermen Cooperative is one organized by marginalized fishermen in localities whose products are marketed either as fresh or processed products are marketed either as fresh or processed products; o. Health Services Cooperative is one organized for the primary purpose of providing medical, dental and other health services; p.Housing Cooperative is one organized to assist or provide access to housing for the benefit of its regular members who actively participate in the saving program for housing. It is co-owned and controlled by its members; q. Insurance Cooperative is one engaged in the business f insuring life and property of c ooperatives and their members; r. Transport Cooperative is one which includes land and sea transportation, limited to small vessels, as defined or classified under the Philippine maritime laws, organized under the provisions of this Code; s.Water Service Cooperative is one organized to own, operate and manage water systems for the provision and distribution of portable water for its members and their households; t. Workers Cooperative is one organized by workers, including the self-employed, who are at the same time the members and owners of the enterprise. Its principal purpose is to provide employment and business opportunities to its members and manage it in accordance with cooperative principles; and u. Other types of cooperative as may be determined by the Authority. (2) Categories of Cooperatives.Cooperative shall be categorized according to membership and territorial considerations as follows: (a) In term of membership, cooperative shall be categorized into: (i) Primary. The members of which are natural persons; (ii) Secondary. The members of which are primaries; and (iii) Tertiary. The members of which are secondary cooperatives; and (b) In terms of territory, cooperatives shall be categorized according to areas of operations which may or not coincide with the political subdivisions of the country. HOW MUCH IS THE REGISTRATION FEE?Prospective cooperatives must submit their application to the CDA Extension Office where the principal office of the cooperative is located. The following are the amount of fees to be paid for the registration of cooperatives per CDA per Memorandum Circular 2004-07, Series of 2004:. The initial registration fee to be imposed shall be 1/10 of 1% of the authorized share capital or the basic fee below whichever is higher:. BASIC FEES Primary Cooperatives Php 500. 00 Secondary Cooperatives Php 2,000. 00 Tertiary Cooperatives Php 3,000. 00 Laboratory Cooperatives Php 50. 00 .

The United States As A Multiracial Society - 959 Words

Our ancestors dreamed of a better future and they migrated to fulfill those dreams. Back then it was a common practice because so much land was uncolonized or it was not claimed by a certain kingdom. Today, people have those same dreams, but their only way to fulfill those dreams is known as The United States of America. The United States is rapidly becoming a multiracial society, because of dramatic cultural changes such as jobs, immigration, and discrimination are affected. The United States provides people with jobs and opportunities that they could not even dream of accomplishing in their home country. As an immediate effect of this, many Americans are denied jobs or are underqualified, due to the fact that employers do not want to discriminate against different races. According to an International Business Times article 51 percent of Americans believe they are competing for jobs with immigrants (www.ibtimes.com). However, the Brookings Institution’s wrote that on average, immigrant workers increase the opportunities and incomes of Americans (www.ibtimes.com) This is because immigration helps the economy by adding young workers to the workforce. Many Americans fail to realize that the majority of immigrant workers are willing to take any kind of job that provides income for their families. They usually are not looking for high paying jobs that require much education. On the other hand, there is an increasing percentage of Asian immigrants who seek an American educationShow MoreRelatedMultiracial Identity in Essays by Julia Alvarez and Danzy Senna876 Words   |  4 PagesMultiracial Identity in Essays by Julia Alvarez and Danzy Senna The essays of Julia Alvarez and Danzy Senna address issues of multiracial identity important in their younger years as they grew up daughters of a multiethnic and multiracial background. 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Most Common Italian Words

What are the 100 most commonly used Italian words? Its a frequently asked question, usually under the assumption that learning those words first will enable one to begin conversing more quickly in Italian. The following list, generated from subtitles of movies and television series (with a total of about 5.6 million words in 2008), includes the dictionary form where appropriate. 100 Most Common Italian Words RANK WORD LEMMA FORM 1. non non 2. di di 3. che che 4. à ¨ essere 5. e e 6. la la 7. il il 8. un un 9. a a 10. per per 11. in in 12. una una 13. mi mi 14. sono essere 15. ho avere 16. ma ma 17. l' la / lo 18. lo lo 19. ha avere 20. le le 21. si si 22. ti ti 23. i i 24. con con 25. cosa cosa 26. se se 27. io io 28. come come 29. da da 30. ci ci 31. no no 32. questo questo 33. qui qui 34. e' essere 35. hai avere 36. sei essere 37. del di + il 38. bene bene 39. tu tu 40. sà ¬ sà ¬ 41. me me 42. pià ¹ pià ¹ 43. al a + il 44. mio mio 45. c' ci 46. perchà © per + chà © 47. lei lei 48. solo solo 49. te te 50. era essere 51. gli gli 52. tutto tutto 53. della di + la 54. cosà ¬ cosà ¬ 55. mia mia 56. ne ne 57. questa questa 58. fare fare 59. quando quando 60. ora ora 61. fatto fare 62. essere essere 63. so sapere 64. mai mai 65. chi chi 66. o o 67. alla a + la 68. tutti tutto 69. molto molto 70. dei di + i 71. anche anche 72. detto dire 73. quello quello 74. va andare 75. niente niente 76. grazie grazie 77. lui lui 78. voglio volere 79. abbiamo avere 80. stato essere 81. nel in + il 82. suo suo 83. dove dove 84. posso potere 85. oh oh! (interjection) 86. prima prima 87. allora allora 88. siamo essere 89. d' di 90. uno uno 91. un' una 92. sua suo 93. tuo tuo 94. hanno avere 95. noi noi 96. sta stare 97. fa fare 98. due due 99. vuoi volere 100. ancora ancora

Addiction The Disease Perception Of Addiction Essay

The omnipresence of the disease perception of addiction disguises the fact that it did not appear from the buildup of scientific discoveries. The meaning to addiction-as-disease has been continuously reformed, commonly in the path of conceptual flexibility, such that it now bears an embarrassment of riches: an increasing variety of growing range of supposedly addictive experiences which do not assist the intake of drugs. Doing something excessively does not solely represent addiction. Addiction is preoccupying your life around it, as well as, setting it as the prime and most important activity over everyone and everything else. Addiction can make the person become very obsessive over the activity as their day-to-day life revolves around it. On the other hand, abstinence is the very opposite, it is the form of ‘not doing . It allows someone to act willingly to their own beliefs. However, this still causes triumph as people who do not ‘do are still noticed, as well as thos e who ‘do within their social circles as they are breaking norms which are required in today s society. This makes the person become visible. You get two types of ‘not doing . They are quitting something that was a habit of the person such as becoming an ex-smoker or an ex-drinker, and ‘never doings’ which are acts a person has never engaged in, for example, sex, smoking etc. Both types define one’s identity but their social significance differs as quitting is easier to manage than ‘never doing’.Show MoreRelatedThe Perception Of Drug Addiction Essay1712 Words   |  7 PagesIntroduction There is a wide-range reaction about drug addiction today in society. Illicit drug use continues to be a major social issue all over the world. 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Study Proposal free essay sample

About this Book Who Is It For? This book is for all Masters’ students, including MBA and DMS students, in business and business-related subjects, who are about to embark on some research or to write a dissertation. We also think that PhD students will find a lot of it very helpful. Supervisors of research may also find it a useful tool for helping their students to unravel the mysteries of research. The book is the culmination of many years’ experience of teaching and supervising business and management students. It includes much material that we have developed as teaching aids to help communicate the concept of ‘good’ research and the processes required to make research ‘good’. We discovered while teaching research methods and supervising dissertations that many textbooks offer guidance on research, but that they assume a level of knowledge and use terminology that is really intimidating to novice researchers. The aim of this book is to support you, the researcher, in thinking about, creating, developing, researching and writing up your research project or dissertation successfully. Becoming an active researcher can be rather like becoming a member of a club where there is an unwritten code of how members should dress and behave. This book offers you the key to that ‘members’ information. What Does It Do? This is a practical ‘how to’ guide – we tell you what you need to know in order to pass your dissertation. Not only is there practical advice, but we also offer some of the academic theory you will need. You can find plenty of help in the research methods textbooks on how to write a questionnaire or run a focus group and so these aspects of data collection are not covered here. Instead, we concentrate on how you can make sure that you can demonstrate that you have come up with the right sort of topic, read the right academic literature ‘critically’, reflected on the research process and met the many other assessment criteria demanded of Masters’-level business students. The book tells you how to get started on your project and what you need to know in order to pitch it at the right level – and how to find ideas for what is probably going to be the biggest single piece of academic work you will ever do. It provides a map to help you think about and carry out good quality management research. It guides you through the process of finding ideas for research topics, particularly with dissertations in mind. It suggests useful tools and techniques for making your research project manageable and achievable, and helps you to find a means of tracking down, assessing and evaluating information, drawing valid conclusions from it and writing it up. We aim to enable you to bridge the gap between theory and practice, so that you are able to show that you are aware that there are a variety of approaches to the construction of knowledge, even if you then choose to follow one particular path. How to Use this Book This book is not intended to replace the many established research methods textbooks; rather we feel that it should be used as a core component of your reading to help you tackle the difficult issues – meeting the requirements of your course and examiners as well as delivering satisfying and useful research outcomes. You can access the more specialized books in your institution’s library to find out about specific tools and techniques. The book can be read from cover to cover, but it will be equally beneficial to you if you read chapters as and when you need them. You will find discussion questions and suggested further reading at the end of each chapter, use these to consolidate your knowledge and improve your research skills. Chapters 1 and 2 help you to understand what exactly management research is all about and make you aware of current debates in both the academic and the business world about the nature and relevance of research in this area. They then go on to help you to understand why, in order to satisfy the academic requirements of a Masters’ degree, you have to develop a critical approach to the subject and how you can go about it. Chapter 3 offers lots of practical help in finding and developing good ideas for dissertation and research projects that will meet the requirements of your university or college and sustain your interest and enthusiasm. In Chapter 4, we help you with establishing boundaries to your research, so you know how much you need to do and so you can make sure that your project is feasible and realistic. We also help you turn your topic ideas into achievable research objectives, questions and hypotheses. In Chapter 5, we help you to identify what is the most appropriate literature for your assignments and dissertations by looking at the vast range of secondary information that is available and giving you a guide to what is worth including. We suggest good ways of showing that you have met the academic requirement of using a ‘wide range’ of secondary data. In Chapter 6, we show you how to become critical readers of typical academic literature in business and management, a key requirement of postgraduate education. Although the focus is on developing your skills at reading academic journal articles, this skill needs to be developed for all your work. Chapter 7 offers practical advice on how to organize your burgeoning collection of notes and data, how to record and store material and how to start sorting and coding raw data. In Chapter 8, we help you to learn to ABOUT THIS BOOK ix reflect – to make sure that you are actually learning from doing your research to become a better researcher and a better manager with a consistent approach to tackling and leaning from problems and experience. Chapter 9 returns to more academic issues that are essential for passing and getting good marks in your work – making sure that your research is reliable and valid and helping you to decide where you can generalize from it to other situations or populations. In Chapter 10, we provide practical advice on how to write up your research. This includes a consideration of who you are writing for – your audience – and how to plan your dissertation; we also suggest a possible structure for your work and discuss how to present an effective argument. What is Management Research and What Does it Mean at Masters’ Level? What Have I Got to Do? This chapter starts by discussing what exactly the purpose and focus of management research is; which is not as obvious as it might at first seem. The aim is to provide a context for what follows in the succeeding chapters. It provides a guide to what various leading academics think about their subject, explains why it is a topic of debate and provides some background to what you will be learning on your Masters’ or diploma course. It identifies the potentially significant contributions that can be made by Masters’ students to management knowledge through carrying out research projects, and discusses the need for a critical approach in all management research and thinking. The rest of this book guides you through the process of finding ideas for research topics, particularly with dissertations in mind. It suggests useful tools and techniques for making your research project manageable and achievable, and helps you to find a means of tracking down, assessing and evaluating information, drawing valid conclusions from t and writing it up. What is Management Research? As part of your Masters’ degree or diploma, you will be expected to undertake some research into business and management. Before you start, you need to know what exactly constitutes ‘research’ in business and management and why it is worth doing. More than 85 universities and colleges in the UK teach management as a degree l evel subject (McLaughlin and Thorpe, 2000) and there are, of course, many more worldwide. Most of them also carry out research into the subject. But it is not clear what all this research is for, nor whether it is trying to do something practical – given that management is seen by many people as a practical subject – or whether it is in pursuit of knowledge for its own sake – which is perhaps what academic study is for. In 1994, Burgoyne suggested that there were a number of facets of management learning that arose both from doing research into the subject and from the practical experience of management. In his view, it is an applied philosophy in the sense of applying theory to the solution of practical problems, and research in the subject area should focus on that. POSTGRADUATE RESEARCH IN BUSINESS He described management as an ‘emerging’ area of study that changes all the time, with a focus that is multidisciplinary and that borrows and synthesizes from many academic disciplines, as well as being an area of professional practice (Burgoyne, 1994). The quality of management research was rec ognized as a problem by the ‘Bain Report’ in 1994, which suggested that all management research should try to improve the understanding and practice of managers through what they termed ‘the double hurdle’ of research that is high quality both from the point of view of managers and of researchers. Bain thought academics should develop research on topics that are of critical importance to organizations and managers, and that the users of such research should be committed to academic independence and freedom to publish (McLaughlin and Thorpe, 2000). In a much quoted article and one that is well worth reading, Tranfield and Starkey in 1998 posed some key questions about the nature and purpose of academic research in business and management. For example, they ask whether management research in universities is primarily for managers? Or is it about them and their organizations? The problem of defining exactly what constitutes management research goes much wider than just this. There is both uncertainty as to its status, a lack of consensus as to how it should be carried out, which can make it difficult to execute, and recognition of the limits of scientific methods and any claims that it is value free. The academic debate about the nature and relevance of management research has continued on both sides of the Atlantic, notably in the pages of the British Journal of Management, which devoted a whole special issue to the subject in 2001, and in the US-based Academy of Management Review. Just as more and more students are studying and researching the topic of management at university, out in the workplace management has become more than just a job. Managers are being given a critical role in reshaping society in areas such as reforming the public services. This alone makes it essential that we carry out good quality research into how this is working out in practice. Increasingly, management academics are arguing that management now needs to be supported by a research base that reflects the interests of society as a whole, not just one part of it. For example, in the past, management research has reflected the assumption that management is a white able-bodied male activity (McLaughlin and Thorpe, 2000). The immense scope and potential role of management research makes it open to criticism from many specific subject areas and the breadth of possibilities of research within it may mean that many topics are only researched at a superficial level. Tranfield and Starkey (1998) applied a framework for exploring the attributes of academic subjects to the whole subject of management. For anyone who reads this thinking that the course they are on will give them access to a coherent body of knowledge and practice that can then be applied in the world of work, be prepared to be disappointed! They characterize management as a soft (in the sense that it is not governed by a body of theory WHAT IS MANAGEMENT RESEARCH 3 subscribed to by all management researchers, however loosely defined), applied, divergent (as it lacks a unity of purpose), and rural discipline (because there is a wide area of study with no clear demarcation lines and little communication between researchers). They suggest that management’s position in the social sciences is similar to the position of engineering in the physical sciences or medicine in biological science. They conclude that management research needs to be ‘transdisciplinary’, heterogeneous, more socially accountable and to involve collaboration from different disciplines. By ‘transdisciplinary’, they suggest that management research should be developing its own framework to guide problem solving that is at some level practical, but also has theoretical elements and so will represent a contribution to knowledge. They issue a call for such research to be cross-cultural rather than guided by American experience. The Management Research Tradition in Business Schools If you consider very briefly the history of management education at degree level, it is easy to discern a number of phases of management school development. The first MBA was introduced at Harvard University in 1908 (Mintzberg, 2004) and the second one, also in the USA, at Stanford in 1925. Although management has been taught at degree level since the beginning of the 20th century in some countries, it was not until the 1960s that the subject really began to take off on an international scale. Early management departments tended to be heavily US influenced, and to involve disciplines such as engineering, accounting, economics, and behavioural science. Their research base was and is strongly rooted in applied quantitative methods, with a view of research strongly oriented towards the natural sciences. In the 1960s, management researchers tended to adopt a multidisciplinary approach, borrowing from economics and psychology, and from the professions, particularly accountancy and marketing. There was a strong emphasis on effective decision-making, the use of quantitative methods of analysis, and model-building. This approach is sometimes described as normative theories of management and is still dominant in the USA and France. Ehrensal (n. d) argues that in the USA management research focuses on a ‘science of administration’ so that its aim is to train future managers, and not to critically appraise existing values and systems of management. Mintzberg suggests that the MBA programmes taught in US business schools reduce ‘managing to decision-making and decision-making to analysis’ (Mintzberg, 2004: 38), with a particular emphasis within that on evaluation of possible choices when decisions are made, as that is the sole area amenable to systematic analysis. Mintzberg (1973) and many others have criticized this research tradition as unrealistic, because it is not based on observation of what managers actually do and implicitly therefore lacks a sociological perspective. Their approach stresses the need to help. In business anagers to do better what they do most of, which is working and negotiating with others, rather than devising and implementing grand strategies. They advocate the use of ‘softer’ research methods to describe and analyse these modes of working. In the 1980s, management as a subject became more interdisciplinary, with a more open attitude to learning from many research traditions, and a tendency to view it increasingly as an applied behavioural science. One European-based school of thought argues strongly that even this on its own is insufficient, as the interpretation of data is so often unreflective. Reflexive understanding’, which involves a self-critical look at our own assumptions and perspectives, is in this view essential to carrying out high-quality research in management and business, as is the need to include historical and political research perspectives as an acknowledgement of the dominant tradition. A third phase of management school development that involves the inclusion of pedagogic strategies to facilitate learning and embracing learning about management for the sake of it, rather than to s olve a specific problem, is now underway. The learning processes are seen as being as important as the management tools used to solve the knotty issue for managers that is under study. Management research is a living subject that changes, stretches and grows, so that a circular process whereby theory informs practice that informs theory is seen as the ideal, although Das (2003) would argue that theory does not inform practice, as the former is too far removed from the latter to be of any practical use. However, in the last 10 years or so there has been a collective attempt to redress this, partially through the acceptance and credibility of MBA programmes at renowned higher education institutions, originating in the USA, but now firmly entrenched in Europe. Why Do People Do Management Research? There are many reasons why people choose to be active researchers in the management area. There is internal pressure for university departments to be seen to be engaging with research and having a demonstrable research output that can then be fed back into teaching. For purely pragmatic reasons, if you are an academic, it is likely to improve your credibility within your given subject if you have researched and published in the relevant journals or perhaps contributed to a textbook. Your research and subsequent publications will give you some kudos amongst colleagues and could also enhance your academic career aspirations. Many academics and practitioners also want to improve understanding of their subject. Research within a specific area with the aim of developing understanding about a given management issue is one of the most effective ways of achieving this. The drive to move a subject forwards and the satisfaction from being part of an evolutionary process is what encourages and sustains many researchers. It can be very satisfying to see your recommendations based on your research being put into practice. It is also rewarding for academics to be able to discuss their research with students who may offer useful contributions and criticisms particularly at Masters’ level. External pressure in the form of universities’ continuing need for improved funding also acts as a driver for pursuing management research. Successful bids for research projects can improve a university’s profile within the education sector and bring muchneeded funds into a given university. The rating given to a university following a research evaluation exercise may also make a significant difference to the amount of funding provided for an academic institute. Where Does Management Research Fit? Management research uses knowledge and research methods drawn from other disciplines in the social sciences and beyond, though not everyone is even agreed that management itself is a form of applied sociology or applied economics, or even applied psychology. Hatchuel (2001) makes the case for distinguishing management science from the other social sciences. He suggests that it does not study economic or social facts, but what he terms ‘models of collective action’ springing from its origins as a search by practitioners for solutions to practical problems within firms. This still sounds a bit like sociology, though. If you look at the qualifications and particularly the first degrees of many management academics, you will find that very many of them did not study the subject at undergraduate level, but came into it as postgraduates. Similarly, management is one of the few subjects you can start at postgraduate level without having studied the subject at all before. This is one of its great strengths, because the people teaching and studying the subject will embody a variety of research traditions and approaches. Your past knowledge and experience in whatever subject area will not be wasted, as management research can be considered inclusive. First degrees in modern languages, engineering or philosophy can provide just as relevant a background and insight as a first degree in business or statistics.

The Impact of Globalization on the Creative Industry free essay sample

The purpose is to enable all students have cultural opportunities that can be used in future study and work. Actually, there are a large number of music education institutions in I-J. For example, Sheffield Music School is registered charity over 30 years. The Job of the school is providing the highest quality music teaching with the lowest cost for young person who interest in music. Meanwhile, the school encourage their students have fun and enjoy the music. The school focuses on teaching chamber music and solo performance.According to the school claimed, most of their students are willing to go to Music College or University o study music in the future (Sheffield Music School, 2012). 2. 12 Production: Production link in the second music value chain, it refers to the process of a product or service produce. The record label is the major player, the Job is to seek musician rite songs and produce CD in plant. We will write a custom essay sample on The Impact of Globalization on the Creative Industry or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a consequence of recording label develops, mass of recording studios are emerge in I-J regions. Steelworks Studios located in Sheffield, described as the finest recording studios in the North of England.So far, it received numerous famous stars work there, such as Cline Don, Urethra Franklin, and Take That. Besides, steelwork provides an extensive range of specialize services and equipments, and three studios for different customers to record album Steelworks Studios, 2011). 2. 13 Circulation: companies can apply copyright, make contract with distribution agent and negotiate Ninth live performance activities. On the other hands, promotion the produced music is necessary. The record companies can through the media like TV, internet, radio, and club to promote it. . 14 Distribution: Distribution illustrates how the music move to market and sell to customer, it range from retail, live performances and broadcast (Floodlit, 2001). The retail has two forms: formal retail outlets and informal retail network. Actually, the sales from retail networks are greater than retail outlets. Live performances are the most significant contributor to the music industry. Regularly, live performances can promote record sales reach the highest. Certainly, the venue of live performance should be considered.The Motoring Arena is one of the largest entertainment and leisure ensues. It operates by Sheffield International Venues (SIVA), and the aim is to make Sheffield become international cultural centre in the area of entertainment, leisure and sport. The Arena had held many successes live concerts (Motoring Arena, 2009). Broadcast also play important role in music industry. In I-J, the local popular broadcast is BBC. BBC 6 is specialize for music listening. 2. 15 Consumption: ere last segment of music value chain is consumption. It is necessary to know the customers feedback from the new product.So that the music companies can adjust the strategies to meet the customers need, and have idea on next invest plan. However, collecting feedbacks are extremely difficult due to the problem of piracy. 3. 0 Technology Globalization impact on Music Industry: he value chain gives us view about the music framework. As the introduction said: globalization promotes music industry develop and change. One side, globalization contributes to online music value chain. Other sides, globalization effect on each segment of music value chain.Comparing Table two and Table three, it can be noticed that the music value chain change. Table three is traditional music value chain, it features 7 segments from artist composer to consumer. The main problem of this one is produce process trivial. Conversely, with the technology globalization placement like internet, Table two is the newest music value chain, as well as composes by 5 segments. The newest music value chain also called online music alee chain. While, on account of technology globalization develops, the music value chain mechanism has to transform.Table three: Traditional music value chain Source from: Carlyle, Gladiola, Container and et al, 2002) Not only technology globalization updates the music value chain, but also change the Nay of music production and consumption. In Sheffield, Steelwork Studio uses the advanced facilities and equipments to ensure musicians recording are effective. Such as hi-end microphones, preamp, CEQ and compressors (Steelworks Studios, 2011). Ninth the development of internet, online music store are growing quickly recent {ears. It different from actual music file, instead of sell audio files.The online music store also improving and explore distinct kinds of service so that absorb more musicians sell their album in their store without third party. These services mainly focus on take advantages of technology to delivery music. There exist a good example can explain the popular of online music store. Tunes is the largest online he volume of sales from Tunes online store had greater than physical music store. Therefore, the impacts of technology globalization on music industry can be separated into three parts. Firstly, technology globalization updates the music value chain mechanism. Secondly, technology globalization contribution on music produce, it offers advanced facilities to make sure the best recording service. Last but not least, it creative a new consumption pattern that is online music store. 4. 0 Trade Globalization impact on Music Industry: sides the technology, globalization has another key characteristic that is technology. Both of these two characteristics are two major contributors to music alee chain segments change. In the past twenty years, the world trade growth rapidly. Many organizations and commission are engaged in world trade like WTFO. In 2006, the I-J commission published trade policy in Global Europe: competing in the Nor (Parliamentary, 2008). The aims of this policy are achieving trade liberalizing and supporting European countries business. I-J is famous for music industry, as the centre of music industry and the fourth largest music publishing market. In terms of economic benefits, it contributes to 6% GAP and existence 2. Million employees (UK Trade Investment, 2012). Some of foreign investor finds the benefits of music industry, and wants to go to I-J develop their business.So that trade liberalizing convenience for foreign investors invest in UK music industry, and develop music industry. Consequently, more foreign investors existence in I-J. For example, Red Tape Studio in Sheffield absorbs few international stakeholders to develop their training and facilities (Betterment, 1988). On the other hand, trade globalization make the I-J become the second music export country, and follow by Germany (Unite National, 2008). In terms of music export, it mainly happens in Distribution and Consumption music value chain, and through live performances and sell albums.Many of record label companies prefer to sell album overseas. hen it comes to export albums, it usually refers to piracy and copyright issues. Once the new album launch, the piracy will engage in the market at the same time. Some people copy of copyrighted album form internet or other illegal ways, and then sell them with lower price. In this way, record label companies will face deficit. Thats the reason why music industry always regards protection copyright as the most important issue. Thus, trade globalization has impact on music industry via two sides, one is investment and one is export.Trade globalization published a number of trade rules. It is convenience for foreign investors invest in UK music industry. For one thing, they offer rich funds to develop I-J music industry. For another, because of cultural diversity, foreign investors and musicians bring new blood in the UK music industry. For instance, American artist Madonna is popular in ASK, and British artist Spice Girls develops successful in American music market. Moreover, trade libations causes the problem of copyright that music industry market may disorder. Even worse, recording companies may face close down. 5. Conclusion: or sum up, this report analysis the music value chain firstly. The music value chain has five main segments and as follows: beginning, production, circulation, distribution, and consumption. And then discuss the impact of globalization on music Industry. In addition, through technology globalization and trade globalization to update the music value chain, advanced produce facilities, and creative online music store. While, trade globalization promote invest and export on music industry. The investors and musicians are attract by I-J music environment, and they prefer to come to UK develop music business.That can promote music industry economic, and combine diversity cultural. However, trade globalization causes a problem of copyright which is difficult to handle. Therefore, globalization has positive and negative impacts on music industry. As for the negative impacts, it is necessary to take some actives. For example, the government can publish a set of copyright laws to limit illegal copy. The record companies can use technology to change file structure. More importantly, promote customer purchase legal copy. . 0 Reference: Beck, IS. , 1999. What is Globalization?