This book is a demonstration of how the interpretive phenomenology and hermeneutics of Hans Georg Gadamer can be applied to the study and practice of business pedagogy. The application of Existential Hermeneutic Phenomenology (EHP) uncovered underlying themes and essences that crossed internal pedagogical differences and debates within the Business Academy. This book has an implication for personal pedagogical practice as the essences uncovered by the research create indicators of action for professional educators. Also, the development of this form of Existential Hermeneutic Phenomenological demonstrates how the reflective techniques informed by Gadamer’s hermeneutics can be used to enhance the process of discursive exchange amongst key stakeholders in the evolution of Business pedagogy. There have been many books written on the principles and practices of business pedagogy but none have examined this from a phenomenological perspective. The book gives a suggested template in which the interpretive phenomenology of Gadamer can be used to conduct research into the themes and essences that underpin key relationships in this field. Books that examine this technique in other academic disciplines are also rare.

The authors give the most comprehensive, authoritative and compelling account yet of the troubled state of business education today and go well beyond this to provide a blueprint for the future.

This pioneering book offers a unique constellation of essays focused on the important social and economic changes affecting educational institutions in China. It provides an in-depth examination of the potential and obstacles for business and management education in the world's second largest economy and most populated country.This volume is an essential resource for anyone with an interest in teaching, developing a new program, or entering into a joint venture in China. A wide range of topics, such as economic transition, pedagogical issues, professional training and alliance formation, are discussed from the standpoint of deans, educators, directors and consultants of educational institutions hailing from both the East and the West.

Innovative Business School Teaching showcases the latest pedagogic innovations that actively engage the millennial generation in learning within the business domain. In the context of the contemporary macro issues facing higher education, this book presents the latest teaching practices and tools used in higher education business teaching, clearly illustrating the practical ways in which business teachers can confront current pedagogic challenges. All of the contributors to this edited book have outstanding track records in teaching, having won national and international awards for teaching excellence, as well as publishing widely on pedagogy. Best practice teaching from multiple jurisdictions across a broad spectrum of business schools is represented. Each contributor shares their innovative teaching tools and techniques in a manner that emphasises how these tools can be adapted to other contexts, thus providing readers with an invaluable teaching resource.

The author presents a detailed and informative picture of critical environmentally-related issues facing business today. Shrivastava leads readers through the compelling argument that taking environmental responsiblity is good for profits. He'll show why greening is necessary, how it benefits companies, and how to get started.

This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks. The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.

GAAP for Governments 2017: Interpretation and Application of GENERALLY ACCEPTED ACCOUNTING PRINCIPLES for State and Local Governments -- Contents -- Preface -- About the Author -- 1: New Developments -- Introduction -- Recently Issued GASB Statements and Their Effective Dates -- Exposure Drafts -- Exposure Drafts-Implementation Guides -- Exposure Draft-Omnibus 201X -- Exposure Draft-Certain Debt Extinguishment Issues -- Exposure Draft-Leases -- Invitation to Comment -- Financial Reporting Model Improvements-Governmental Funds -- GASB Project Plan -- Summary -- 2: Foundations of Governmental Accounting -- Introduction -- Chapter Overview -- Entities Covered By Governmental Accounting Principles -- Distinguishing a Governmental Entity from a Not-for-Profit Organization -- Overview of the History of Governmental Accounting Standards Setting -- Objectives of Governmental Accounting and Financial Reporting -- GASB Concepts Statement 1 -- Primary Characteristics of a Government's Structure and the Services It Provides -- Control Characteristics Resulting from a Government's Structure -- Objectives of Financial Reporting -- Communication Methods -- Concepts Statement 3-Communication Methods in General-Purpose External Financial Reports that Contain Basic Financial Statements -- Elements of Financial Statements -- Measurement of Elements of Financial Statements -- Hierarchy of Governmental Accounting Standards -- GAAP Hierarchy for Governments -- Codification of Certain FASB and AICPA Accounting and Financial Reporting Guidance -- Summary -- 3: Fund Accounting Fundamentals -- Introduction -- Definition of Fund and the Purpose of Fund Accounting -- Why Do Governments Use Fund Accounting? -- Fund Accounting Under the GASBS 34 Reporting Model -- How Is the Number of Funds to Be Established Determined?