Friday, 22 December 2017

An exploratory exercise to enrich the home notion with a cognitive mapping-based literature review - a study note

An exploratory exercise to enrich the home notion with a cognitive mapping-based literature review -  a study note
Prepared by Joseph, K.K. Ho Dated: December 16, 2017



Part 1: Coding on ideas from the literature on home, family and marriage

Table: The key variables for enriching the home notion with referencing
Key  variables
Relevant academic ideas with referencing
Variable 1: The meaning-making processes on family
1.1. "People’s concept of family is likely to be formed from the language they hear and use and the experiences they have regarding family. Through socialization, interaction, and language, individuals construct the realities in which they live (Gergen, 1994). Societies also determine who should live together, what tasks should be performed, and how people should interact; those not fitting into these prescriptions often become stigmatized (Ferree, 1990)" (Weigel, 2008);

1.2. "Debates about welfare reform, same-sex marriages, common law marriage, pro-life versus pro-choice, health care benefits for family and nonfamily members, or concerns about family values and the perceived demise of the family play out in political, legal, and media arenas" (Weigel, 2008);

1.3. "Historically, African Americans have held a view of family and kinship that focused on extended rather than nuclear relationships. The emphasis on extended family groups originated in the West Africa communities from which slaves were taken, was maintained throughout the eras of slavery and emancipation, and has contributed to the resilience of African American families" (Stewart, 2007);
Variable 2: The meaning-making processes on marriage
2.1. "For hundreds of years marriage was an essential step on the road to full adulthood in Western countries" (Anon. 2017);

2.2. "By the mid-20th century marriage was almost unavoidable. The idea that people ought to wed and then form a household with a primary male breadwinner was, in the words of Stephanie Coontz, an American historian, "like a steamroller that crushed every alternative view" (Anon. 2017);

2.3. "... in many countries marriage has become unmoored from parenthood" (Anon. 2017);

2.4. "Today love is triumphant. The merchants at the National Wedding Show invariably report that every couple insists on the wedding being romantic and special" (Anon. 2017);

2.5. "The purpose of marriage has changed over time (Campbell & Wright, 2010). In the mid-1800s, the purposes of marriage were for social, economic and political reason. After the industrial revolution, purposes of marriage changed into love and personal fulfilment. However, these motives are very fragile and build instable relationship because when love fades, it leads towards infidelity and divorce" (Manap, Kassim, Hoesni, Nen, Idris and Ghazali, 2013);

2.6. "A research conducted by Oxford Centre for Family Law and Policy concerning the declining rates of the first marriages in Wales and England from 82.3 % (1971) to 25.5% (2001 onwards) found various purposes of marriage like compliance with religious belief, social or cultural convention, symbolic conformation and framework provision between the couple, and pragmatic objectives. However, for some of them, marriage is meaningless. It is only a celebration or a party (John, 2007)" (Manap, Kassim, Hoesni, Nen, Idris and Ghazali, 2013);

2.7. "For Metz, marriage in pluralistic societies requires the formal involvement of a public authority, and the marital union should be primarily understood as a tie binding individuals to an ethical authority. Metz contends that to maintain its neutrality towards different conceptions of the good, the (liberal) state cannot perform ‘the role of ethical authority’ (2010: 115)" (Nuti, 2016);

2.8. "The crucial expressive role that marriage plays in societies is confirmed by the heated debate over same-sex marriage. One of the most significant aspects of this discussion is the symbolic importance that both conservative associations, such as churches, and some LGBT organisations place on the word ‘marriage’, even when it is used to define publicly-recognised personal arrangements" (Nuti, 2016);

2.9. "Drawing on Rawls’s political liberalism, Brake claims that decisions concerning the basic structure of society, which includes marriage and family, must be justifiable by means of political arguments that do not rely on particular comprehensive religious and moral doctrines (2012: 135–136)" (Nuti, 2016);

2.10. "Bride exchange has also been a popular traditional marriage practice in rural Punjab (Jacoby and Mansuri, 2010; Zaman, 2013). Exchange marriages generally take place between illiterate or less educated families (Zaman, 2013). First cousins and extended families are preferred in this regard. Honor of the family and economic constraints are observed to be the reasons behind this practice" (Ahmad, Farooq and Kayani, 2015);

2.11. "In a village community, traditional hierarchy in social structure constraints the marriage decisions (Fricke et al., 1986). Caste also reflects the economic class of the people in most of the cases" (Ahmad, Farooq and Kayani, 2015);
Variable 3: Generating the impacts of family
3.1. "A range of family risk factors have been linked to the development and exacerbation of adolescent drug abuse and antisocial behavior. Of these family-related risk factors, ineffective parenting practices, especially poor parental monitoring (Pettit, Bates, Dodge, & Meece, 1999), disorganized family management strategies (Swadi, 1999), coercive and manipulative attempts to control the adolescent (Loeber & Stouthamer-Loeber, 1998), and low levels of involvement and autonomy granting (Gray & Steinberg, 1999) have been implicated as among the most important predictors of the severity of adolescent substance abuse and antisocial behavior" (Henderson, Dakof, Schwartz and Liddle, 2006);

3.2. "Using the concept of ‘‘family strategy’’, they [social historians] have tried to answer the question of how, within the context of the family, individuals adapted their actions to take account of those of other family members and of economic opportunities so as to ensure income now and in the future. The authors have opted to focus on the labor and income strategies of families, treating families as a dynamic constellation of individuals" (Engelena, Kokb and Paping, 2004);

3.3. "The dissolution of the American family has long been of interest to social scientists. Increasing rates of divorce in the United States have been amply documented by census data (U.S. Bureau of the Census, 1990)" (Sweeney and Bracken, 2000);
Variable 4: Diversity of meanings of family
4.1. ".... According to children, children are central to what the family is, so that children do not see couples without children as constituting a family" (James, 2013);

4.2. "Beginning with Burgess’s (1926) classic definition of a family as a unity of interacting personalities, scholars have offered a host of formal definitions of family. Koerner and Fitzpatrick (2004) grouped the various definitions into three general perspectives. The first perspective includes structural definitions, which are “based on the presence or absence of certain family members” such as parents, children, and extended family members (p. 177)......  A second perspective on family includes definitions stressing the accomplishment of psychosocial functions and tasks (Koerner & Fitzpatrick, 2004). Definitions within this functional perspective focus on the institutional aspects of family in the performance of necessary societal functions. These functions include maintaining a household, socializing children, providing emotional and material support, and fulfilling roles......  The third definitional perspective identified by Koerner and Fitzpatrick (2004) includes perspectives emphasizing transactional definitions in which “groups of intimates through their behavior generate a sense of family identity with emotional ties and an experience of a history and a future” (p. 177). For example, Bogenschneider (2002) saw the family as the only institution based primarily on love and caring, connectedness, and commitment" (Weigel, 2008);

4.3. "One reason researchers and practitioners may have trouble reaching agreement on a formal, classical definition of family may be that the concept may not have a classical definition. Many concepts, such as love, commitment, jealousy, and family, may be characterized as prototypes (Rosch, 1978). Prototypes are laypersons’ understandings of the meaning of concepts, which consist of “interrelated sets of attributes commonly ascribed to the concept” (Surra & Bohman, 1991, p. 286)" (Weigel, 2008);
Variable 5: Strong linkage between the notions of home and family
5.1. "... for some, such as Allan and Crow (1989), “the link between home and family is so strong that the terms are almost interchangeable” such that “without the family a home is only a house”; for others, however, this view is “ideologically laden and premised on the white, middle-class, heterosexual nuclear family” (Mallett 2004: 73)" (James, 2013);
Variable 6: Generating the impacts of marriage
6.1. "In many poor and middle-income countries the law still does not recognize unmarried couples and treats their offspring as virtual non-people" (Anon. 2017);

6.2. "The  third great global change is the growing acceptance of divorce. It is now more common in many countries, especially fast-modernising ones where women are becoming economically self-sufficient" (Anon. 2017);

6.3. "In rich countries, the institutions of marriage increasingly confers advantages on people who already have many. Affluent, highly educated men and women marry late and after careful consideration. Their marriages and highly successful - on average, almost certainly the happiest and most fulfilling that the world has ever seen" (Anon. 2017);

6.4. "Marriage is a challenging institution. Despite a good beginning, many couples end up not satisfied with their marriage relationship (Daneshpour, Asoodeh, Khalili, Lavasani, & Dadras, 2011). In a study conducted in Iran, Daneshpour and friends (2011) reported that 15% of registered divorces occur during the first year of marriage. Meanwhile, 53% of the divorce cases take place at the fifth year of marriage" (Manap, Kassim, Hoesni, Nen, Idris and Ghazali, 2013);

6.5. "According to Wardle (2011), gender integration is one of the important purposes of marriage. It comprises a number of specific purposes of marriage such as safe sexual relations, responsible procreation, optimal childrearing, healthy human relationship development and protecting the roles of women for the benefit of the society" (Manap, Kassim, Hoesni, Nen, Idris and Ghazali, 2013);

6.6. "Feminist scholars have highlighted the vulnerability and oppression suffered by women within gender-structured marriages, while also challenging the justice of the institution of marriage. Some have noted that marriage has historically been ‘the vehicle through which the apparatus of state can shape the gender order’ (Cott, 2000: 3)" (Nuti, 2016);

6.7. "Liberalism has generally remained silent about the profound injustice and oppression suffered by women within the family and as a result of marital ties. One of the first and few liberals to examine the family as a locus of injustice was Susan Moller Okin" (Nuti, 2016);

6.8. "Marriage is among the most profound of all human relations that generally is established with the consent of both the partners (Blau et al., 1984). They conclude that most marriages are confined to in-groups even if people prefer to marry outside their immediate kinship network. Biraderi or caste is referred as patrilineage and is generally considered while taking marriage decisions in the Subcontinent. Marriage is a key mechanism of taking care of family lineage and defining the boundaries of social relationships ( Jauregui and McGuinness, 2003)" (Ahmad, Farooq and Kayani, 2015);

6.9. "Evidence from a number of studies has shown that married persons, and particularly men, tend to live longer than their unmarried counterparts (e.g. Hu & Goldman, 1990; Lillard & Waite, 1995; Tucker, Friedman, Wingard, & Schwartz, 1996) but the reasons for this are not completely clear" (Gellatly and Störmer, 2017);

6.10. "... those with mental and physical disabilities were less likely to marry, whilst also being less likely to live long lives, whereas those who were healthy were not only mutually attracted to each other, but their union in marriage was promoted and supported by society" (Gellatly and Störmer, 2017);

6.11. "The social correlates of marriage breakdown include temporal, life-course, attitudinal and economic factors. Temporal factors associated with marriage breakdown reflect the influence of historical time, such as the social contexts and broad social trends that impact on marital breakdown (Thornton and Rodgers, 1987). Life-course factors relate to the timing of specific life events that precede marital breakdown.....  an economic argument asserts that socio-economic factors influence whether a marriage continues or ends, where the husband’s lack of socio-economic resources and a wife’s access to socio-economic resources are destabilizing forces for marriage" (Hewitt, Baxter and Western, 2005);

6.12. "The main family background factors associated with marriage breakdown include race and ethnicity (Bracher et al., 1993; De Vaus et al., 2003; Tzeng and Mare, 1995), socio-economic status of parents (Bumpass et al., 1991; Wolfinger, 1999) and parental divorce (Amato, 1996; Teachman, 2002)" (Hewitt, Baxter and Western, 2005);
Variable 7: Making and unmaking home
7.1. "... Home unmaking is the precarious process by which material and/or imaginary components of home are unintentionally or deliberately, temporarily or permanently, divested, damaged or even destroyed" (Baxter and Brickell, 2014);

7.2. "...home unmaking is part of the lifecourse of all homes and is experienced by all home dwellers at some point in their housing biographies" (Baxter and Brickell, 2014);

7.3. "For women who leave abusive marriages in Cambodia, for example, Brickell (2014) has shown how home unmaking has the potential to be concurrently liberating and disempowering, as trade-offs are made between a life free from violence and the stigma associated with a broken family" (Baxter and Brickell, 2014);

7.4. "Burrell’s article shows home unmaking as a multisensory process, involving excessive noise and dirt, which impacts on residents’ emotions and behavior" (Baxter and Brickell, 2014);

7.5. "Some home unmakings, such as in natural disasters, are highly visible, especially when they are given global media coverage. Yet it is also important to consider the invisibilizing of home unmaking stemming from discrimination, a lack of recognition, and the choice to selectively attend to normative spaces of home and exclude those that do not fit an ideal model" (Baxter and Brickell, 2014);

7.6."...there may be underlying reasons behind the concealment of home unmaking. In the context of domestic violence, for example, research has emphasized how “the ideological scripting of home as intimate and safe makes violence against women difficult to see,” with women often tolerating violence so as not to signal a deep failure or collapse of home" (Baxter and Brickell, 2014);

7.7. "... a biography of home is a story of its making and unmaking" (Baxter and Brickell, 2014);

7.8. "The most common reason for a young person to become “homeless” is relationship breakdowns with parents or guardians. The breakdown itself is often a result of parents’ substance misuse, domestic violence, lack of understanding of mental health issues, or the introduction of a step-parent into the household, which then leads to the young person being asked to leave home" (Tunåker, 2015);
7.9. " The extent to which social bonds and a sense of family are formed when a young person moves away from their family of origin, directly influences their feelings of “home” in the location they move to" (Tunåker, 2015);
7.10. "....neighborhoods are open and fluid “sites of multiple geographies of affiliation, linkage and flow” (Amin 2004: 38). These geographies and the temporary boundaries they construct are often mediated by emotions. As Ahmed (2004: 117) states: “emotions are not simply ‘within’ or ‘without’ but […] they create the very effect of the surface or boundaries of bodies and worlds.” This implies that feeling at home in the neighborhood is also intertwined with and conditioned by feelings of belonging on different spatial and temporal scales such as an individual’s dwelling unit, a city, a nation, or a past" (de Wilde, 2016);
Variable 8: Diversity of meanings on home
8.1. ".... for those young people making the transition from living with their natal family to leading an independent adult life, home was linked very much to a sense of belonging and identity; home “was somewhere that accepted you as you were,” even though, in everyday life, there were often tensions between these young people and their parents about the ways in which they used the temporal and material spaces through which that sense of home was constructed" (James, 2013);

8.2. "... in the twenty-first century it is now recognized that this idealization of the family home is not always, and necessarily, a fixed site of comfortable domesticity for children themselves. For example, as the understanding of child abuse has grown, it has become clear that the family home can be the context for violent and uncaring relationships across the generations" (James, 2013);

8.3. "... Sibley (1995) and Chapman (1999) have both also shown that the home often has very material reminders of the inherently hierarchical relations through which family relationships are managed on a daily basis—dad’s chair on which children cannot sit or the master bedroom, with its private bathroom, into which children venture at their peril" (James, 2013);

8.4. "..... a sense of home is constructed through the emotions—through the relationships of love, intimacy, and anger that pepper people’s everyday family lives and provide them with a sense of identity and belonging" (James, 2013);

8.5. "The challenges of conceptualizing home for migrants arise from new definitions of time, space, and place they discover when negotiating social fields of transnationalism" (Smith, 2014);

8.6. "In recent years there has been a trend to move away from the concept of home as a physical structure with a roof and four walls, instead exploring home as it relates to particular theoretical, social, and cultural contexts" (Smith, 2014);

8.7. ".....our concept of home gains meaning through taking journeys away from it. Through the absence from home, home itself gains meaning. The awareness of home and its meanings is heightened in newcomers, refugees, and asylum seekers because the distance to their former household—likely including family members and/or friends who formed the base from of feelings of safety, security, and ease—creates a feeling of insecurity and a longing for home" (Smith, 2014);

8.8. "... home is an ambiguously experienced “space of belonging and alienation, intimacy and violence, desire and fear” (Blunt and Varley 2004: 3), meaning that dwelling and belonging “at home” is rarely a completed endeavor" (Baxter and Brickell, 2014);

8.9. "Duyvendak (2011: 38–9) distinguishes between home as “haven” and home as “heaven.” Home-as-haven “covers aspects of home that pertain to feelings of safety, security and privacy, which most often relate to the micro level of the house…[It is a] place for retreat, relaxation, intimacy and domesticity.” Home-as-heaven is “more outward-oriented and/or symbolic: it helps individuals to ‘be’, develop and express themselves collectively, and to connect with others, often through the creation of intentional communities" (de Wilde, 2016);

Part 2: A cognitive map on the ideas from the literature on home, family and marriage (re: Part 1)





References
Ahmad, K., A. Farooq and A.K. Kayani. 2015. "Marriage and family structures in the rural Punjab" International Journal of Sociology and Social Policy 35(5/6): 306 - 324 (Permanent link to this document: http://dx.doi.org/10.1108/IJSSP-05-2014-0034).
Anon. 2017. "A looser knot" Special Report - Marriage, The Economist November 25: 3-5.
de Wilde, M. 2016. "Home is Where the Habit of the Heart is" Home Cultures 13(2): 123-144, DOI: 10.1080/17406315.2016.1190583.
Engelena, T., J. Kokb and R. Paping. 2004. "The family strategies concept: An evaluation of four empirical case studies" History of the Family 9: 239–251.
Gellatly, C. and C. Störmer. 2017. "How does marriage affect length of life? Analysis of a French historical dataset from an evoluntary perspective" Evolution and Human Behavior 38, Elsevier: 536-545.
Henderson, C.E., G.A. Dakof, S.J. Schwartz and H.A. Liddle. 2006. "Family Functioning, Self-Concept, and Severity of Adolescent Externalizing Problems" J Child Fam Stud 15:721–731.
Hewitt, B., J. Baxter and M. Western. 2005. "Marriage breakdown in Australia: The social correlates of separation and divorce" Journal of Sociology 41(2): 163–183.
James, A. 2013. "Home Talk" Home Cultures 10(3): 315-328 [url address: http://dx.doi.org/10.2752/175174213X13739735973462].
Manap, J., A.C. Kassim, S. Hoesni, S. Nen, F. Idris and F. Ghazali. 2013. "The Purpose of Marriage Among Single Malaysian Youth" World Conference on Psychology and Sociolgy 2012, Procedia - Social and Behavioral Sciences 82, Elsevier: 112-116.
Nuti, A. 2016. "How should marriage be theorised?" Feminist Theory 17(3), Sage: 285-302.
Richard Baxter, R. and K. Brickell. 2014. "For Home UnMaking" Home Cultures 11(2): 133-143.
Smith, A. 2014. "Interpreting Home in the Transnational Discourse" Home Cultures 11(1): 103-122.
Stewart, P. 2007. "Who is Kin?" Journal of Human Behavior in the Social Environment 15(2-3): 163-181 (DOI: 10.1300/J137v15n02_10).
Sweeney, R.B. and B.A. Bracken. 2000. "Influence of Family Structure on Children's Self Concept" Canadian Journal of School Psychology 16(1): 39-52.
Tunåker, C. 2015 “No Place Like Home?” Home Cultures 12(2): 241-259, DOI: 10.1080/17406315.2015.1046300.

Weigel, D.J. 2008. "The Concept of Family An Analysis of Laypeople’s Views of Family" Journal of Family Issues 29(11) November: 1426-1447.

Tuesday, 19 December 2017

A practitioner guide on managerial intellectual learning




A practitioner guide on managerial intellectual learning




Joseph, K.K. Ho
Dated: December 19, 2017



Preface
The management education is a dynamic fertile subject domain; at the same time, many management practitioners and students are willing and have been spending tremendous time and money to learn management subjects of all kinds. As a researcher and teacher on systems thinking and a number of management disciplines, the concern of how to effectively learn management knowledge to develop managerial competence has been the life-long one for this writer to address. A major research project taken up by the writer in this regard is the multi-perspective, systems-based (MPSB) research that was launched in 1992 as his Ph.D. thesis. Based on this early work on the MPSB research, the writer began in 2013 to examine and publish academic articles on managerial intellectual learning (MIL). Now, it is considered ripe to produce a practitioner guide on managerial intellectual learning. To do so, the writer organizes the published works on MIL and presents the ideas in a much less academic tone so that it is more comprehensible to practitioners who are not academically sophisticated in the academic field of management. Therefore, the book makes much reduced use of academic referencing and academic jargon. It does include a reading list at the end of each chapter, so that more serious readers can gain a more in-depth grasp of the content by studying the relevant academic works. The overall aim of the book, then, is to provide an accessible guide to readers to learn management knowledge via a personal, informal, sustainable, engaging and fruitful pathway. This guide intends to represent and promote the writer's accumulated experience and research findings on MIL to intellectually unsophisticated readers who are nevertheless interested in building up managerial competence via effective and enjoyable learning of the broad subject of management.

Contents
Chapter
Title
Page
Chapter 1
The objectives and overview of managerial intellectual learning
4
Chapter 2
Securing the conditions and resources for managerial intellectual learning
6
Chapter 3
The process framework on managerial intellectual learning
8
Chapter 4
Literature review practice for managerial intellectual learning
11
Chapter 5
Managerial intellectual learning for managerial practices
15
Chapter 6
Coaching and e-learning support for managerial intellectual learning
16
Chapter 7
Managerial intellectual learning  for scholar-practitioners
19
Chapter 8
Concluding remarks
22
References

23




Chapter 1: The objectives and overview of managerial intellectual learning (MIL)

The objectives
Today's business environment is dynamic and complex. Management education and training, both done within and without companies, is prevailing. Nevertheless, management education and training programmes can be expensive and not necessarily effective. Management knowledge from the academic sources is valuable and sophisticated. Learning it, i.e., intellectual learning, is vital for developing managerial competence for practitioners, e.g., managers in commercial and non-commercial organizations. However, there is additional pitfalls of this form of management education and training: academic management knowledge is not always relevant for enhancing managerial practices; even if it does, academic management knowledge, for many learners, is uneasy to comprehend and time-consuming to study. All these concerns, among others, need to be coped with reasonably well for effective intellectual learning on management knowledge to be carried out. This guide is written to respond to this intellectual learning need of practitioners in the field of management. This type of learning is called managerial intellectual learning (MIL), though the kind of MIL dealt with here takes on a narrower scope of learning activity. In particular, this practitioner guide primarily elucidates on a specific way to pursue managerial intellectual learning, which promotes certain characteristics. These characteristics are engaging, self-directed, informal, effective, enjoyable, life-long, agile, enlightening, affordable, and systems thinking-based.

The overview
The elaboration of the managerial intellectual learning in this guide covers the required conditions and resources for MIL (chapter 2), the process framework on MIL (chapter 3), literature review practice for MIL (chapter 4), MIL for managerial practices (chapter 5), coaching and e-learning support for MIL (chapter 6) and MIL for scholar-practitioners (chapter 7). These topics indicate the overview of MIL for practitioners as well as delineate the scope of guidance coverage of this practitioner guide.
As a practitioner guide, it avoids the academic writing style that uses quite some quotations and referencing and academic jargons. The guide does include an ending section of further readings on each chapter for readers who want to take a closer look at the associated academic writings.


Further readings

Ho, J.K.K. 2013. “A Research Note: An exploration on the intellectual learning process of systems thinking by managers in the digital social media ecosystem” European Academic Research 1(5) August: 636-649.
Ho, J.K.K. 2015. “An examination on the study scope and theoretical principles of managerial intellectual learning (MIL)” European Academic Research 3(4) July: 4602-4618.
Ho, J.K.K. 2016. “Using mind mapping literature to enrich the subject of managerial intellectual learning (MIL): an exploratory exercise” European Academic Research 4(4) July: 3483-3497.





Chapter 2: Securing the conditions and resources for managerial intellectual learning

Managerial intellectual learning (MIL) is an engaging activity; inevitably, it also takes time as well as external support to do so. The following two types of conditions and resources are the major ones:

1. Related to mindset: To pursue managerial intellectual learning as an engaging and life-long activity, the learner has to be convinced that it is worthwhile to do so. Specifically, such learning should be conceived as important to a learner for pursuing his/her life-goal, including career goal, and cultivating his/her self-image. One aspect of this required mindset is intense intellectual curiosity. Moreover, it is highly desirable to have a low level of mental distraction and noises as they weaken a learner's ability to be mindful and critically reflective in managerial intellectual learning. To keep the level low of them and to effectively cope with them, emotional intelligence, social networking skills and a noble mindset are also much required. These psychological conditions are also highly relevant for a learner to respond to other external environmental matters, such as work-life balance and the attention paid to mental, physical and financial health.

2. Related to external environment: External environmental conditions such as the political, economic, social and technological trends do affect the quality of life, including work life of a person pursuing MIL. The mindset of a learner enables him/her to cope with these external factors that have an impact on learning, but there is a limit of what a learner's mindset can do in this regard. Beside these macro-environmental conditions, a learner's immediate external environment, such as his/her social network, infrastructural (e.g., e-learning infrastructure), and corporate support, e.g., human resource development policy, also influence a learner's ability to take up engaging and life-long MIL.

Factors on the two types of conditions/resources are inter-related, dynamic and, to a large extent, perceptual in nature. They interact and evolve over time in a somewhat stochastic mode. It is vital that the learner be sensitive to them and manage them as best as he/she is able to so as to create a favourable MIL environment as well as gaining the necessary resources and motivation to propel the learning.


Further readings
Ho, J.K.K. 2014. “On Plagiarism-Dissolving: a Research Note” European Academic Research 1(2) February: 4274-4290.
Ho, J.K.K. 2014. “A Research Note on the Managerial Intellectual Learning Capabilities-Building Mechanism (MILCBM)” European Academic Research 2(2) May: 2029-2047.
Ho, J.K.K. 2014. “An empirical study on managerial intellectual learning and managerial intellectual learning capabilities-Building Mechanism (MILCBM)” European Academic Research 2(8) November: 10564-10577.





Chapter 3: The process framework on managerial intellectual learning

The managerial intellectual learning (MIL) process, as an idealized reference framework comprises a set of four inter-related activities, as embedded in an array of mindset and external environmental factors (re: Figure 1):

Phase 1 (Data Management) comprises securing and searching for study materials, notably academic readings, for leisure reading as well as problem-driven study purposes. Storing, indexing, coding, browsing and making study notes of the readings and ideas from them are the main activities for this phase. Also, learners need to make the e-learning infrastructure, notably, e-library, available to them for this kind of activities.
Phase 2 (Absorbed reading) involves more serious comprehension of the ideas from the academic domain so as to gain a more broader, deeper and, sometimes, focused understanding of management themes, both to develop more sophisticated managerial intellectual competence as well as to obtain a more complicated understanding of management topics. Such activities very often are prompted by on-hand research works and managerial problem-solving tasks. Often, it is carried out as literature review, though a light-weight and agile one for this.  Chiefly, it feeds on the input from Phase 1(Data Management). The review very often involves explicit reflection on the study materials, as facilitated with the construction of conceptual diagrams. These diagrams are also called theoretical framework.
Phase 3 (The multi-perspective, systems-based (MPSB) knowledge compilation is a specialized form of literature review that makes use of critical systems thinking to critically reflect on the discussion in the academic literature on a specific management topic. This literature review exercise consider the values of the purpose-serving tools, the range of possible subjective perceptions on the management topic and, finally, the hidden, marginalized and suppressed assumptions underlying the mainstream views on the chosen management topics under examination. The review is encouraged to be done with the construction of conceptual diagrams, called the MPSB frameworks, both to facilitate critical reflection on the academic literature on the selected management topic under investigation and to convey the resultant findings to other people.
Phase* (Practice-based intellectual learning) is learning that takes place in the practice environment, e.g., a specific work setting. This kind of learning involves both tacit and explicit reflection on observation and management concerns, primarily out of real-world managerial problem-solving or planning activities. This kind of intellectual learning is particularly interested in generating insights with actionable value to address management concerns that exist in the real-world problem-situation.

By linking up these four types of learning activities as a web of managerial intellectual learning activities, one obtains an evolutionary MIL process framework. The MIL process framework is embedded in a learning context with various influencing mindset and external environmental factors.




Further readings
Ho, J.K.K. 1995. “An Example on the Operation of the MPSB Filter” Systems Research Vol. 12, No. 4. Chichester: Wiley: 297-308.
Ho, J.K.K. 1995. “MPSB Frameworks Explained” in Ellis, K., A. Gregory, B. Mears-Young and G. Ragsdell. (editors). Critical Issues in Systems Theory and Practice. Plenum Press: 487-492.
Ho, J.K.K. 2013. “A Research Note: An exploration on the intellectual learning process of systems thinking by managers in the digital social media ecosystem” European Academic Research 1(5) August: 636-649.
Ho, J.K.K. 2014. “An empirical study on managerial intellectual learning and managerial intellectual learning capabilities-Building Mechanism (MILCBM)” European Academic Research 2(8) November: 10564-10577.
Ho, J.K.K. 2015. "An updated research note on the key multi-perspective, systems-based (MPSB) concepts in the multi-perspective, systems-based research" American Research Thoughts 1(11) September: 2693-2704.




Chapter 4: Literature review practice for managerial intellectual learning

Managerial intellectual learning (MIL) relies heavily on literature review. In this regard, some literature review is a leisure reading activity, sometimes to intellectually explore management topics to make an overall grasp of them, while at other times to gain a deeper understanding of a specific management topic. More often than not, the literature review exercise is carried out as an agile literature review for specific applied business research projects or managerial problem-solving to address a particular management concern in the real-world setting, see Table 1. The literature review exercise is attentive to developing a sophisticated understanding of a chosen management topic, see Table 2:

Table 1: A practice guide on the agile literature review approach
The steps
Tasks and deliverable
Relevant resources and support
Step 1 - ideas search
Tasks
·      Identify relevant key words on the formulated management topic statement that responds to the management concern statement made Literature search
·       
·      Browsing and screening contents found
·      Ideas snowballing

Deliverable
A folder for storing the relevant literature, primarily in pdf form
·      Suggestions of relevant academic ideas for key word search from academic advisors and supervisors
·      Library facility, notably e-library for accessing academic publishers' websites


Step 2 - ideas collection
Tasks
·      Collect ideas from the literature and save them into one or more documents on different topics
·      Quick reading of the literature materials collected from Step 1

Deliverable
A set of study notes on a chosen set of topics
·      Computer
·      Brief evaluative comments and advice on the content of the study notes from academic advisors and supervisors
·      e-resources on study notes [for illustration]


Step 3 - ideas categorization
Task
·      Review ideas on each study note on a particular topic and group the ideas from the study note into a number of categories that are relevant for addressing one or two management concerns under examination

Deliverable
A set of categories for grouping the ideas in each study note
·      e-resources on cognitive mapping-based literature review
·      e-resources on mind mapping-based literature review
·      e-resources on coding in qualitative research

Step 4 - ideas systemic diagramming
Task
·      Link up idea categories to produce a theoretical framework/ ideas systemic diagram

Deliverable
A theoretical framework/ ideas systemic diagram
·      e-resources on theoretical framework
·      e-resources  on systemic diagramming
·      e-resources on coding in qualitative research



Table 2: Examples of statements on management concerns and associated management topics

Management concern statements

Characteristics
·      Concerns/ issues-focused
·      Expressed in the language of the client system's world
·      Felt by one or  more stakeholder groups in an organizational setting
Management topic statements

Characteristics
·      Solutions/evaluation-focused
·      Expressed in the language of the academic world
·      Felt by the researcher to be relevant for working out some recommendations with good actionable value
Examples on management concern statements
Examples on management topic statements
Example 1: Product range of  the company too narrow and mature [felt by the senior management of the company]
To evaluate and strengthen the innovation capability of the company.
Example 2: Company's staff in low morale due to  the poor organizational atmosphere associated with the upcoming business process outsourcing [felt by the senior management and the employees of the company]
To evaluate how the organizational atmosphere of the company affects its employee morale and the resultant employees' job performance.
Example 3: Salesmen unwilling to share customers' information with their colleagues in their company [felt by the owner of the business]
To evaluate and strengthen the teamwork  of the company so as to improve customer satisfaction.
Example 4: Some managers considered too harsh to their subordinates [felt by some of the company's middle managers]
To evaluate and improve the management styles and leadership styles found in the company.
Example 5: The  middle managers and their subordinates  of the company are considered unwilling to  learn and adopt innovative ideas [felt by the top management of the company]
To evaluate how the existing corporate culture of the company affects its innovation capability.


There are a number of four distinguishing characteristics of the literature review practice for MIL, however. They are:
1. Strongly rely on using diagramming techniques to construct theoretical frameworks in the literature review exercise.
2. Strongly prefer to underline the systemic nature of the theoretical frameworks constructed via the literature review exercise.
3. Willing to construct an array of theoretical frameworks, some primarily as an academic exercise focusing on the management topic per se, while others as knowledge structure with actionable value to address specific management concerns in a particular organizational setting.
4. Favour to conduct the literature review based on critical systems thinking.

In short, literature review in MIL serves the twin purposes of (a) intellectual learning to build up managerial competence and (b) applied business research and associated managerial problem-solving. Its time-frame can be short-term or long-term.

Further readings
Ho, J.K.K. 2014. "A Review of the Multi-perspective, Systems-based (MPSB) Research with an MPSB Knowledge Supply Chain Framework" European Academic Research 2(1) April: 705-729.
Ho J.K.K. 2017. "On the agile literature review approach for practising managers: a proposal" Systems Research and Behavioral Science, Wiley [to be published].
Ho JKK. 2017. "Cognitive mapping for literature review ebook 2017" April 16, Joseph KK Ho publication folder (URL address: http://josephkkho.blogspot.hk/2017/04/cognitive-mapping-for-literature-review.html). [visited at July 28, 2017].
Ho, J.K.K. 2017. "Some additional conceptual clarification of the recently proposed agile literature review approach (ALRA)" Joseph KK Ho e-resources October 28 (url address: http://josephho33.blogspot.hk/2017/10/some-additionalconceptual.html).

Chapter 5: Managerial intellectual learning for managerial practices

One of the primary goals of managerial intellectual learning is to build up the learner's managerial competence. This in turn, enables the learner to improve his/her managerial practices. The MIL impact on managerial practices in this regard play out in four ways:
1. Via MIL, the learner's intellectual cognition on management topics and concerns is enhanced. The learner is able to develop a more complicated understanding of management concerns and topics that he/she has to consider in his/her managerial practices in his/her specific work setting. In particular, MIL offers a diversity of guidelines to conduct literature review for the long-term goal of professional development and short-term managerial/ applied business research performance.
2. In MIL, specific guidelines are provided on (i) how to conduct appropriate literature review, (ii) how to explore a specific problem-situation to come up with useful literature review themes that are promising for generating management knowledge with high actionable value.
3. Via MIL, a learner is sensitive to the mindset and external environment management issues which can subsequently affect his/her MIL effectiveness. And MIL effectiveness influences short-term and long-term effective managerial practices.
4. MIL promotes effective learning from managerial practices, which, in turn, improves a learner's managerial practices over time.

More generally, MIL has been employed to study functional management disciplines that, in turn inform managerial practices in both strategic and functional managerial domains. Lastly, MIL sensitizes a learner to align intellectual learning with his/her life-goal and career aspiration. More often than not, MIL learners are interested in pursuing the life-goal to become competent scholar-practitioners in one or more management disciplines. Being a competent scholar-practitioner implies more competent managerial practices.



Further readings
Ho, J.K.K. 1995. “An Example on the Operation of the MPSB Filter” Systems Research Vol. 12, No. 4. Chichester: Wiley: 297-308.
Ho, J.K.K. 2014. "A Review of the Multi-perspective, Systems-based (MPSB) Research with an MPSB Knowledge Supply Chain Framework" European Academic Research 2(1) April: 705-729.
Ho, J.K.K. 2017. "A systems thinking-based review of the topic on an applied business research project background (ABB)" European Academic Research 5(8) November: 4021-4040.
Ho J.K.K. 2017. "On the agile literature review approach for practising managers: a proposal" Systems Research and Behavioral Science, Wiley [to be published].





Chapter 6: Coaching and e-learning support for managerial intellectual learning

Managerial intellectual learning is expected to be a self-directed and inner-driven journey for the learner. It does not mean that there such learning is done in an isolated mode. On the contrary, MIL requires e-learning supports of various types. The essential one is access to academic resources, notably from academic publishers' e-libraries. Study materials available on the public domain, e.g., public libraries, YouTube, and Google Scholar, are also important for MIL. The second category of support is advisory support from coaches, mentors and teachers from universities. This advisory support can be informal, e.g. from the learner's  social network, or offered on a paid-for basis by the learner's employing organization. Another type of academic advisory support could come from teachers on an educational programme that a learner has enrolled in. Apparently, the knowledge domains covered in the coaching and e-learning support for MIL are broad. They include knowledge domains in various management disciplines. More importantly, academic advisory support to learn contemporary systems thinking is critical since MIL is systems thinking-based. Novice MIL learners are especially reliant on the coaching and e-learning support to start off on this learning journey. Over time, as a learner gains more intellectual competence, he/she becomes more capable to learn how to learn by himself/herself. When this more mature stage of learning is reached, the learner is more capable to carry out MIL on his/her own. Nevertheless, being able to access academic study materials, in particular from some e-learning platforms and portals, is still crucial. This writer recommends learners not to spend too much money on formal education as a pathway on continuing MIL and related continuing professional development.


Further readings
Ho, J.K.K. 2013. "A Research Paper: Providing E-Learning Support to Part-Time Students in Business Disciplines Using Facebook from the Multi-Perspective, Systems-Based (MPSB) Perspective" Systems Research and Behavioral Science 30: 86-97.
Ho, J.K.K. 2015. "A brief research note on coaching and mentoring practice guidelines and principles for the Multi-perspective, Systems-based (MPSB) managerial learning" European Academic Research 3(7) October: 7291-7303.



Chapter 7: Managerial intellectual learning  for scholar-practitioners


The continuing intellectual learning to develop managerial competence, being the aim of managerial intellectual learning, is a highly relevant personal developmental pathway for the learner with a life-goal to be a scholar-practitioner. In this case, it can also be said that the learner's life-goal to become a scholar-practitioner constitutes the motivator to pursue MIL. This is, however, not necessarily the situation because MIL is a special version of managerial intellectual learning in that it has unique learning characteristics, notably its embrace of critical systems thinking and multi-perspective, systems-based research, among others. Therefore, not all scholar-practitioners in business management adopts the specific learning route of MIL for continuing professional development. Notwithstanding this fact, an understanding of the professional development process of scholar-practitioner in business management (re: Figure 2) also improves comprehension of the nature of MIL.
Briefly, the professional development process to become a scholar-practitioner in business management recognises five related sets of considerations:
A. The supportive infrastructure: The infrastructure enables information, knowledge flow as well as intellectual dialogues with other people in both physical and virtual ways.
B. Learning process and motivators: The learning process involves the inter-related activities of writing, research, teaching, sharing and praxis.
C. Impacts on skills: Specific skill impacts include improved managerial skills, improved teaching skills and improved intellectual skills.
D. Professional identity: The professional identity is that of a scholar-practitioner.
E. On personal well-being: A number of favourable impacts on personal well-being are identified on work-life balance, self-actualization and employability.

The professional development process enriches our understanding of the MIL process by taking in consideration of professional development factors specific to a scholar-practitioner. And to be  a scholar-practitioner is an important MIL motivator.





Further readings
Ho, J.K.K. 2014. "A Theoretical Review on the Professional Development to Be a Scholar-Practitioner in Business Management" European Academic Research 1(12) March: 5393-5422.
Ho, J.K.K. 2014. "Mapping and explaining the Multi-perspective, Systems-based Research sub-Systems Movement" European Academic Research 2(9) December: 11880-11900.
Ho, J.K.K. 2015. "A survey study of perceptions on the scholar-practitioner notion: the Hong Kong case" American Research Thoughts 1(10) August: 2268-2284.



Chapter 8: Concluding remarks


Academic articles published in several journals over times on managerial intellectual learning (MIL) have cumulatively articulated at some length on MIL. By organizing and expressing the MIL ideas in a condensed and less academic style, this guide serves for the induction purpose for learners interested in pursuing MIL. Interested readers who are willing to spare more time to study the readings listed in this guide will gain a deeper understanding of it. Nevertheless, being engaged in MIL is crucial.


Further reading
Facebook page on Managerial intellectual learning, maintained by J.K.K. Ho (url address: https://www.facebook.com/managerial.intellectual.learning/).




References
Facebook page on Managerial intellectual learning, maintained by J.K.K. Ho (url address: https://www.facebook.com/managerial.intellectual.learning/).
Ho J.K.K. 2017. "On the agile literature review approach for practising managers: a proposal" Systems Research and Behavioral Science, Wiley [to be published].
Ho J.K.K. 2017. "On the agile literature review approach for practising managers: a proposal" Systems Research and Behavioral Science, Wiley [to be published].
Ho JKK. 2017. "Cognitive mapping for literature review ebook 2017" April 16, Joseph KK Ho publication folder (URL address: http://josephkkho.blogspot.hk/2017/04/cognitive-mapping-for-literature-review.html). [visited at July 28, 2017].
Ho, J.K.K. 1995. “An Example on the Operation of the MPSB Filter” Systems Research Vol. 12, No. 4. Chichester: Wiley: 297-308.
Ho, J.K.K. 1995. “MPSB Frameworks Explained” in Ellis, K., A. Gregory, B. Mears-Young and G. Ragsdell. (editors). Critical Issues in Systems Theory and Practice. Plenum Press: 487-492.
Ho, J.K.K. 2013. "A Research Paper: Providing E-Learning Support to Part-Time Students in Business Disciplines Using Facebook from the Multi-Perspective, Systems-Based (MPSB) Perspective" Systems Research and Behavioral Science 30: 86-97.
Ho, J.K.K. 2013. “A Research Note: An exploration on the intellectual learning process of systems thinking by managers in the digital social media ecosystem” European Academic Research 1(5) August: 636-649.
Ho, J.K.K. 2014. "A Review of the Multi-perspective, Systems-based (MPSB) Research with an MPSB Knowledge Supply Chain Framework" European Academic Research 2(1) April: 705-729.
Ho, J.K.K. 2014. "A Theoretical Review on the Professional Development to Be a Scholar-Practitioner in Business Management" European Academic Research 1(12) March: 5393-5422.
Ho, J.K.K. 2014. "Mapping and explaining the Multi-perspective, Systems-based Research sub-Systems Movement" European Academic Research 2(9) December: 11880-11900.
Ho, J.K.K. 2014. “A Research Note on the Managerial Intellectual Learning Capabilities-Building Mechanism (MILCBM)” European Academic Research 2(2) May: 2029-2047.
Ho, J.K.K. 2014. “An empirical study on managerial intellectual learning and managerial intellectual learning capabilities-Building Mechanism (MILCBM)” European Academic Research 2(8) November: 10564-10577.
Ho, J.K.K. 2014. “On Plagiarism-Dissolving: a Research Note” European Academic Research 1(2) February: 4274-4290.
Ho, J.K.K. 2015. "A brief research note on coaching and mentoring practice guidelines and principles for the Multi-perspective, Systems-based (MPSB) managerial learning" European Academic Research 3(7) October: 7291-7303.
Ho, J.K.K. 2015. "A survey study of perceptions on the scholar-practitioner notion: the Hong Kong case" American Research Thoughts 1(10) August: 2268-2284.
Ho, J.K.K. 2015. "An updated research note on the key multi-perspective, systems-based (MPSB) concepts in the multi-perspective, systems-based research" American Research Thoughts 1(11) September: 2693-2704.
Ho, J.K.K. 2015. “An examination on the study scope and theoretical principles of managerial intellectual learning (MIL)” European Academic Research 3(4) July: 4602-4618.
Ho, J.K.K. 2016. “Using mind mapping literature to enrich the subject of managerial intellectual learning (MIL): an exploratory exercise” European Academic Research 4(4) July: 3483-3497.
Ho, J.K.K. 2017. "A systems thinking-based review of the topic on an applied business research project background (ABB)" European Academic Research 5(8) November: 4021-4040.
Ho, J.K.K. 2017. "Some additional conceptual clarification of the recently proposed agile literature review approach (ALRA)" Joseph KK Ho e-resources October 28 (url address: http://josephho33.blogspot.hk/2017/10/some-additionalconceptual.html).