U.S. MBA and Management Training Programs in Central and Eastern Europe

The transfer of the American model of management education to Central and Eastern Europe (CEE) is the subject of this paper. It specifically looks at the impact of a U.S. government-funded program to promote linkages between U.S. business schools and institutions in the CEE region. In 1990, the U.S. Agency for International Development (USAID) was authorized by the Congress to develop a program to assist the countries of the CEE region in their transition from command to market economies. This would consist of training and education in economics and management in nine countries from the Baltic states in the north to Albania in the south. This program, known as the Management Training and Economics Education Project (MTEEP) would include twelve grants amounting to nearly $100 million to eleven U.S. universities that would partner with 14 local institutions of higher education. The paper does not purport to contribute to theoretical literature, but rather to chronicle a trend in technology transfer. The author maintains that over a 10-year period MTEEP has contributed to a significant transfer of educational technology in the form of management education, especially in the establishment of MBA and executive MBA programs as well as management training programs.     

My Stomach Fell Through the Floor: The Moment of Not-Knowing What to Do

Youth workers routinely experience moments in their professional practice with young people when, despite their experience and training, they are simply at a loss for what to do, how to respond, and how to be helpful to the youth. These experiences of not-knowing are seldom shared with other youth workers, which contributes to a climate of shame and humiliation. Professional supervision seldom attends to how youth workers experience these moments and their personal and vocational costs. This study presents a phenomenological investigation of how youth workers experience moments of not knowing what to do, identifies five central themes of the experience, and makes recommendations for improved youth work practice and supervision. This chapter presents the research question and its significance to the field of American youth work.     

Contextualizing Not-Knowing: Terminology and the Role of Professional Identity

This chapter provides a context for the concept of not-knowing, including a discussion of how the concept was framed. The experience of not-knowing in professional youth work is framed in relationship to other concepts explored by the social work and therapeutic literature (including vicarious trauma, helplessness, secondary trauma, and burnout), as well as those offered by the limited youth work and nursing literature discussing similar concepts (disruption and hurt, suffering, commitment in spite of conflict, and the struggle to go along when you do not believe). The standing of youth work in the professions and its own struggles to professionalize are explored, with attention to how not-knowing affects and is affected by these efforts.     

It's Just a Little Too Human: Questions of Vocation

SUMMARY

Among youth workers who experience moments of not-knowing what to do, many often describe their thoughts and reactions to the phenomenon in vocational and existential terms. They ask what right they have to work in the helping professions if they find themselves simply unable to be helpful. In many cases, the vocational crises following experiences of not-knowing contribute to burnout and youth workers' decisions to leave the field altogether. This chapter describes the fourth of five themes associated with youth workers' experiences of not knowing what to do: questions of vocation. In addition to presenting the dominant theme, this chapter discusses the three variations on it, as described by youth worker participants: (a) What am I supposed to do? (b) Who am I to deal with this? and (c) Maybe the problem is me.     

Boarding School Fictions: schoolgirls' own communities of learning

This article explores the fictional world of the schoolgirl annual in the interwar period and the significance of the imagined girls'-only spaces for their intended readership. The article takes the year 1929, the year of Virginia Woolf's A Room of One's Own, and focuses on two annuals designed for the 12–15 market: School Friend and Schoolgirls' Own. The annual compendium of stories, a very British invention, drew on characters whose adventures were followed in the weekly schoolgirl comics and was published at Christmas, a time when there was little personal space available as families gathered together. The imaginary world of boarding schools such as Cliff House or Morcove offered readers an escape from the hierarchy of family life and expectations of girls' participation in the home. Using the background of Woolf's feminist polemic and a framework informed by the theoretical framing of space by feminist geographer Linda McDowell, the article teases out the meaning of the multilayered nature of stories created by men with no experience of single-sex girls' school, writing as women.     

Accumulation by Dispossession and Its Limits: The Southern Africa Paradigm Revisited

The dispossession of agricultural producers from the land has long been considered a condition of successful capitalist development. The main contention of this paper is that such dispossession has in fact become the source of major developmental handicaps for at least some and possibly many countries of the global South. We develop our argument by focusing on the South(ern) African experience as a paradigmatic outlier case of accumulation by dispossession—that is, as one of its extreme instances capable of highlighting in almost ideo-typical fashion its nature and limits. After reconstructing interpretations of capitalist development in Southern Africa that in the early 1970s established the region as a paradigm of accumulation by dispossession, we discuss how useful these interpretations are for understanding the more recent developmental trajectory of South Africa. We then suggest ways in which these interpretations from the 1970s should be reformulated in light of subsequent developments. We conclude by briefly examining the theoretical and policy implications of the analysis.