Business Research Publications Update- March 2019

16 April 2019

The following lists recent journal and book publications by TU Dublin faculty- March 2019

Chari, R., Hogan, J., Murphy, G., Crepaz, M. (2019) Regulating Lobbying: a global comparison (2nd Ed).  Manchester University Press.

Governments worldwide are developing sunshine policies that increase transparency in politics, where a key initiative is regulating lobbyists. Building on the pioneering first edition, this book updates its examination of all jurisdictions with regulations, from the Americas, Europe, Middle East, Asia, and Australia. Unlike any book, it offers unique insights into how the regulations compare and contrast against each other, offering a revamped theoretical classification of different regulatory environments and situating each political system therein. This edition innovatively considers different measurements to capture the robustness of lobbying laws in terms of promoting transparency and accountability. And, based on the authors' experience of advising governments globally, it closes with a no-nonsense guide on how to make a lobbying law. This is of value to policymakers seeking to introduce or amend regulations, and lobbyists seeking to influence this process.


Cooney, T., Licciardi, M. (2019) 'The Same but Different: Understanding Entrepreneurial Behaviour in Disadvantaged Communities’. In Entrepreneurial Behaviour: Individual, Contextual and Microfoundational Perspectives. McAdam, M. and Cunningham, J. (Eds), Palgrave (317-345).

This book explores two key strands of entrepreneurial behaviour research (individual and contextual) whilst also covering microfoundational perspectives.  It takes a closer look at the social, environmental, cultural and economic factors impacting employee behaviour offering implications for future policy and practice.  The chapter emphasises behaviour in disadvantaged communities.


Donnelly, R. (2019). Supporting pedagogic innovators in professional practice through Applied eLearning. E-Learning and Digital Media, 2042753019836317. 


This study explores the relationship between conceptions of innovation in eLearning pedagogy, the role of artefact-based learning in demonstrating this innovation, and how this can be investigated through critical incidents analysis of personal and collective learning. The context is an accredited masters programmes and the graduates' experience from 2007 to 2017. Graduates are a blend of academic staff in higher education, private sector trainers, and independent eLearning consultants wanting to develop knowledge and skills in eLearning. Key dimensions of pedagogic innovation explored are the continuum of how programme participants learn to innovate, what enables or prohibits them to innovate in their professional practice, and how they lead such innovations. Sixty-five graduates from the programme were invited to a survey and 10 of these who self-formed a LinkedIn community of practice after graduation engaged in a critical incident analysis on pedagogic innovation in their professional practice. As the participants are drawn from a range of academic subject disciplines, and share a cohort with eLearning professionals from the private and public sector, findings show the prohibitors and enablers within their disciplines and organisations in introducing and sustaining innovations to practice. Also shown is the importance of growing confidence in digital pedagogical practice, the power of collaborative cohorts, deconstructing innovative pedagogy for these contexts, and what supports pedagogic innovation. Findings have curriculum design and support implications for practitioners delivering eLearning professional development for academic staff and industry.

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