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The present study aims to examine how adjustments to utility analysis (UA) estimates and restructuring UA information to include a tabular format affect managerial acceptance of a selection test.

Managers across organizations (n=185) indicated whether they would accept and implement a new selection test based on a hypothetical scenario. They were randomly assigned to different scenarios based on UA dollar estimate size and visual format of the information.

Overall, managers were indifferent to the dollar size of the UA estimate and were not influenced by presentation format. Managers did report use of UA information when making decisions and qualitative analyses revealed several patterns that help explain why this information was useful.

When presenting UA information, practitioners should reexamine how they build support for both sides of the benefits‐costs equation, potentially adding information beyond UA dollar amounts such as legal liability and company reputation.

The quandary remains regarding how to communicate the value of human resource initiatives to organizational stakeholders. The paper adds to the literature by investigating two variables not previously examined, the size of UA dollar estimates and the format used to present UA information. More importantly, the study incorporates a unique qualitative component to better understand managers' use or non‐use of UA and corresponding rationale.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting sustainability, cultural diversity and the integration of various perspectives and worldviews rooted in identity and lived experience in sustainability education at Community College of Allegheny County (CCAC).

A case study approach using Geneva Gay’s (2002) CRP framework was used to investigate the role of CRP in sustainability education at CCAC. Thematic analysis was used to analyze the data collected from eight interviews and 67 survey respondents, who participated in a larger exploratory study focusing on education-related sustainable development goals objectives in technical and vocational education and trainings.

The findings indicate that implementing CRP in sustainability education fosters a culturally diverse learning environment, leading to enhanced cultural competence, critical thinking, global citizenship and academic achievement. Best practices and potential benefits of integrating diverse lived experiences and identities using CRP are also identified.

The small sample size may limit the generalizability of the findings. To address this limitation, future studies could use larger and more diverse samples to confirm the findings of this study. Additionally, the study was conducted at a single institution, which may limit the transferability of the findings to other institutions. Future studies could replicate this study at different institutions to determine the generalizability of the findings. Another limitation is the reliance on self-reported data, which may be subject to social desirability bias. To address this limitation, future studies could use a mixed-methods approach that includes both qualitative and quantitative data sources.

This study highlights the need for community colleges to prioritize diverse faculty and staff recruitment, provide CRP and diversity training and establish partnerships with community organizations. By implementing these recommendations, institutions can enhance sustainability education, promote cultural competence and foster critical thinking among students, ultimately contributing to a more inclusive and equitable learning environment.

The integration of diverse lived experiences and identities using CRP in sustainability education can lead to a more culturally diverse and socially inclusive society. By fostering cultural competence, global citizenship and critical thinking in students, community colleges can empower them to address global challenges and contribute to achieving a sustainable and equitable future for all.

This paper contributes to the understanding of the role of CRP in promoting sustainability and cultural diversity in CCAC and education. It highlights the significance of including diverse perspectives and worldviews rooted in identity and lived experience in sustainability education, offering practical recommendations for integrating CRP in educational institutions.

The purpose of this paper is to describe the development and implementation of Library Lights Out, an annual collaboration between the library and Housing & Residential Life at Eastern Washington University (EWU). This creative outreach program features collaborative educational and recreational activities, is a cost-sharing partnership and serves to further the organizational goals of both the library and Housing & Residential Life.

The John F. Kennedy Library at EWU was initially approached by Housing & Residential Life with the idea for an overnight event in the library, which became Library Lights Out. Student participants in this event spend the night in the library and participate in a variety of educational, team-building and fun programs, such as a library resources scavenger hunt and “capture the flag” in the library stacks. Library Lights Out has become an annual event funded primarily by Housing & Residential Life, facilitated by the library and driven by students.

Library Lights Out has been a successful partnership that benefits the library, students and Housing & Residential Life.

This paper adds to the limited body of literature on academic library outreach to residence halls by highlighting three unique aspects of Library Lights Out. First, it is a cost-sharing partnership which was initiated by Housing & Residential Life and not by the library. Second, it occurs in the library and not in the residence halls, unlike most library outreach to residence halls. Finally, it is an overnight sleepover event with a combination of an educational program and recreational activities and games.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

This paper addresses the challenges associated with defining and conceptualizing leadership amidst the plethora of theoretical constructs and definitions of leadership and proposes a model for developing transcendent servant-leaders. Based on a review of the literature, three categorical levels of leadership are outlined and discussed that describe the motives that drive leaders, their means of influence, and the outcomes they strive to achieve at each level. These levels include everyday leadership, effective organizational leadership, and transcendent servant leadership. Having delineated these leadership levels, a holistic model for leadership development and education that facilitates the transcendence of effective organizational leaders and ensures their sustaining power of influence is outlined and described.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This article examines, elementary leveled graphic history, a genre of literature relatively untouched by research. Due to graphic nonfiction’s growing popularity in the realm of children’s literature and its potential benefits for young readers, teachers may want to incorporate this genre of literature into their social studies curriculum. Despite the genre’s appeal, educators should be careful when introducing graphic histories to their students, as nonfiction texts of any kind can possibly contain inaccuracies and biases that might foster misconceptions. In this study, we used a critical content analysis approach to investigate both images and text in four graphic histories on the Battle of the Alamo. We found these books contain several instances of factual errors and biased perspectives. After our analyses, we discussed implications for using these types of books in the classroom to help students enhance critical literacy skills. We connected recommended critical literacy activities to Common Core State Standards for informational texts and writing.

This article examines how underlying national culture potentially impacts host country expectations of corporate citizenship for multi‐national firms. We present a conceptual framework for systematically comparing the impact of national culture on social issues affecting multi‐national firms. Research propositions describe the relationships between national culture and corporate citizenship suggesting potential future empirical research opportunities. Using four countries as examples, we conduct a qualitative comparative analysis to demonstrate the applicability of our culture‐based framework. Finally, we offer implications of our framework for corporate global citizenship of multi‐national firms.

With the ability of linking distant partners and diverse bodies of students and faculty, virtual design studios provide unique opportunities for examining cultural, contextual, and methodological differences in design and design collaboration. However, most evaluations of virtual design studio in the recent literature have focused primarily on technical and operational issues. In contrast, the social and cultural dimensions of virtual design studio and their pedagogical implications have not been adequately examined. To address this gap, this article examines the experience and outcomes of a recent virtual design studio involving international collaboration between faculty and student partners. Specifically, it looks at how presence of differences and process of dialogic learning create pedagogical opportunities in a collaborative 'virtual' environment. Based on the case study, this article argues that through dialogues, collaboration, and negotiation of cultural, contextual and methodological differences, collaborative virtual design studio offers an alternative to traditional design studio based on the primacy of individual practice and the master-apprentice model of learning. By creatively utilizing the collaborative environment involving diverse partners, virtual design studio can foster a critical understanding of cross-cultural design process and the significance of dialogues and negotiation in design.