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The 1997-98 financial crisis has had a profound effect on how East Asian economies the role of the IMF and its strategic interests relative to those of the United States in the international financial regime. It has prompted them to create a regional mechanism for financial and monetary cooperation, ranging from deeper policy dialogue and surveillance, to a system of financial cooperation, and common exchange rate arrangements. This paper analyses the economic and strategic motivations behind this and outlines recent developments in financial cooperation in East Asia to provide possible directions for the future.

A network of bilateral swap arrangements under the Chiang Mai Initiative(CMI) needs stronger policy dialogue and surveillance to develop into a regional financing facility, a sort of East Asian IMF. The facility plays a role as an regional lender of last resort, providing short-term funds to a member country facing a temporary liquidity shortage and for market intervention to stabilize foreign exchange rate. East Asian countries need to achieve regional exchange rate stability. In the long run, the region may develop a common currency arrangement, but it cannot be expected in the very near future because there is no convergence of macroeconomic conditions, economic structure and systems. A realistic approach would be for East Asian developing countries to adopt a currency basket system to minimize the impact of dollar/yen exchange rate volatility on their economies. Strong political will and a vision for regional integration will be required to introduce it.

The purpose of this paper is to show that major reversals of an index (specifically BIST-30 index) can be detected uniquely on the date of reversal by checking the extreme outliers in the rate of change series using daily closing prices.

The extreme outliers are determined by checking if either the rate of change series or the volatility of the rate of change series displays more than two standard deviations on the date of reversal. Furthermore; wavelet analysis is also utilized for this purpose by checking the extreme outlier characteristics of the A1 (approximation level 1) and D3 (detail level 3) wavelet components.

Paper investigates ten major reversals of BIST-30 index during a five year period. It conclusively shows that all these major reversals are characterized by extreme outliers mentioned above. The paper also checks if these major reversals are unique in the sense of being observed only on the date of reversal but not before. The empirical results confirm the uniqueness. The paper also demonstrates empirically the fact that extreme outliers are associated only with major reversals but not minor ones.

The results are important for fund managers for whom the timely identification of the initial phase of a major bullish or bearish trend is crucial. Such timely identification of the major reversals is also important for the hedging applications since a major issue in the practical implementation of the stock index futures as a hedging instrument is the correct timing of derivatives positions.

To the best of the author’ knowledge; this is the first study dealing with the issue of major reversal identification. This is evidently so for the BIST-30 index and the use of extreme outliers for this purpose is also a novelty in the sense that neither the use of rate of change extremity nor the use of wavelet decomposition for this purpose was addressed before in the international literature.

The recent global COVID-19 pandemic has forced many institutions of higher education to place added consideration and focus on their virtual instruction, causing instructors to rethink their pedagogical approaches (Murphy, et al., 2020). While new pedagogical technologies are being introduced in higher education (Baker, et al. 2008), not all approaches have produced beneficial results (Heilesen, 2010). Could this new learning medium serve as an effective tool for student learning outcomes and comprehension of course concepts? The current study presents attempts to answer these questions through its exploration of student perceptions and impact of podcasting as an instructional tool within four undergraduate leadership courses. Through the use of podcasting as a means of supplemental content and assessment, these cases provide educators with foundational guidance and recommendations on how to most effectively implement different ways of podcasting into the classroom to achieve student learning outcomes. As we celebrate the 20th anniversary of JOLE and look ahead to the next twenty years, the authors suggest that one of the most important tasks for leadership educators will not only be to recognize opportunities presented by technological advances in teaching and learning (Gigliotti & Ruben, 2017), but also the use of these new technologies to meet the needs of a changed student population in a post-global pandemic world.

The objective of this study is to present a successful strategy to promote Korea as the logistics hub of Northeast Asia. Firstly, we introduce the necessity of a logistic hub strategy for Korea. In order to develop a successful strategy, we consider the 'free trade zone' model of the Netherlands and China. We develop a realistic and suitable model for Korea based on this Jree trade zone' model. Our proposal for a successful logistic hub strategy for Korea is the fulfillment of the following six objectives: 1) security of market accessibility, 2) improvement of the logistic system, 3) improvement of the education system, 4) improvement of the tax system, 5) assurance of labor market flexibility, and 6) development of an appealing living environment for foreigners.

Mind mapping can be a pedagogical tool that helps students brainstorm how to organize information in a way that incorporates creative and active learning, as well as critical thinking. In this article, we describe the application of using mind maps in an undergraduate course focused on teaching leadership theory as an effort to help students think more holistically about how theories intersect with their lives. The assignment description, rubric, and details of the application are provided. Examples of ways students have organized their maps to integrate theories into their lives (e.g., based on themselves, organizations, or metaphors) are also included. Through this practice, we found that mind mapping leadership concepts to areas of students’ lives develop their ability to describe how leadership theories operate holistically in their life, rather than limiting their understanding to one or two popular theories. We recommend leadership educators consider mind mapping as a pedagogical tool to teach theories and other content that require understanding in a broader context.

The purpose of this research is to develop a better understanding of the hurdles in implementing Lean Six Sigma (LSS) for operational excellence in digital emerging technology companies.

We have conducted case studies of LSS implementations in six US-based companies in the digital emerging technology industry.

Critical success factors (CSF) for LSS implementations in digital emerging technology companies are: (1) organizational leadership that is engaged to the implementation, (2) LSS methodology that is rebranded to fit existing shared values in the organization, (3) restructuring of the traditional LSS training program to include a more incremental, prioritized, on-the-job training approach and (4) a modified LSS project execution methodology that includes (a) condensing the phases and tools applied in LSS projects and (b) adopting more iterative project management methods compared to the standard phased LSS project approach.

The qualitative nature of our analysis and the geographic coverage of our sample limit the generalizability of our findings.

Implications comprise the awareness and knowledge of critical success factors and LSS methodology modifications specifically relevant for digital emerging technology companies or companies that share similarities in terms of focus on product development, innovation and growth, such as R&D departments in high-tech manufacturing companies.

Research on industry-specific enablers for successful LSS implementation in the digital emerging technology industry is virtually absent. Our research informs practitioners on how to implement LSS in this and alike industries, and points to aspects of such implementations that are worthy of further attention from the academic community.

This article showcases how mobile app technology can enhance leadership education through a new mobile app called My Student Leader. My Student Leader represents a novel approach to leadership education so that students may use smartphone technology to enhance student leadership development on campus. The app facilitates the creation of Leader Plans associatedwithservicelearningactivitiesandcampus eventswhichthencanbeemailedtoteam members, faculty and staff.There also is a section for students to write a Leadership Legacy reflection. This application brief addresses the stages of development of the app and the outcomes associated with mobile technology use for leadership education.

While scholars recognize that digital technology is a major tool employed by contemporary learners to access knowledge, its full capacity is yet to be utilized. This paper investigates opportunities to increase individual learning engagement and knowledge retention in higher education and corporate environments through integrating educational content with innovative digital technology. Currently, within commonly adopted e-learning platforms, the most utilized online content delivery and student progress assessment tools in leadership education appear to be discussion-based instruction, along with written assignments, and research projects (Jenkins, 2016). To inform leadership educators’ choice in innovative tools for increased effectiveness of instruction, this paper shares an experience of delivering integrated global leadership education pedagogical content (i.e., cross-cultural competency instruction for graduate management class at a U.S.-based public university) within a gamified real-time multiuser learning platform—MyAltis—and discusses implications for leadership education.

School principals should lead for social change, particularly in support of vulnerable or marginalized students. An important social justice issue in which principals must provide strong leadership, but may not be adequately prepared in university training, is creating positive and inclusive school environments for lesbian, gay, transgender, bisexual, and questioning (LGBTQ) students. Research reveals that LGBTQ students experience high rates of discrimination, bullying, and physical assault due to their sexual orientation or gender expression. This Application Brief describes how faculty members at a Midwest university developed curriculum and pedagogy for their principal preparation program with the goal of promoting the knowledge and skills that future school leaders need to provide effective leadership for protection, acceptance, and affirmation of LGBTQ students.

This paper describes the implementation of a role-play exercise to illustrate the influence of followership styles and effective communication on leader-follower relationship formation and development. We provide the pedagogical theory and evidence behind using role-plays in classroom settings, followed by a literature review pertaining to leader-member relations and followership on which this role-play is based. The activity aims to fulfill multiple objectives: (a) to explain the importance of effectively managing-up the hierarchy, (b) to use effective communication skills in challenging and conflict laden situations, and (c) to expand self- awareness and explore own implicit assumptions. We further provide the session plan for using the role-play including the instructions, timing, and role handouts, and discuss potential outcomes.