Search results

The authors describe a hypothetical course that educators can use as a resource and model to (1) inform students about the transformations currently occurring as societies grounded in practices of the 20th century Industrial Age experiment with the emergent systems and structures of the 21st century Innovation Age, (2) identify experiential learning strategies that actively engage students in practicing the collaboration skills they will need to be successful, and (3) expose students to the field of positive psychology to understand their psychological strengths and to learn how to use them strategically to enjoy more success across multiple social networks. These multiple social networks present a complexity to learners that require students to develop a navigational compass. Psychological strengths refer to personality traits and competencies that enable people to do things well. In this three module course, students learn how moments of positive emotion can contribute to the high levels of engagement that occur when operating from strengths. Awareness and use of strengths energize the drive for achievement, sustain resilience, and improve performance. Students systematically identify their strengths and learn to spot strengths in others. In portfolios, they document engaged experiences to understand what truly energizes them and improves productivity. They reflect on how strengths and moments of positive emotion affect their self-esteem and self-efficacy. In class activities, students explore how to deploy strengths effectively in different settings. In the last module, they set goals and work with teams to discover why collaboration and communication are essential to maximizing the value of strengths-based learning in social networks.

Patrick Blessinger is the founder and Executive Director of the International Higher Education Teaching and Learning Association and a Research Fellow at the School of Education at St. John's University in Queens, New York, USA. He has taught over 150 college and university courses and he has served as a program chair at colleges and universities in the US and EU. He consults with HE institutions in the areas of technology innovation and internationalization and he serves as an academic and accreditation advisor for HE institutions. He is the co-founder and co-director of the Institute for Meaning-Centered Education. He is the founder and editor of the International HETL Review and co-editor of the Journal of Applied Research in Higher Education. He is co-editor of several volumes within the Cutting-edge Technologies in Higher Education book series (Emerald) and co-editor of the book, Meaning-Centered Education: International Perspectives and Explorations in Higher Education (Routledge: 2013). He attended Auburn University, Georgia Tech, and the University of Georgia. He is a peer-recognized expert and thought leader in the field of teaching and learning and he has received several academic awards including a Fulbright Scholarship from the US Department of State and a Governor's Teaching Fellowship from the State of Georgia, USA.

This book centers on several key areas of social engagement and social learning in higher education today, including social networking platforms and e-portfolios. In addition to these Web 2.0 technologies, rapid improvements in related communication technologies (e.g., broadband services, wireless, mobile phones, and tablets) have also provided the necessary infrastructure components by which educators implement innovative teaching and learning practices on a larger scale, in a more reliable manner, and in a more targeted fashion. These technologies are also transforming our views of what it means to learn in an increasingly globalized, interconnected, and pluralistic world. The authors have presented several perspectives on how to use social networking tools to better engage learners in more meaningful and authentic learning activities. Social networking sites like Facebook are not a panacea for effective learning, but they do provide instructors and students with a convenient platform for enhancing the teaching and learning process. Instructors also play an important part in modeling proper online behavior through their presence on the platform and their interaction with their students. However, these tools are only one piece of the learning puzzle. The ultimate goal is to enable students to become lifelong learners and to instill in them a high value for learning that matures over their lifetime. As such, these tools can be used to better engage students more deeply in authentic and personally meaningful learning experiences.

Contextualizing grammar in second language (L2) classrooms implies making grammar constructs relevant to the learners’ world; affording learners the opportunities to better comprehend and apply these concepts in their own milieus. This instructional design (ID) has been devised to contextualize grammar and to explore learner engagement of pre-service English teachers through Computer-Aided Learning (CAL) and Task-based Learning (TBL) in a technology-driven learning environment. CAL encompasses technology-aided discussions, multi-media presentations, online tests and exercises, and social media deployment. TBL, on the other hand, contextualizes grammar using technology and social network in planning, executing, and presenting four assigned tasks: picture essay, brochure design, dialogue composition, and comic strips illustration. Facebook is the e-portfolio of the class, archiving all group and individual output. The CAL-TBL tandem is propelled by group initiatives and class collaboration evident in group discussions and planning, microteaching, task presentations, peer reviews, and self-evaluations. These initiatives engage learners; empowering students to collaboratively take active part and responsibility for their own learning. The three-hour-class meets every week in a computer laboratory. The post-semester feedback and online poll course design review as well as the University Course Evaluation comments have shown that the ID, from the learners’ perspective, is effective in contextualizing grammar and in engaging learners.

This study aims to identify the price determinants of fine wines in a small and competitive market. These characteristics are found in many lesser-known wine-producing countries and are often difficult to analyse because of lack of data.

This study hand-collects and transcribes wine-related data for 149 Swiss wineries and 2,454 individual wines over the period 2014–2018 directly from wine lists provided by wineries. This study uses multivariate ordinary least squares regressions to analyse the relation between wine attributes and prices and to assess the effect of a currency shock caused by the sudden appreciation of the Swiss franc in 2015 as well as a reduction in information asymmetries induced by the novel coverage of Swiss wines by The Wine Advocate.

Prices mainly depend on collective reputation, production techniques and product positioning. Surprisingly, following a sharp appreciation of the Swiss franc, producers did not reduce prices. The arrival of a highly influential wine expert on the market also had a positive price effect on rated wines and producers. Both hint at wineries attempting to position themselves relative to competitors.

Few studies examine the price drivers in lesser-known wine markets, where competition is fierce. This study’s results show that wine pricing differs from other more famous and larger wine regions. In addition, to the best of the authors’ knowledge, this study is also the first to analyse the impact of a currency shock and a reduction in information asymmetries on wine prices.

The purpose of this paper is to perform an analysis of the current literature providing a deep contribution to understanding the paradigm shift from output to outcome measures in the public sector. Thus, the main aim is to provide relevant insights of both theoretical and empirical studies, offering a critique of the schemes and the research methods used and underlining future research opportunities for the compelling (or underestimated) contents and new emerging trends.

Articles published in main public management and administration journals, as internationally recognized, are analyzed using a structured literature review methodology. The paper investigates selected contributions published in Association of Business Schools (ABS) (Chartered Association of Business Schools – UK] Grade 4, 3 and 2 journals specializing in the field of “Public Sector Management,” dealing with the topic of performance measurement, from output to outcome.

Findings are described defying a framework that deepens emerging elements of current literature such as main countries analyzed, main research topics highlighted, research methods applied (qualitative versus quantitative; case studies, interviews, comparative studies etc.), different definitions of “output” and “outcome,” top keywords and their connections.

The paper’s findings aim to offer insights and a current “shared vision” into the state of the art and possible future research avenues on the topic of output and outcome measures in the public sector fostering the development of further studies especially in the direction of sustainability.

The purpose of this paper is to describe a methodology to deal with conformance checking through the implementation of computer-interpretable-clinical guidelines (CIGs), and present an application of the methodology to real-world data and a clinical pathway for radiotherapy-related oncological treatment.

This methodology is implemented by a software able to use the hospital electronic health record data to assess the adherence of the actual executed clinical processes to a clinical pathway, monitoring at the same time management-related efficiency and performance parameters, and ideally, suggesting ways to improve them.

Three use cases are presented, in which the results of conformance checking are used to compare different branches of the executed guidelines with respect to the adherence to ideal process, temporal distribution of state-to-state transitions, and overall treatment efficacy, in order to extract data-driven evidence that could be of interest for the hospital management.

This approach has the result of applying management-oriented data mining technique on sequential data, typical of process mining, to the result of a conformity check between the preliminary knowledge defined by clinicians and the real-world data, typical of CIGs.

The purpose of this paper is to examine whether there are different configurations of lean bundles leading to successful (bad) financial performance and to explore how the complementarities and substitutions between lean bundles shape these configurations.

A fuzzy-set qualitative comparative analysis (fsQCA) was performed on 19 manufacturing firms. Data on financial performance (return-on-asset and growth rate) were retrieved from the AIDA database and data on the lean bundles of just-in-time, total quality management, total preventive maintenance and human resource management were collected via surveys conducted in all the plants belonging to the sampled firms.

None of the lean bundles is able to explain alone the firm’s successful financial performance. Lean bundles always have to be complemented by other lean bundles. There are different, equifinal configurations of lean bundles leading to successful (bad) financial performance. Configurations characterized by low implementation of lean bundles are related to bad financial performance.

By finding different configurations of lean bundles associated with successful and bad financial performance, this study informs operations managers on the most effective investments concerning the implementation of lean manufacturing.

This study extends literature on complementarities in lean manufacturing literature. It also bridges together apparently contradictory research on the relationship between lean manufacturing and financial performance. Finally, the study demonstrates that lean bundles have different roles in reaching successful and bad financial performance.

In this chapter, we propose a theoretical assessment of the relationship between unions and investments. We develop a simple model where a firm chooses its investment level anticipating the employee's effort choice and the outcome of wage bargaining. First, and consistently with the holdup view, we find that the union's bargaining power has a negative effect on the accumulation of fixed capital. Second, we show that this negative effect is mitigated by the voice ability of unions to ease the displeasure of exerting effort. Hence, when the voice ability of unions is strong vis-à-vis their bargaining power, the holdup view does not necessarily survive, and unionized firms invest more than their nonunionized competitors.