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The purpose of this paper is to examine how conceptualising market orientation within a capabilities framework may assist in developing further understanding of the construct.

Compelling issues in the market orientation literature relating to the nature of the market orientation construct, the relationship of the construct with performance, and identifying antecedents to market orientation are discussed. The capabilities perspective is explored in the context of these issues. In particular, a perspective of market orientation based on the market‐sensing capability is proposed, which may provide additional insights into the construct.

The capabilities framework facilitates a more comprehensive approach to understanding the nature of market orientation, which captures the complex interaction of behavioural and cultural factors in the conceptualisation of the construct.

This paper addresses the need to examine how marketing capabilities may contribute to organisation performance.

While larger tourism enterprises benefit from a graduate management intake and continuing executive development, the owner of the small tourism operation is limited in continuing education and professional development opportunities due to resource poverty, lack of appropriate and available tertiary tourism education. This chapter details the pedagogical and technological challenges faced by the education team at Waterford Institute of Technology (WIT) in developing and implementing an innovative blended learning degree, customised to meet the requirements of the entrepreneur for a sense of involvement, relevance and flexibility. Understanding how to harmonise blended learning with face-to-face PBL was the cornerstone of success in the design and implementation of the programme and the insights gained will provide guidelines to educators who are responsible for the development of relevant and accessible business degree programmes for owner/managers of micro/small business enterprises.

Catherine Althaus, Ph.D., is an Assistant Professor at the University of Victoria in Canada. Her present research interests focus on public policy and public administration as well as bioethics, leadership in the public service, and the interface between politics and religion. She teaches online courses in the Master of Public Administration and Master of Arts in Community Development programs.

The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types of social learning technologies can be used to build flexible and agile learning environments and foster collaborative learning activities for students. Whereas Web 1.0 is considered a content-centric paradigm, Web 2.0 is considered a social-centric paradigm. In other words, at the heart of Web 2.0 is social networking, social media, and a vast array of participatory applications and tools. This book examines the possibilities of Web 2.0 technologies in general and social technologies in particular, including blended (hybrid) learning technologies and applications. At least four factors have driven the rapid changes we have experienced in the way we teach and learn with these technologies: (1) these technologies are digital, making them highly versatile and integrative, (2) these technologies are globally ubiquitous, making them accessible to anyone and anywhere there is an Internet connection, (3) these technologies are generally low cost or free, making them accessible to anyone with a computer or mobile device, and (4) the development of more sophisticated learning theories, greatly increasing our understanding of how to best apply these technologies in an academic setting.

Most entrepreneurs are continually concerned about their finances. Their companies perhaps not yet profitable, they may have a fear of “running out of dry powder.” These entrepreneurs often have fallen in love with their company's technologies, products, and potential markets, but they require more resources. Invariably these emerging ventures shroud their fear of the grueling capital raising marathon by presenting voluminous business plans to potential investors. They often flaunt their “optimized business models.”” Investors, however, typically want to know why the potential investment is such a good deal. The entrepreneur often wants guidance regarding what to say to whom in a changing financing environment.

In this article, our “Practitioner's Corner” associate editor Joe Levangie collaborates with a long-time colleague Paul Broude to address how businesses should “make their capital-raising initiatives happen.” Levangie, a venture advisor and entrepreneur, first worked with Broude, a business and securities attorney, in 1985 when they went to London to pursue financing for an American startup. They successfully survived all-night drafting sessions, late-night clubbing by the company founder, and even skeet shooting and barbequing at the investment banker's country house to achieve the first “Greenfield” flotation by an American company on the Unlisted Securities Market of the London Stock Exchange. To ascertain how the entrepreneur can determine what financing options exist in today's investing climate, read on.

In view of the recent enhanced concerns of the SEC and PCAOB that Accounting Principles Board Opinion No. 23 (APB 23)–asserting firms do not comply with the “sufficient evidence” criteria of APB 23, we examine whether APB 23–asserting firms that declared their foreign earnings as permanently reinvested abroad are less likely to repatriate those foreign earnings under the American Jobs Creation Act (AJCA) of 2004, compared with similar non-asserting firms. The asserting firms are required to disclose sufficient evidence that validates an ability to meet their domestic cash needs with only earnings generated in the United States and their plans to indefinitely reinvest foreign earnings outside the United States. Estimates show that asserting firms are more likely to repatriate their foreign earnings than non-asserting firms. In addition, we find that the probability of making an election to repatriate permanently invested foreign earnings under the AJCA of 2004 is higher for firms with nonbinding foreign tax credit (FTC) limitations that have made an APB 23 declaration to permanently invest foreign earnings abroad. These findings suggest that asserting firms’ declarations to indefinitely reinvest foreign earnings abroad are not well grounded, thereby indirectly validating the SEC’s and PCAOB’s increased scrutiny for supporting evidence for APB 23 assertion. The estimates also show that the likelihood of making an election to repatriate foreign earnings under the AJCA of 2004 increases with asserting firms’ liquidity constraints and financial distress: the financial characteristics listed as part of APB 23 criteria of sufficient evidence and highlighted by the SEC and PCAOB comment letters, indicating that asserting firms raid permanently reinvested foreign earnings to satisfy their financial needs and constraints.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

This study aims to identify the key determinants of Airbnb rating scores.

This study is based on a sample of 127,257 listings across 43 cities. A total of 24 explanatory variables were identified, and they were further grouped into host verification information, communication, policy of renting, space, information about environment, price and experience of hosting. Both Tobit and ordered logit models were used to perform the analysis.

The results indicate that good communication, large space and provision of information about the listings’ environment have a positive effect on users’ satisfaction, whereas experience of hosting negatively influences users’ satisfaction.

This study contributes to the peer-to-peer accommodation literature by affording a more complete understanding about guest satisfaction and its determinants.

Offers insights into workplace empowerment by concentrating on the wider contemporary (UK) context of work, conceptualising work in the on‐going debates on human resource management (HRM) and postmodernity. Connections are made between theory and practice in HRM and postmodern critique, drawing on an empirical case study. Compares the postmodern motifs of consumerism and consumption, commodification and image projection and the HRM ideals of commitment, individuality and continuous development. Suggests that viewing HRM as discourse may enable a focus for, if not a reconciliation of, the debate between theoretical HRM and HRM in practice.

The sociology of education has various traditions which examine the connections between education, culture, and inequality. Two of these traditions, symbolic interactionism and critical theory, tend to ignore each other. This paper creates a dialogue between these traditions by applying symbolic interactionist (SI) and radical interactionist (RSI) sensibilities to an important study for resistance theory, Paul Willis’ classic ethnography Learning to Labor (1977). The SI reading of Learning to Labor emphasizes the importance of group interactions and the creation of meaning, while the RSI reading highlights how domination unfolds in social interaction. We argue that SI and RSI have much to offer Learning to Labor, as these readings can avoid some of the critiques commonly leveled on the book regarding the linkage between theory and data, structure and agency, and the book’s conceptualization of culture. Likewise, we argue that the data in Learning to Labor have much to offer SI and RSI, as the material provides grist to further understand the role of symbols in domination while identifying escalating dominance encounters that create a set of patterned interactions that we describe as a “grinding” social order.