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With the arrival of the 4th Industrial Revolution and the Education 4.0 era, the inevitability of educators using technology in the classroom has grown. A global health pandemic has hastened the adoption of online teaching. The interdependence of technologies and pedagogies necessitates vigour and variability, along with evolving teaching and learning practices. Past literature has advocated for various roles and forms of technology in education; however, inconsistencies in “blended learning” definitions have posed challenges in understanding blended learning’s full potential. Thus, a quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning.

A quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning. A total of 96 samples were carefully chosen based on established theoretical definitions, relevant to technology use. The samples were then placed into three categories: Web-based applications, standalone applications and devices. Effect sizes (ESs) acquired from Cohen’s d formula (1988; 1992) were used to determine overall effectiveness. The ES of individuals in each of the delivery platform categories was totalled and averaged. This combined ES was then interpreted using Cohen’s (1988) benchmark. Subsequently, a combination of ESs was compared based on the similar type of delivery method, as well as the dependent variables in which the average of the respective combined ESs was calculated for interpretation.

Findings show that all three delivery methods were effective in enhancing a learner’s performance, especially for language teaching and learning. The study provides insights that can assist stakeholders in selecting different delivery platforms to befit the needs of discrete disciplines.

The researchers recommend the three categories of technological intervention described above as tangible tenets for future research in blended learning implementation. Thus far, no blended learning researcher has attempted to categorize the myriad of technological interventions available into concrete, concise groupings. With the recommended categories of technological intervention, blended learning practitioners would have a better sense of direction in the context of investigating the effectiveness of a specific intervention implemented. The researchers deem the recommended categories of technological intervention as immensely useful for the blended learning community to begin establishing intervention as one of the important elements to look at. For example, the effectiveness of a technological intervention under both the Web-based application and standalone application categories, respectively, in relation to a similar dependent variable can be compared to further understand the implications of using interventions of a different nature. And such studies will need to extend the investigation to the present by examining all recent studies.

This chapter provides information on the specific programming needs of victims of torture pursuing higher education, and policy and practice guidelines which will support them in that pursuit. This is a community-based participatory action research project that brought together partners who had educational, research, practical, and real-life expertise in working with marginalized groups on this complex issue, with each partner playing an essential and a vital role in the research. A partnership between George Brown College, the Centre for Addiction and Mental Health, the Wellesley Institute, and the Canadian Centre for Victims of Torture established this community-based participatory action research project. The project established innovative outreach for people seeking to integrate into Canadian society through education following experiences of torture and war as a means to aid in the meaningful integration of survivors into Canadian society. This work is scalable to other settings (e.g., universities and colleges across Canada) and groups with experiences of marginalization (e.g., Aboriginals, visible minorities, etc.).

The purpose of this paper is to provide a theoretical account of how firms make choices between dynamic capability-based and ad hoc problem-solving approaches toward strategic change.

A model has been developed to answer the questions of how and under what conditions firms develop appropriate approaches to handle strategic change.

Drawing upon structural inertia theory (SIT) and the resource-based view (RBV), the model predicts that firms, regardless of their age and size, are more likely to adopt an ad hoc problem-solving approach to handle change in both highly dynamic and low-dynamic environments. However, in moderately dynamic environments, a dynamic capability-based approach may be more appropriate, depending on which theoretical logic (SIT or RBV) the decision is made.

The paper builds on the useful distinction made by Winter (2003) in terms of the ways to handle organizational change and extends the recent research on temporary vs sustainable competitive advantages to investigate how firms tackle strategic change within the contexts of both environmental dynamism and organizational attributes.

In this chapter, we update stakeholder salience research using the new lens of stakeholder work: the purposive processes of organization aimed at being aware of, identifying, understanding, prioritizing, and engaging stakeholders. Specifically, we focus on stakeholder prioritization work — primarily as represented by the stakeholder salience model — and discuss contributions, shortcomings, and possibilities for this literature. We suggest that future research focus on stakeholder inclusivity, the complexity of prioritization work within intra-corporate markets, the integration of stakeholder prioritization with other forms of stakeholder work, and the development of managerial tools for multiobjective decision making within the strategic management context.

Despite the impressive record of advancing toward higher education, women are substantially underrepresented in science, technology, engineering, and math (STEM) fields compared to men. Less is known about the factors that explain gendered patterns of participation in STEM in countries with dissimilar national characteristics and educational systems. To fill this gap in the literature, this study first examines the historical trends of female representation in STEM fields cross-nationally. Then, this paper explores the relationship between women’s and men’s enrollments in STEM with various structural, national characteristics. Recognizing that the relationship may vary by subfields of STEM, the study further investigates the association separately for natural science and for engineering. Using time- and entity-fixed effects panel regression models pooled between 1970 and 2010, the study’s analyses built on earlier studies on gender segregation across fields of study and gender inequality in higher education. The findings suggest that the common assumption of tight, positive linkage between societal development and participation in STEM holds for only men at an aggregate level under the period covered. The authors find a negative association between national economic development and women’s participation in STEM, especially for engineering. On the other hand, they find positive associations between men’s enrollment in STEM as well as women’s enrollment in other fields of study with women’s participation in STEM. Taken together, the results suggest the significance of the diffusion of an inclusive logic in higher educational institutions.

Stakeholder theory (ST) argues that providing value to external stakeholders is the best way to ensure long-term business health. However, when the theory was formed, information technology (IT) played a small role in organizational operations and strategy. Although IT research recognizes stakeholders, the theoretical underpinnings of ST are rarely recognized within this context. The purpose of this paper is to remedy this issue by reviewing ST through the lens of technology adoption and training and presenting propositions for business alignment and organizational success.

This paper conducted a comprehensive literature review to examine all extant research at the intersection of ST, IT and information systems (IS). A total of 25 papers were retained, published between 1993 and 2016, using multiple sources for search.

Too little IT research has recognized the theoretical foundations of ST. These theoretical foundations have the potential to expand the focus of research and practice to recognize the wider impacts of technological developments. A total of six propositions are presented to highlight the need for a greater focus on external stakeholders throughout all stages of IS design, development and implementation to improve the performance of IT-related projects and IT-business units.

The paper addresses the research gap by integrating ST with IT and IS, providing theory-based recommendations to improve their functions within organizations. A review of all extant research at the intersection of these topics is provided.

Purpose – Ascertaining the extent to which the generalized decline in union density, as well as the erosion in centralized bargaining structures and developments in other labor institutions, have contributed to rising within-country inequality.

Methodology – Econometric analysis of a newly developed dataset combining information on industrial relations and labor law, various dimensions of globalization, and controls for demand and supply of skilled labor for 51 Advanced, Central and Eastern European, Latin American, and Asian countries from the late 1980s to the early 2000s, followed by an analysis of 16 advanced countries over a longer time frame (from the late 1970s to the early 2000s).

Findings – In contrast to previous research, which finds labor institutions to be important determinants of more egalitarian wage or income distributions, the chapter finds that trade unionism and collective bargaining are no longer significantly associated with within-country inequality, except in the Central and Eastern European countries. These findings are interpreted as the result of trade unionism operating under more stringent structural constraints than in the past, partly as a result of globalization trends. In addition, despite much talk about welfare state crisis, welfare states, historically the result of labor's power and mobilization capacity, still play an important redistributive role, at least in advanced countries.

Practical implications – Union attempts at equalizing incomes by compressing market earnings seem ineffective and impractical in the current day and age. Unions should seek to increase the workers’ skill levels and promote an egalitarian transformation of the workplace. This type of “supply-side” egalitarianism is not a new strategy for unions, but is very much embedded in the unions’ DNA.

The purpose of this study is to investigate whether corporate social disclosure levels relate to national cultures.

The sample consisted of 600 large companies from 22 countries. Cultural measures were applied: a measure for secrecy, as proposed by Hope et al. and a newly constructed measure for generic types of cultures (Gannon), both derived from Hofstede's national culture dimensions. Two other dimensions, masculinity and long‐term orientation, not part of secrecy and generic types of culture measures, were also tested separately.

A number of significant statistical relationships between corporate social disclosures and cultural measures are identified. The results are consistent with the associations suggested by stakeholder theory and a country‐specific stakeholder orientation. It is concluded that corporate social disclosure levels are likely to be influenced by national cultures.

The results of Van der Laan Smith et al. are largely supported. Culture is clearly related to corporate social disclosure levels, although cultural data may need refinement. Further, the potential limitations of the application of stakeholder theory for this type of study need to be taken into account.

The outcomes can be useful to the managers of multinational corporations, when preparing corporate social disclosures.

Instead of a comparison between two nations, as is undertaken by Van der Laan Smith et al. a scaled relationship between generic types of cultures and CSD levels is found.

The authors used Sue’s (2010) microaggression process model and Freeman et al.’s (2010) stakeholder theory as a theoretical basis for this case.

Information for the case was gathered from publicly available sources. No formal data collection efforts were undertaken.

Guess Who’s Coming to Deliver is a case that examines an event that occurred at Lowe’s Home Improvement Warehouse in late July and early August of 2015. A customer who had purchased some products from Lowe’s requested that only White delivery people were dispatched to her home because she did not allow African–American people in her house. The case is factual and was written from information that was publicly available in the media. The case is designed to help instructors facilitate a meaningful classroom discussion about microaggressions from the different stakeholder perspectives.

The case is relevant for undergraduate and graduate organizational behavior and human resource management courses.