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The production of the ‘good life’ or the ‘less bad-life’ (Berlant, 2007, 2011), especially among generations of the Marcos dictatorship and the Epifanio de los Santos Avenue revolutions (henceforth, EDSA revolutions) in the Philippines, is animated by the ‘mobility imperative’ (Farrugia, 2016). The mobility imperative includes processes that encourage or demand mobility (Farrugia, 2016) for individuals and institutions. It figures in various ‘systems of practice’ (Levitt, 1998, 2001) among families in migrant-sending communities, government and corporations that magnify how migration is the ticket to better life (McKay, 2012) or its glorification as a heroic act (de los Reyes, 2013, 2014). Among the generations of the Martial Law and the EDSA revolutions, therefore, the ‘good life’ is hinged upon departure as professionals (e.g. nurses and engineers), workers in elementary occupations (e.g. construction and domestic workers) or mail-order brides or pen pals. Put simply, the good life in these generations is a function of remittances.

This chapter examines how the contemporary generation of young people construct the ‘good life’ in differential and new terms (de los Reyes, 2023; McKay & Brady, 2005) from previous generations. Using interviews and vision boards of left-behind children (15–18 years old), it argues that left-behind children critically appraise the ‘mobility imperative’. The chapter shows that there is a growing imagination of alternatives to the migration-induced good life among left-behind children, and therefore, they gradually refuse the ‘mobility imperative’. For them, the aspired good life consists of potentially being employees or entrepreneurs in their own villages and living a life with their own families (de los Reyes, 2019, 2020).

The purpose of this study is to validate multiplicative cycle that exists between the job readiness and satisfaction model explored by Matthews et al. (2018), the satisfaction and performance paradigmatic nuances analyzed by Judge et al. (2001) and Gu and Chi (2009), in addition to the expectancy model theorized by Vroom (1964). The motivation to transfer learning serves as a conveyable variable transmitted within a learning continuum that sustains cyclical outputs.

An archetype to explore the connection between the three hypothesized theories is created through a neural network program. Exploring this connection develops deeper understandings of the derivatives of employee motivation as it pertains to its effect on readiness, satisfaction, performance and achievement dyads. A detailed analysis of the literature leads to the hypothesis that the motivation to transfer learning creates a multiplicative effect among hypothesized relationships.

The neural network program scaffolds the proposed general belief that positive effects of transfer motives cause a cyclical effect that continues to perpetuate among hypothesized dyads. Conversely, if this motivation decreases or ceases among one or more dyads, the cyclical effect will retract and, eventually stop.

Based on the neurologic outcome, one central theme emerged: managers must offer opportunities to acquire knowledge through assistive mechanisms (i.e. training) by providing external stability through controlled channels that activates the motivation to transfer learning into new opportunities. The transference of this knowledge produces reconstructive growth opportunities through continuous learning thus increasing performance.

本研究的目的、除了驗證弗魯姆 (Vroom) (1964) 建立的「期望模型」理論外，也去驗證存在於工作準備就緒與馬修斯等人 (Matthews et al.) (2018) 所探索的滿足感模型之間的倍增週期，及質治等人 (Judge et al.) (2001) 和古與池 (Gu & Chi) (2009) 所分析的滿足感及表現之範式細微差別。學習轉移的動機作為一個被傳送至學習漸變體內的可輸送變量而運作，而這個學習漸變體是會維持週期性的輸出的。

透過神經網絡程序，創造一個用以探索這三個假設性理論之間的關係的原型。探究這些關係，會使我們更能深入了解僱員動機的衍生品，因這涉及僱員動機對準備就緒、滿足感、表現及功績二元體的影響。仔細分析文獻帶出了一個假設，就是: 學習轉移的動機會在各假設的關係裏創造一個倍增的效果。

這個神經網絡程序續步闡釋了一個被倡議的普遍觀念，那就是轉移動機的正面影響會帶來一個在假設性的二元體中會繼續持續下去的週期性效應。相反地，如果這動機在一個或多個二元體中減弱或停止，這週期性效應將會撤回及最終停止。

基於神經病學的結果，一個核心主題浮現了， 就是：管理人員必須提供透過輔助機制 (就是說：培訓) 而獲取知識的機會。方法是給會引發把學習轉為新機會的動機之受控渠道、提供外在穩定性。這知識的轉移，透過不斷學習而創造重建的成長，表現因而得以提升。

The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental needs of its first-year university students (Learner Training, Thinking Skills, Application of Knowledge, Information Literacy, and Communication). This paper highlights the process of adapting PBL to the foundation year context and presents initial findings demonstrating its positive impact. These findings provide evidence that this adaptation of PBL supports the development of important life-long learning skills, can motivate and engage students, and enables them to make a variety of connections to other subjects, to other students (a community of learners), and to the broader community.

The purpose of this study is to determine what the history of research in marketing implies for the reaction of the field to recent developments in technology due to the internet and associated developments.

This paper examines the introduction of new research topics over 10-year intervals from 1960 to the present. These provide the basic body of knowledge that drives the field at the present time.

While researchers have always borrowed techniques, they have refined them to make them applicable to marketing problems. Moreover, the field has always responded to new developments in technology, such as more powerful computers, scanners and scanner data, and the internet with a flurry of research that applies the technologies.

Marketing will adapt to changes brought on by the internet, increased computer power and big data. While the field faces competition for other disciplines, its established body of knowledge about solving marketing problems gives it a unique advantage.

This paper traces the history of academic marketing from 1960 to the present to show how major changes in the field responded to changes in computer power and technology. It also derives implications for the future from this analysis.

El objetivo de este estudio es examinar qué implica la historia de la investigación académica en marketing en la reacción del campo de conocimiento a los recientes desarrollos tecnológicos como consecuencia de la irrupción de Internet.

Esta investigación analiza la introducción de nuevos temas de investigación en intervalos de diez años desde 1960 hasta la actualidad. Estos periodos proporcionan el cuerpo de conocimiento básico que conduce al ámbito del marketing hasta el presente.

Aunque los investigadores tradicionalmente han tomado prestadas ciertas técnicas, las han ido refinando para aplicarlas a los problemas de marketing. Además, el ámbito del marketing siempre ha respondido a los nuevos desarrollos tecnológicos, más poder de computación, datos de escáner o el desarrollo de Internet, con un amplio número de investigaciones aplicando tales tecnologías.

El marketing se adaptará a los cambios provocados por Internet, aumentando el poder de computación y el big data. Aunque el marketing se enfrenta a la competencia de otras disciplinas, su sólido cuerpo de conocimiento orientado a la resolución de problemas le otorga una ventaja diferencial única.

Describe la historia académica del marketing desde 1960 hasta la actualidad, para mostrar cómo los principales cambios en este campo respondieron a los cambios tecnológicos. Se derivan interesantes implicaciones para el futuro.

Historia, Revisión, Cambio, Tecnología, Conocimiento, Internet, Datos, Métodos

Revisión general

In a knowledge-based economy, employees’ perception of psychological safety in their wok unit is critical for group conflict. The purpose of this study is to investigate the mediating role of psychological safety between the predictors (i.e. organizational trust and empowering leadership) and the outcome variable, group conflict.

Data was drawn from 633 employees from a global automobile company headquartered in South Korea. Construct validity of the measurement model was examined using a confirmatory factor analysis. The hypothesized model was tested by a structural equation modeling and the bootstrap analysis.

Organizational trust and empowering leadership accounted for 68% of the variance in employees’ psychological safety. The three antecedents (i.e. organizational trust, empowering leadership and psychological safety) explained 20% of the variance in group conflicts. Psychological safety significantly and fully mediated the relationship between organizational trust and group conflict and the relationship between empowering leadership and group conflict.

Human resources and organization development professionals can help employees feel more psychologically safe in an organization by developing empowering leaders and making more trustworthy organizational culture. When employees perceive a high level of psychological safety, they are likely to feel less conflict in their team.

This study examined the antecedents and consequences of psychological safety of knowledge workers in a non-Western cultural context. Psychological safety played a pivotal role as a mediator. To the best of the authors’ knowledge, this is the first study that empirically found the direct link between organizational trust and psychological safety and the relationship between empowerment leadership and psychological safety.

The purpose of this paper is to demonstrate that common method variance, specifically single-source bias, threatens the validity of a university-created student assessment of instructor instrument, suggesting that decisions made from these assessments are inherently flawed or skewed. Single-source bias leads to generalizations about assessments that might influence the ability of raters to separate multiple behaviors of an instructor.

Exploratory factor analysis, nested confirmatory factor analysis and within-and-between analysis are used to assess a university-developed, proprietary student assessment of instructor instrument to determine whether a hypothesized factor structure is identifiable. The instrument was developed over a three-year period by a university-mandated committee.

Findings suggest that common method variance, specifically single-source bias, resulted in the inability to identify hypothesized constructs statistically. Additional information is needed to identify valid instruments and an effective collection method for assessment.

Institutions are not guaranteed valid or useful instruments even if they invest significant time and resources to produce one. Without accurate instrumentation, there is insufficient information to assess constructs for teaching excellence. More valid measurement criteria can result from using multiple methods, altering collection times and educating students to distinguish multiple traits and behaviors of individual instructors more accurately.

This paper documents the three-year development of a university-wide student assessment of instructor instrument and carries development through to examining the psychometric properties and appropriateness of using this instrument to evaluate instructors.

This paper aims to present an approach where assumption personas are used to engage stakeholders in the elicitation and specification of security requirements at a late stage of a system’s design.

The author has devised an approach for developing assumption personas for use in participatory design sessions during the later stages of a system’s design. The author validates this approach using a case study in the e-Science domain.

Engagement follows by focusing on the indirect, rather than direct, implications of security. More design approaches are needed for treating security at a comparatively late stage. Security design techniques should scale to working with sub-optimal input data.

This paper contributes an approach where assumption personas engage project team members when eliciting and specifying security requirements at the late stages of a project.

The purpose of this study is to fill a gap in the literature by examining the import and impact of the generative leadership philosophy and praxis of Ambassador Aurelia Erskine Brazeal, an African American Female Foreign Service Officer.

This single subject case study, augmented by portraiture, employs an interdisciplinary methodological design also using polyvocal narrative, oral history and arts-based research.

The research revealed that a prosocial disposition, compassion, strategic vision, clarity of purpose, commitment to fair play, focus on balance, hearing everyone out and the practice of leadership as a potentiating art are the hallmarks of a generative leadership praxis.

The research posits that to be effective in the 21st century, leaders would do well to incorporate generative leadership qualities and characteristics into their praxis.

This study found that listening, co-creating connections and safe spaces, promoting dialog, critical reflection and collective action are as important to diplomatic tradecraft as they are to generative leadership practice.

The challenge of epistemic exclusion suggests that a well-conceived case study examining the life, leadership philosophy and praxis of Aurelia Erskine Brazeal – an individual of merit and distinction – can serve as an exemplar in efforts to reimagine public leadership in the 21st century.

The value of this research is found in its phenomenological approach which shares insights drawn from personal biography as well as key perspectives on public history.