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The purpose of this paper is to demonstrate that the integration of intelligences plays a great role in changing the organisational and national culture and, in consequence, in changing governmental intelligence (GI). This paper investigates the impact of national culture (NC) and knowledge management (KM) on GI.

This paper explores the development of a culture knowledge intelligence model (CKI) to test a number of propositions through web-based survey methodology administered to 101 civil servants of two national public administrations, Brazil’s Planning Ministry and Germany’s Bundesanstalt. The data were analysed quantitatively through SPSS and SmartPLS (CFA and SEM). In this paper, the relationships between the variables (hypotheses) were empirically tested using structure equation modelling (SEM).

The high correlation between organisational/national culture on GI raises the discussion of these relationships in the academic community. The impact of organisational/national culture on GI is much higher in Brazil than in Germany. In opposition to Germany, in Brazil, the GI is more influenced by culture than by knowledge. This is related to the fact that German culture, in opposition to Brazil, is future- and performance-orientated, getting information from facts, books and statistics, instead of being people-oriented, getting the first-hand (oral) information. The major practical implication is to demonstrate the importance of integration of intelligences to improve GI.

The influence of NC on decisions of governments is paramount to understand failures in government decisions, mainly because of the difficulty of public leaders to learn by comparison and collaboration from a global, participative and integrative vision and action. Despite the importance of the relationship between NC and GI, this intuitive juxtaposition has not received attention in the literature.

The paper focuses on the management of the innovation process. It provides a more comprehensive approach for the analysis of the mutual relationships among creativity, knowledge and innovation (CKI), thus going beyond the one-to-one basis of analysis prevailing in literature. Given the varied set of stakeholders concerned with innovation process outcomes, the need for adopting different perspectives emerges (i.e. macroeconomic, institutional, socio-cultural and corporate). A framework, including a set of indicators grouped by perspective is proposed in order to help capture several outputs of innovation processes.

This is a qualitative research paper based on the literature review and the development of theoretical remarks. The multiple-case study approach corroborates the theoretical analysis.

The model aims to provide an operating tool for the management of innovation processes. It helps to assess the impact of innovation plans and operating actions at any level. The model may support decision making and control tasks in operating contexts, providing a strategic tool for governments and managers. This paper may encourage academicians to refine the CKI perspective and improve the model's capacity to predict and assess the impacts of innovation processes.

The framework may help when analyzing a CKI interaction system. It allows understanding of the dynamics between creativity vs knowledge resource policies (creativity-based approach vs knowledge-based approach) and innovation goals. The model also serves to deepen the circular nature of CKI interactions and their outcomes.

The purpose of this paper is to focus on a number of initiatives in civil engineering undergraduate programmes at the National University of Ireland, Galway (NUIG) that allow students to complete engineering projects in the community, enabling them to learn by doing.

A formal commitment to civic engagement was undertaken by the NUIG in 2001 with the establishment of the Community Knowledge Initiative (CKI) to work on mainstreaming civic engagement (service learning) within the curriculum across the institution. Today, the majority of undergraduate and postgraduate degree programmes in the College of Engineering and Informatics at NUIG have embedded service learning into their curriculum. These initiatives allow students to work with and in local communities, international communities and multi‐disciplinary groups as part of their academic courses. The paper investigates and shows that community‐based projects can enhance student learning and engagement in a number of ways. At NUIG, these projects are framed by a research orientation, commitments to civic engagement and building university‐community partnerships, city‐university partnerships and partnerships with other official agencies, so that community users can provide real learning problems and contexts for students and researchers and benefit from the results.

It was found that the students got a sense of pride and satisfaction out of the knowledge that their work may be helping communities and that learning is not just to get marks to pass the exam! The projects can increase the students’ sense of ownership of their own learning. Learners are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others.

The work represents work done in one institution affecting a region in a country. This can be extended to include more institutions and other regions. This paper presents evidence from the aforementioned projects that by creating service‐based learning the students’ energy in learning can have a positive impact on the community.

The energy and enthusiasm of learners can be better utilised (and increased) by setting assignments as real community‐based projects.

This lies in the design of projects and assessment involving education providers and public for the benefit of learners and the society at large.

This paper aims to describe the four education projects that demonstrate how Irish education provision is adapting to meet social and economic changes: Ubuntu Network working to integrate education for sustainable development (ESD) into teacher education; Community Knowledge Initiative (CKI) facilitating service learning modules at higher education; Young Social Innovators (YSI), a social justice education programme for 15‐18 year olds; and a study of Irish students' levels of moral reasoning. Four commonalities are identified between the projects: critical thinking, active and participatory learning, knowledge skills and social justice. Discussion highlights features of the Irish education system that contrast with these commonalities and impact on their long‐term objectives, which may in fact hinder the development of engaged learners.

Four commonalities were identified at the roundtable discussions at the Irish Aid Sustainable Global Development Conference. Each commonality is discussed from the perspective of the projects described and contrasted against core features of Irish education.

All four education projects make positive contributions to civic engagement in Irish education, acknowledging education as central to active citizenship, social awareness, and empowerment of learners.

Discussion centres on how Irish education provision is adapting to meet social and economic changes. The paper argues that distinctive features of the Irish education system and the prevailing culture of Irish education do not lend themselves to social justice concerns such as education for sustainable development, moral reasoning or civic engagement.

This paper aims to examine, building upon affect balance theory, whether the two modes of luxury consumption, conspicuous consumption (CC) and style consumption (SC), trigger consumers’ mixed emotions of pleasure and guilt and whether the mixed emotions interactively as well as independently influence consumer loyalty to repurchase luxury.

Using an online survey and seemingly unrelated regressions (SUR) analysis, the authors test the hypotheses and assess the parallel (double) mediation effects of pleasure and guilt on the relationships between luxury consumption and repurchase intention.

The authors confirm the relationships between CC and pleasure (+), between SC and pleasure (+), between CC and guilt (+) and between SC and guilt (−); the independent effects of pleasure (+) and guilt (−) on repurchase intention (RI); and the interaction effect of pleasure and guilt on RI (+). The authors further demonstrate that both pleasure and guilt mediate the relationship between CC and RI, whereas only pleasure mediates the relationship between SC and RI.

Future researchers may consider possible mixed emotions other than pleasure and guilt and further explore the dynamics between mixed consumer emotions and consumer loyalty in diverse consumption contexts.

The authors suggest luxury marketers to reduce consumer guilt by promoting SC and by maximizing consumer pleasure, which will lead to greater repurchase intention.

Prior research focused on either the positive or negative side of consumer emotion. The authors fill in the research void by examining whether mixed emotions coexist in luxury consumption and how they interplay and influence consumer loyalty.

The product‐costing techniques developed for conventional job shops are unsuitable for use in computer‐integrated manufacturing systems (CIMS) and their continued use in the CIMS environment generates incorrect and misleading manufacturing costs. A new cost model particularly suited for CIMS that also satisfies all financial accounting requirements is described. The model has two components of manufacturing cost, direct material cost and transformation cost, instead of three in the conventional method, and uses actual machine usage to calculate manufacturing costs. To effect accurate allocation of the transformation cost, first to each machine and then to the product that uses the machine, intermediate pooling of costs and different allocation bases are used. A numerical example is presented to clarify the steps in the procedure.

This paper analyzes two external costs often associated with port development, cost to fisheries from marine dredge disposal and damages from air pollution, using estimates of development and operation for a proposed (but since cancelled) container port as a case study. For dredge disposal, a bio-economic model was used to assess short- and long-term and indirect (joodweb) damages to fisheries from marine disposal of clean sediments. In the case of air pollution, estimates of annual activity levels and emission coefficients are used to estimate incremental annual emissions of three key pollutants (NOx, HC and CO) for trucks, trains, yard vehicles, and vessels. These estimates allow for phasing in of strict new air pollution regulations. For both external costs, sensitivity analyses are used to reflect uncertainty. Estimates of shadow values in year 2002 dollars amount from $0.094 per cubic yard to $0.169 per cubic yard of clean dredged material for the selected disposal site and from $0.0584 per mile (jor current control standards) to $ 0. 0023 per mile (after phasing in of new regulations) for air pollution from heavy trucks.

Criminal history has been conceptualised as a socially stigmatised identity. From this perspective, we can understand criminal history as invisible, concealable and ‘not readily apparent to others’ (Chaudoir & Fisher, 2010, p. 236). Although previous periods of incarceration cannot be detected per se, during this chapter, we present several elements, such as embodiment, appearance-based inferences (i.e. assumptions of what a criminal history looks like), and information as proxy (e.g. résumé gaps, credit history), which may contribute to individual assessments and interpretations of the appearance of a criminal history. Once perceived, these elements may contribute an array of unique career experiences as individuals with a criminal history seek to navigate their employment experience. Therefore, this chapter offers insight into how the appearance of criminal history information, particularly when presented without a thorough explanation, may be left to interpretation and bias throughout the employment experience.