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The purpose of the study was to construct a Leadership Mindset Scale (LMS) and to assess its reliability and construct validity. Participants were 100 employees in a variety of leadership and non-leadership positions at various organizations in three states. An item and factor analysis on the 13 LMS items led to a scale with 11 items (Cronbach α = .80). A Principal Axis Factor analysis with Promax rotation suggested three factors: Leadership Mindset Teachability (LMS-T), a belief in leadership teachability; Leadership Mindset Improvability (LMS-I), a belief in leadership improvability over time; and Leadership Mindset Predictability (LMS-P), a belief that leadership cannot be predicted at an early age. Convergent validity of LMS-Total and Teachability was evidenced by significant correlations with the implicit theories of intelligence and anxiety scales, and developmental leadership and transactional leadership scales. Divergent validity was evidenced by a non-significant correlation with social desirability. The results suggest that the LMS measures a construct different from those of other leadership scales used in the study. The LMS can be helpful in leadership training programs to promote a growth mindset about the trainability of leadership skills.

A number of literature contributions have underlined the importance of developing value-added logistics activities or VALS in order to help improve customers’ satisfaction. However, there is usually very little attention given regarding where to perform these VALS. This study aims to: (1) identify a comprehensive set of factors which may influence the location of VALS, (2) to analyze to what extent those factors influence location decisions, and (3) to distinguish the determinants behind the location choices for distribution centers and for the kind of VALS that will be developed in these distribution centers.

In this paper, we will present a conceptual framework on the locations of VALS in view of the identifying determinants for assigning VALS to logistical centers. We argue that the optimal location of VALS is determined by complex interactions between the determinants at the level of the choice of a distribution system, distribution center location factors, and different logistical characteristics regarding products.

Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transformative sustainability goals.

This study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities’ strategic documents.

The findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues.

There is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities’ broader sustainability goals.

This article explores leadership studies as a complementary and integrating discipline in undergraduate liberal education curricula. A significant historical purpose of liberal education was to liberate and prepare its graduates to be active and capable participants and leaders in social, economic, religious, and political realms. This historical purpose has become resurgent in recent critical examinations of liberal education. Some now argue that the undergraduate liberal education should return, in part, to preparing citizens for leadership responsibilities necessary to strengthen our communities, nation, and democratic institutions.

There appears to be a symbiotic relationship between liberal education and leadership studies. The knowledge, attitudes, and skills necessary for effective leadership appear to be closely aligned with the desired learning outcomes of a liberal arts education, regardless of major. This article concludes that leadership studies may be an important and beneficial component of undergraduate liberal education curricula.

Scalar terms, such as “local” and “global,” “big” and “small” are fundamental in how academics and practitioners make sense of and respond to grand challenges. Yet, scale is so taken-for-granted that we rarely question or critically reflect on the concept and how it is used. The aim of this paper is to identify scale as an important concept in research on grand challenges and to point out why taking scale for granted can be problematic. In particular, I suggest that to date most research on grand challenges sees scale as a fundamental ontological feature of the world. Yet, scalar categories and hierarchies are not as self-evident and given as they may seem. Moreover, taking scale as an ontological fixed category limits our ability to make sense of, theorize and respond to grand challenges. As an alternative, I suggest seeing scale as an epistemological frame that participants employ in their everyday practices to make sense of, navigate and develop solutions to grand challenges. The chapter concludes with a research agenda for studying scale as socially constructed in practice.

Defence supply chains (SCs) aim at operational outcomes, and armed forces depend on them to provide availability and preparedness in peace and sustainability in war. Previous research has focussed on strategies for SCs aiming at financial outcomes. This raises the question of how suitable commercial supply chain strategies (SCSs) are for supply chain design (SCD) in defence. The purpose of this paper is to explain the constructs of SCSs that satisfy military operational requirements and to propose SCSs that are appropriate in defence.

This paper reports on a Delphi study with 20 experts from Swedish defence authorities. Through three Delphi rounds, two workshops and a validation round, these experts contributed to the reported findings.

The findings demonstrate that commercial SC constructs are acceptable and applicable in defence but not sufficient. An additional strategy is required to satisfy requirements on availability, preparedness and sustainability. The paper shows that different requirements in peace and war make it challenging to design suitable defence SCs and proposes eight SCSs that satisfy these requirements.

The results emanate from the Swedish defence context and further research is required for generalisation.

This paper extends theory by investigating SCs aiming at operational outcomes. For managers in companies and defence authorities, it explicates how the unique issues in defence must influence SCD to satisfy operational requirements.

The purpose of this paper is to explore the impact of critical, journalistic documentaries on viewers. More precisely, it investigates the effects of responsibility attribution and surprise on stakeholder attitude, trust and identification.

In a quasi-experimental pre-post setting, 127 participants viewed a documentary about Austrian beverage and marketing company Red Bull. The film inquired into the deaths of six extreme athletes sponsored by the company. As a critical, investigative piece, the documentary was designed to give viewers the impression that Red Bull was, at least partially, responsible for the athletes’ deaths.

Results show that responsibility attribution, the feeling of being surprised and being in a state of negative affect, had a significant impact on viewers’ attitude and trust toward, and identification with Red Bull.

The study adds insights on surprise as a factor in viewers’ assessment of responsibility. The study is original in terms of methodology by using real-time rating to ascertain which sequences trigger changes in responsibility attribution among viewers. Furthermore, implications of the study’s findings with regard to inoculation theory are discussed.

This mixed-method, collaborative study investigated parents’ perceptions of STEM (Science, Technology, Engineering and Mathematics) learning through use of STEM kits specifically designed for in-home use by parents and preschool-age children.

Parents with a child attending a community-based childhood development center and ranging in age from three to four were invited to participate. Data were analyzed for the participants’ surveys, which were completed at two different times (pre and post) for this study.

After utilizing the STEM materials with their child over a two-week period, the parents’ perceptions of STEM content changed. The results indicate that regardless of the at-home STEM materials, positive outcomes for their child occurred, including the likelihood that their child would pursue additional STEM opportunities.

With a small sample size and a short timeframe for conducting the study, the results lack generalizability. The findings add information about the effectiveness of STEM materials for preschoolers while providing insight into educational opportunities in home environments.

As the nation addresses workforce shortages in many areas, including STEM, rethinking STEM education during the first five years is important. The more opportunities for young children to engage in meaningful STEM, the greater the potential to pique interest and develop critical thinking skills.

This study aims to identify the past, present and future lines of research in the supply chain resilience (SCRES) literature and to answer the question of whether resilience is “just another” supply chain (SC) concept or if it constitutes its own theory.

This study involves a bibliometric analysis of 1,596 research articles published in the Web of Science Core Collection™ database between 2004 and 2021, with a focus on: publications and citations per year, co-citations of articles and authors, co-occurrences of the keywords used and thematic development. Seven SCRES experts have also analysed and discussed the research results.

The results show how resilience has become one of the main thematic blocks of SC research in the aftermath of the COVID-19 pandemic, with a 62.04% increase in academic publications. Despite the abundant literature, there is still no overarching theory of SCRES. One possible hindrance to the creation of such a theory is the variety of existing definitions and models of SCRES. This research identifies this as a shortcoming that future studies should address. As the results show, the combination of SCRES with other fields, such as engineering and ecology, can help in constructing a global theory of SCRES.

Bibliometric analysis is used to confirm the SCRES literature gap in the development of an overarching theory, although resilience constitutes one of the main thematic blocks of the SC literature.

Unforeseen events can disrupt the operational process and negatively impact emergency resources optimization and its supply chain. A limited number of studies have addressed risk management issues in the context of emergency supply chains, and this existing research lacks inbuilt and practical techniques that can significantly affect the reliability of risk management outcomes. Therefore, this paper aims to identify and practically analyze the specific risk factors that can most likely disrupt the normal functioning of the emergency supply chain in disaster relief operations.

This paper has used a three-step process to investigate and evaluate risk factors associated with the emergency supply chain. First, the study conducts a comprehensive literature review to identify the risk factors. Second, the research develops a questionnaire survey to validate and classify the identified risk factors. At the end of this step, the study develops a hierarchical structure. Finally, the research investigates the weighted priority of the validated risk factors using the fuzzy-analytical hierarchy process (FAHP) methodology. Experts were required to provide subjective judgments.

This paper identified and validated 28 specific risk factors prevalent in emergency supply chains. Based on their contextual meanings, the research classified these risk factors into two main categories: internal and external risk factors; four subcategories: demand, supply, infrastructural and environmental risk factors; and 11 risk types: forecast, inventory, procurement, supplier, quality, transportation, warehousing, systems, disruption, social and political risk factors. The most significant risk factors include war and terrorism, the absence of legislative rules that can influence and support disaster relief operations, the impact of cascading disasters, limited quality of relief supplies and sanctions and constraints that can hinder stakeholder collaboration. Therefore, emergency supply chain managers should adopt appropriate strategies to mitigate these risk factors.

This study will contribute to the general knowledge of risk management in emergency supply chains. The identified risk factors and structural hierarchy taxonomic diagram will provide a comprehensive risk database for emergency supply chains.

The research findings will provide comprehensive and systemic support for respective practitioners and policymakers to obtain a firm understanding of the different risk categories and specific risk factors that can impede the effective functioning of the emergency supply chain during immediate disaster relief operations. Therefore, this will inform the need for the improvement of practices in critical aspects of the emergency supply chain through the selection of logistics and supply chain strategies that can ensure the robustness and resilience of the system.

This research uses empirical data to identify, categorize and validate risk factors in emergency supply chains. This study contributes to the theory of supply chain risk management. The study also adopts the fuzzy-AHP technique to evaluate and prioritize these risk factors to inform practitioners and policymakers of the most significant risk factors. Furthermore, this study serves as the first phase of managing risk in emergency supply chains since it motivates future studies to empirically identify, evaluate and select effective strategies that can eliminate or minimize the effects of these risk factors.