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The purpose of this paper is to examine the dramatically changed role of Russia in the global economy since the dissolution of the Soviet Union in 1991, as the Soviet institutions collapsed and were either reformed or replaced in a new Russian institutional landscape. The paper presents a fact-based and balanced view of Russia’s evolving role in the global economy, as distinguished from the sometimes one-sided view presented by some Western commentators. The authors establish that the two countervailing views are fundamentally based on different cultural perspectives about institutions, primarily the roles of business and government.

This paper is developed as a perspectives article drawing upon the decades of academic and business experience of all three authors with Russian business, management and the economy. The paper focuses on the structure of Russian institutional change and places it within the historical context of the challenges of various periods of time from the late 1980s to the present. The authors posit that cultural foundations complicate that institutional evolution.

Russia will remain a major player in world markets for energy, raw materials and armaments for the near future at least. Principal institutional questions facing Russia have to do with how to reduce the country’s overall dependence on raw material exports, with its vulnerability to world market fluctuations, and how to modernize Russian economic and political institutions. The degree of success in addressing these questions will depend largely upon the ability of the new and reformed economic institutions to show the flexibility to respond to changes in the global order, on whether political considerations will continue to supersede economic issues, and how markedly cultural traditions will continue to impede positive changes.

The entire system of international trade is under question, disrupted by the growing nationalism that is threatening the globalization that became institutionalized over decades in the wake of the Second World War. Russia’s future role is partially dependent upon how new patterns of international trade develop in response to the current disruption of established trade regimes, and by how political conflicts are expressed economically. The authors observe that Russia’s historical and cultural traditions, especially acquiescence to a highly centralized government with a strong autocratic leader, limit the country’s options. The authors explore how Russia’s reactions to Western sanctions have led to a new strategic approach, moving away from full engagement in the global economy to selective economic, and sometimes political, alliances with primarily non-Western countries, most notably China. The authors contrast Russia’s situation with that of China, which has been able to make substantial economic progress while still embracing a strong, centralized political institutional structure.

Many Western analysts have viewed Russian institutional evolution very critically through the lens of Western politics and sanctions, while Russia has continued along its own path of economic and institutional development. Each view, the authors argue, is based upon differing cultural perspectives of the roles of business and government. As a result, a distinct difference exists between the Western and Russian perspectives on Russia’s role in the world. This paper presents both points of view and explores the future of Russia’s position in the world economy based upon its evolving strategy for national economic policy. The authors contrast the situations of Russia and China, highlighting how Western-centric cultural views have affected perceptions of each country, sometimes similarly and at times with decided differences.

Purpose – Urban and suburban arterials carry a large share of urban traffic and contend with a relatively large proportion of transport network crashes. Road crashes and their consequent societal costs diminish the sustainability of transportation systems, highlighting the need to identify road safety problems and their corresponding solutions. This chapter briefly outlines problems and solutions associated with crash risk on urban and suburban arterials. In addition, this chapter studies and discusses several safety countermeasures – ranging from local treatments to integral frameworks – and their effectiveness on improving traffic safety of urban and suburban arterials.

Approach – Crash occurrence on urban and suburban arterials is affected by numerous contributing factors. This chapter pays attention primarily to the effects of traffic characteristics and road design features. In this regard, several pertinent variables which have been extensively examined in the literature are reviewed and their contributions to the safety of urban and suburban arterials are discussed.

Findings – A review of the literature identifies a number of variables as influential factors of crashes on urban and suburban arterials. Although the associations of some variables (e.g., traffic volume) are consistent with expectations, others (e.g., lane width and speed) show mixed and sometimes counterintuitive results. These findings signify that additional research is needed to reveal the correct functional form and magnitude of these relationships.

Practical implications – The results show that while the general direction and magnitude of effects of some engineering and management-related treatments are known, additional research is needed to consolidate the impact and effectiveness of integrated approaches.

This study combines multiple national datasets on leadership educator demographics, education, positions, and experiences, in order to answer the question: Who teaches leadership? Comparing leadership educators across both curricular and co-curricular contexts allows a snapshot of the diverse perspectives of leadership educators and informs a set of critical questions and challenges for the field. Questions about the preparation and socialization of leadership educators, the development of pathways for faculty from traditionally underserved backgrounds, and the multiple roles and identities of leadership educators merit further investigation.

This global, quantitative study explores the instructional and assessment strategy use of leadership educators who teach online, academic credit-bearing leadership studies courses at graduate- and undergraduate-levels. Participants include 81 graduate-level and 37 undergraduate- level instructors who taught an online leadership studies course within two years of completing the web-based survey used in this study. Findings suggest that discussion-based pedagogies, most commonly facilitated in online discussion boards, were the most widely used strategies. And, while reflection, case studies, and group or individual projects were also used frequently, instructors teaching graduate-level courses used ungraded formative quizzes significantly more often than undergraduate instructors. Findings also suggest that instructors attached the most weight to their students’ overall course grades to discussion boards, major writing projects or term papers, and participation.

The purpose of this mixed methods sequential explanatory study was to identify the best pedagogical practices of leadership educators by obtaining quantitative data from surveying 836 leadership educators about their instructional and assessment strategy choices and then following up with qualitative interviews of 13 leadership educators recommended as “exemplary” by their peers to explore those results in more depth. In the first, quantitative phase, discussion-based pedagogies, case studies, and group projects/presentations were found to be the most frequently used instructional and assessment strategies. In the qualitative follow up phase, rich data related to specific pedagogical groups and five themes related to participants’ pedagogical choices emerged. The quantitative and qualitative findings from the two phases are integrated and discussed with reference to prior research and implications and recommendations are provided

The average lifetime of a building in Iran is only one-quarter of the reported global average lifespan. A major reason why buildings in Iran have shorter service life is attributed to the inappropriate selection of the facility repair and maintenance (R&M) methods. Hence, selecting the appropriate R&M methods is critical in upholding or even extending the lifespan of the building. The purpose of this paper is to determine the main criteria for selecting the suitable R&M methods of commercial real estate (CRE) in Iran as a major challenge encountered by the Iranian construction industry.

The total number of identified criteria (related to the selection of the suitable R&M methods) is 16, which is divided into five clusters (referred as main criteria in this study): human resources; flexibility and technical capability; safety and risk; cost of maintenance; and facilities and technology. To analyze the identified criteria, the expert opinions were collected through both face-to-face interviews and distribution of Delphi survey questionnaires. A total of 12 industrial experts in the construction industry were invited to participate in a Delphi survey to solicit their perceptions and opinions on the identified criteria in this research.

The findings indicated that, among the five main criteria, the cost of maintenance is the most important criteria for selecting appropriate R&M methods of CRE in Iran. In addition, the criterion of facilities and technology was recognized as the least important among the main criteria.

The research, significantly, justified the configuration of non-compliance with the practice and its deliverables and developed a diagnostic study on the grounds of failure in the Iranian construction industry regarding the issues which are threatening the expected and desirable outcomes. The research achievements and suggested effective recommendations can serve as a useful policy and consultative instrument for the relevant stakeholders in the construction industry engaged in building R&M work.

The purpose of this paper is to explore building information modeling (BIM) implementation and practices in developed economies by developing a benchmarking model that will enhance BIM adoption and implementation in developing countries.

The research design adopted a qualitative approach which includes the desktop review of the extant literature as well as case study reviews of ten BIM projects using an explanatory case study technique to form the foundation upon which the study proposed the model. The moving basis heuristics technique was adopted to develop the scoring system.

The BIM benchmarking model and assessment template were developed which consisted of three-level concepts modeled to aid project organizations and project team in developing countries to assess and score the level of improvement and implementation of BIM in a project. A desktop review of BIM projects in developed countries demonstrated the significant improvements and benefits possible through the implementation of the established BIM benchmarking model.

The assessment template in conjunction with the benchmarking model is useful for a comparative evaluation of similar BIM projects and benchmarking purposes. The study also discussed how current findings extends and contradicts previous findings.

The findings have provided policymakers, construction stakeholders and professional bodies in the construction industry in developing countries with valuable insights and counter-intuitive perspective that could facilitate the uptake of BIM in construction projects.

The increasing urbanization of the built environment has bolstered the need to promote green Building Information Modeling (BIM) initiative in new construction projects and the rehabilitation of old premises. This study aims to explore and examine the key benefits of the implementation of BIM and sustainability practices in the built environment.

The study gathered the worldwide perceptions of 220 survey participants from 21 countries which were analyzed using descriptive and inferential analytical methods. The identified individual benefits of green BIM were further categorized into their underlying clusters using factor analysis.

The key benefits are related to enhancing project efficiency and productivity, ensuring real-time sustainable design and multi-design alternatives, facilitating the selection of sustainable materials and components, together with reducing material wastage and project’s environmental impact, among others. The study analyzed and compared the perceptions of the diverse groups of the respondents as well.

Effective blueprints and insightful recommendations for enhancing the various stakeholders’ capacities to implement green BIM in their construction projects were put forward to achieve the aim of sustainable smart urbanization.

The study identified salient benefits of the adoption of BIM and sustainability practices. The proper integration of these concepts and the execution of the recommended useful strategies by construction stakeholders, policymakers and local authorities will enable the built environment to reap the gains of its implementation.

This study compares the differences in instructional and assessment strategy use between instructors who teach undergraduate- and graduate-level face-to-face, academic credit-bearing leadership studies courses. Findings suggest that, overall, discussion-based pedagogies, case studies, and self-assessments are the most frequently used instructional strategies, while instructors attach the most weight in their courses to term papers, group projects, and class participation/attendance. Further, undergraduate-level instructors use service learning far more in their instruction, while graduate instructors attach much greater value to term papers.

The questions at the origin of this chapter are: Are children aged 5 years able to become involved in a critical thinking process, which implies a certain degree of abstraction and decentering? To what extent can an approach centered on philosophical dialogue among peers contribute to this development? The chapter describes a study of the exchanges in two groups of children aged 5 years. One group had experience with the philosophical dialogue tool, the Philosophy for Children approach, while the other group had no such experience. The analysis grid was the operationalized model of the developmental process of dialogical critical thinking, as revisited by Daniel and Gagnon, which includes four thinking modes (logical, creative, responsible, and metacognitive) and six epistemological perspectives (egocentricity, post-egocentricity, pre-relativism, relativism, post-relativism, intersubjectivity). Results of the analysis showed that 65% of the experimental group's interventions were situated in relativistic perspectives and 35% in egocentric perspectives, whereas 60% of the control group's interventions were situated in egocentric perspectives and 40% in relativistic perspectives.