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The need to maintain up-to-date technological skills despite an aging workforce makes it imperative that organizations increasingly focus on retraining older employees. This article develops an adult career model based on the acquisition of technological skills and gradual skill obsolescence. The model suggests the importance of retraining and provides practical implications to the development of retraining programs. Suggestions for future research are also offered.

The branding of universities is increasingly recognized to present a different set of challenges than in corporate, for-profit sectors. The purpose of this paper is to investigate how faculty make sense of branding in the context of higher education, specifically considering branding initiatives in business schools.

The paper is based on qualitative interviews with faculty regarding their responses to organizational branding at four business schools. Discourse analysis was used to analyze the interview data.

The study reveals varied, fluid and reflexive faculty interpretations of organizational branding. Faculty interviewed in the study adopted a number of stances towards their schools’ branding efforts. In particular, the study identifies three main faculty responses to branding: endorsement, ambivalence and cynicism.

The study contributes by highlighting the ambiguities and ambivalence generated by brand management initiatives in the higher education context, offering original insights into the multiple ways that faculty exploit, frame and resist attempts to brand their organizations. The authors conclude by discussing the implications of these findings for branding in university contexts.

Collaboration among three university departments resulted in a successful venture to integrate an innovative electronic element into an online course management system (Blackboard). A faculty member from the school of business and two library faculty, with assistance from the University’s Center for Information Technology, developed a unique, yet simple, method for incorporating library instruction handouts into course‐specific online classes. At the end of the semester, students were surveyed and data were collected, analyzed, and compared; the results overwhelmingly indicated that utilizing online courseware in library instruction was a useful and time saving tool for participating students. The simplicity of the method used to create these handouts lends itself to application in other areas of study, and use with online courseware other than Blackboard.

The purpose of this case study is to discuss and analyze the process of developing and sustaining a multi-institutional digital humanities projects across several institutions.

This case study will provide an overview of a multi-institutional digital humanities project from the planning phase to implementation. In particular, this case study will discuss identifying institutional partners, collaborating with a design, designing for curricular integration and best practices for sustaining a project of this size and scope.

Sustainable collaboration develops slowly over time. Communication and consensus-building are key components to completing and sustaining a multi-institutional digital project. Scalable design is a crucial step in planning for project expansion.

Though many journal articles articulate “best practices” for collaboration among geographically dispersed institutions, very few case studies discuss “best practices” within the context of project development, from initial idea to completion.

The purpose of this paper is to provide empirical insights about service branding from higher education administrators (HEAs) perspectives and to identify the main factors involved in their strategic thinking in this sector.

Adopting a qualitative approach, 22 in-depth interviews were performed in Brazilian HEAs to analyze service branding as a strategic institutional process in this context.

Findings reveal that service branding depends on several factors, e.g., in this case, deep integration between branding and services, leadership involvement, strong value propositions, sharing of strategic guidelines, branding experiences and, finally, credibility and reputation. Excellence of service is considered essential in higher education (HE) and, therefore, service branding faces the challenge of promoting the provision of quality services.

Although there have been many studies relating to HE and branding, few authors have studied service branding in educational sector and which issues must be observed in a competitive marketplace.

To examine three dimensions of organisational change capacity (OCC) which have been proposed sequentially in the following order: OCC for change will affect process capacity for change and develop context capacity for change. Specifically, this study explores the moderating effects of coercive pressure.

To test the proposed hypotheses, this study conducted survey among middle-level leaders of the 11 top universities (autonomous higher education institutions – AHEIs) in Indonesia. This study used a sample of 92 respondents, deans 21 and vice deans 71 of 11 top Indonesian universities. To test data processing using the SmartPLS 3.0 tool.

The findings indicate that learning capacity for change is the starting point of OCC, and it influences process capacity and context capacity for change. Coercive pressure strengthens the relationship between learning capacity and context capacity for change. Further, context capacity for change determines organisational performance.

This study empirically examines the OCC construction mechanism as follows: learning capacity for change influences process capacity for change and then has an effect on the OCC for change, which ultimately affects organisational performance.

Much has been theorized about what change strategies to employ given particular types of organizational change. Organizational theorists have linked participative strategies with culture change, strategies based on logic and reason with new technology implementations, and power strategies with the introduction of new laws and legislation. However, to what degree are these suggested recommendations carried out in organizations? In this paper, we explored the extent to which change recipients perceive the use of theorist recommended strategies when undergoing specific types of organizational changes. Using survey research (N = 88), we investigated the perceived relationship between two components of change: change content and change strategy. The results partially follow the ideals proposed by previous theorists, but they also highlight a significant relationship between power-coercive strategies and episodic change events that is contrary to those ideals. For practitioners, our findings draw attention to the connection between change content and change strategy in the hope of offering some guidance to those change agents who must determine how to lead a particular change initiative. Additionally, since our investigation is original and exploratory, we incite future research aimed at understanding the congruency between change content and change strategy formulation.

The purpose of this chapter is to examine voice as an empowerment practice in a manufacturing company. The case study follows a qualitative approach to analyse employee voice and types of empowerment from a structural perspective. Findings suggest a variety of voice arrangements to empowering employees such as voice surveys, meetings, e-suggestions, opinion boxes and informal means such as casual meetings and walkarounds. In addition, employee voice is linked to types of empowerment such as information sharing, upward problem solving, task autonomy and attitudinal shaping. Further research would benefit from an exploration of employees’ feelings regarding voice mechanisms to examine the psychological perspective of empowerment.