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This paper aims to develop a reliable and valid scale for measuring the underlying knowledge involved in work. To do so, it builds on the knowledge-in-practice (KIP) framework that suggests different types of work have different underlying knowledge characteristics. This allows us to answer two important questions: What are the underlying characteristics of KIP that are important to effectively manage a firm’s knowledge resources? How do we measure these characteristics? The answers help to build theoretical and empirical understanding of the construct of KIP.

The study uses a discovery-oriented survey design methodology to design the survey instrument, followed by a mixed-methods approach to validate the scale.

A new scale is developed for measuring the tacitness and learnability of the knowledge involved in work. It allows work units to be evaluated based on the underlying knowledge involved in different types of work.

The KIP scale can be used for measuring the type of knowledge characteristics in organizations. Academics can use this study as a basic model to explore knowledge across different contexts and focus on the different characteristics within and across work contexts.

The study provides a clearer and more granular understanding of knowledge in organizations that can be used as a guideline to refer to when measuring and assessing knowledge requirements.

Scholars have pushed to understand work from a knowledge and collaboration perspective. A measurement scale for the KIP framework provides a critical first step towards this outcome.

The purpose of this paper is to propose an effective and efficient numerical method that can consider natural frequency in multi-material topology optimization (MMTO) and which is scalable for complex three-dimensional (3D) problems.

The optimization algorithm is developed by combining custom FORTRAN code for MMTO with the open-source software Mystran, which is used as a finite element analysis (FEA) solver. The proposed algorithm allows the designer to shift the fundamental frequency of the design beyond a defined frequency spectrum from the initial designing phase. The methodology is formulated in a smooth and differentiable manner, with the sensitivity expressions, required by gradient-based optimization solvers, presented.

Natural frequency constraint has been successfully implemented into MMTO. The use of open-source software Mystran as an FEA solver in the algorithm provides ability to solve complex problems. Mystran offers powerful built-in functions for eigenvalue extraction using methods like Givens, modified Givens, inverse power and the Lanczos method, which provide the ability to solve complex models. The algorithm is successfully able to solve both two- and three-material MMTO jobs for two-dimensional and 3D geometries.

Natural frequency constraint consideration into topology optimization is very challenging due to three common issues: localized eigenmodes, mode switching and high computational cost. The proposed algorithm addresses these inherent issues, implements natural frequency constraint to MMTO and solves for complex models, which is hardly possible using conventional methods.

This chapter examines the framing of the Black Lives Matter (BLM) Movement in mainstream media. An analytic sample of 4,303 articles collected from the Dow Jones Factiva database reveals variation in depth, breadth, and intensity of BLM coverage in the following newspapers between 2012 and 2016: The St. Louis Post-Dispatch, The New York Times, The Washington Post, The Wall Street Journal, and Al Jazeera English. We review contemporary literature on racial inequality and employ Media Framing and Critical Race Theory to discuss the implications of our findings on public perceptions, future policy formation, and contemporary social protest worldwide.

How higher education institutions (HEIs) approach the recruitment of international students is an area of global interest (James-MacEachern, 2018, Ross et al., 2013), but there is limited focus on how institutions in different parts of the world approach international student recruitment as an export marketing orientation (EMO). The purpose of this paper is to examine the similarities and differences of export marketing orientation amongst three higher education institutions.

This study uses export marketing concepts to compare three universities from Canada, Hong Kong and the UK to explore how institutions use international student recruitment as export marketing in international markets.

The study finds a number of similarities and differences in how HEIs react and respond to market and global environments, and responses impact the level of EMO. It argues that institutions rely differently on export marketing in their approach international students and highlights the need to understand how various factors such as national policy and institutional strategy impacts institutional adoption of an EMO in higher education.

By comparing HEIs from different parts of the world, this paper shows differences in export marketing orientation that are shaped by national policy frameworks and organizational culture. This is the first time three institutions from Canada, Hong Kong and the UK have been compared for EMO, and this study provides new insights into the factors that contribute or hinder EMO for HEIs.

This chapter explores the concept of identity-conscious advising and coaching to support the development of First-Generation Black Male College Students during their undergraduate experience. Advising and coaching represent foundational practices colleges and universities use to support student success. Much like other aspects of education, institutions implement advising and coaching practices without consideration for how the identity of the student or the professional delivering the service influences student outcomes. First-Generation Black Male College Students' interactions within the college context are often framed by their visible, racial, and gender identities as opposed to their first-generation experience. First-Generation Black Male College Students experience microaggressions, discrimination, deficit perspectives, or negative stereotypes. By exploring an identity-conscious approach to relevant advising theories and coaching approaches, the chapter highlights the importance of building trusting, affirming relationships that lean into the lived experiences of First-Generation Black Male College Students without subjecting them to false, harmful stereotypes. This approach requires self-awareness on the part of educators and an understanding of the racialized dynamics that are inherent in the experience. Without addressing anti-Blackness, the impact of advising and coaching on First-Generation Black Male College Students is likely to have diminished or limited effects for this vital student population.

The overall aim of this research is to propose a research incentive framework for academic staff members at the South African universities of technology (UoTs).

An exploratory case study methodology was applied, while a questionnaire was used to (1) identify the factors that stimulated staff members' research activities; (2) assess what was considered an appropriate way of measuring research productivity and (3) identify appropriate research awards, recognition and rewards. Working from the self-determination theory (SDT), the results of the data analysis were used to develop a framework for ensuring crowding-in of research incentives into intrinsic motivation. This framework is anchored on the three main components (competence, autonomy and social relatedness) of the cognitive evaluation theory (CET) that provides guidelines for the design of a research incentive system.

Intrinsically motivated researchers tend to conduct research for their inherent satisfaction because it meets their basic individual psychological need for competence. Existing research incentives and productivity systems fail to provide intrinsic motivation for researchers. Recommendation for a framework for designing research incentive systems is centred on the researchers themselves. This approach contributes to a research environment that provides space for autonomy, creativity, flexibility and innovation and consequently a successful research output that is hinged on the ability to keep researchers intrinsically motivated.

A conceptual framework is proposed specifically for technically focused UoT suggesting that crowding-in the motivation of researcher incentives results in improved intrinsic-based motivation. The autonomy of researchers in particular is regarded as the most important driver of such motivation, with the availability of resources, collegiality and research skills and development ranking as the most important aspects specifically driving intrinsic motivation. The framework not only provides a tool for institutions of higher education focused on developing the technical skills, but also offers management at any type of university challenged with low research outputs and a poor research ethos with an alternative method to improve both the quantity and quality of research outputs.

The purpose of this paper is to evaluate consumers’ willingness to pay (WTP) for composite flour bread produced with a blend of 15-40 per cent cassava flour blended with wheat flour in Ghana.

The analysis is based on interviews with 350 consumers in the Ashanti and Eastern Regions of Ghana to assess their awareness, perceptions and WTP for cassava-wheat composite bread. From these consumer interviews, a hedonic regression model was applied to evaluate consumers’ WTP for various attributes of composite flour bread. Price-related and health-related perceptions of consumers on cassava-wheat composite bread were investigated with perception indices. Multi-attribute preference-based contingent ratings that rate product attributes in terms of importance to consumers was employed. The implicit prices of the product attributes representing the contribution of the product attributes to the WTP amount were also computed.

The paper finds that consumers who are aware of cassava-blended flour bread and who like its taste and texture are willing to pay more than consumers who are unaware. This leads to a policy recommendation advocating increased advertising of the economic and nutritional benefits of cassava-wheat blended composite flour bread.

Future studies should explore the choice experiments to examine preferences for the food product.

This paper evaluates consumers’ WTP for composite flour bread produced with a blend of 15-40 per cent cassava flour and wheat flour. Given widespread reliance on imported wheat flour and the simultaneously large volumes of locally available cassava, it is important to consider opportunities for import substitution (and possible cost reduction for consumers) of blended flour products such as cassava-wheat composite flours. Nigeria has imposed a 10 per cent blending requirement for this reason. Ghana has taken important measures recently for the development of high-quality cassava flour, and so research on its potential and actual uptake is welcomed and highly relevant to food security and agribusiness development.

By relying on social learning theory, the authors aim to evaluate how team characteristics as evaluated by a team coach impact participation in leadership development program activities. Specifically, the authors hypothesize that teams with high levels of competence and social support would participate more team and program-wide training activities.

The authors examine 41 teams (266 participants) in a leadership development program and develop a two-by-two matrix to categorize teams based on their underlying characteristics for the purpose of identifying participation differences.

The mixed results indicate how team social support is a key driver for participation in team activities and how team competence is associated with less participation in program-wide activities in a leadership development program.

The results point to the importance of team characteristics when using teams for education and training programs such as leadership development programs. Team characteristics such as team competence and team social support should be considered when building teams and for team facilitation needs during education and training programs that implore teams to enhance learning.

Although the use of teams as an organizing strategy is popular, very little research has examined the effectiveness of this strategy by taking a deeper look at team characteristics and how these impact participation in a leadership development program.

This paper aims to examine employee-driven innovation (EDI) intertwined with learning, creating a new description combining these two concepts: employee-driven learning and innovation (EDLI). This paper provides insights into the nature of EDLI based on the existing theories and perspectives. It seeks to elaborate EDLI as an ongoing process in and through work.

The paper draws on Jaakkola’s (2020) guidance for structuring a conceptual article. The authors first describe the theoretical starting points related to EDI and then elaborate its relationship with learning at work, with the aim of structuring the key elements involved, drawing on and interpreting existing theory and knowledge.

In summary, advanced here are five premises for describing EDLI at work: (1) EDI and workplace learning are strongly intertwined phenomena, (2) learning in the EDI process occurs simultaneously at the intra-personal and inter-personal levels as a reciprocal process of adaptive and innovative learning, (3) innovations are only manifested in and are relevant to the specific cultural-historical and social context of particular enterprises, (4) the continuity of innovations and learning processes is enabled by participation and (5) triggers from outside the workplace, behind the innovation and the specific consequences (that transcend workplace boundaries) of the innovation anchor aspects of the process outside the workplace or work practice.

The paper advances a description and justification of EDLI. As such, it extends, connects and updates previously established theoretical models and explanations of this about EDIs. Based on the premises advanced here, the theoretical and practical contributions are discussed and the research gaps and needs for further research identified.

Purpose: Risk is a multifaceted concept, and its identification requires complex approaches that are often misunderstood. The consequence is that decisions are based on limited perception rather than the full value and meaning of what risk is, as a result, the way it is being tackled is incorrect. The individuals are often limited in their perceptions and ideas and do not embrace the full multifaceted nature of risk. Regulators and individuals want to follow norms and checklists or overuse models, simulations, and templates, thereby reducing responsibility for decision-making. At the same time, the wider use of technology and rules reduces the critical thinking of individuals. We advance the automation process by building robots that follow protocols and forget about the part of risk assessment that cannot be programed. Therefore, with this study, the objective of this study was to discover how people define risk, the influencing factors of risk perception and how they behave toward this perception. The authors also determine how the perception differed with age, gender, marital status, education level and region. The novelty of the research is related to individual risk perception during COVID-19, as this is a new and unknown phenomenon. Methodology: The research is based on the analysis of the self-administered purposely designed questionnaires we distributed across different social media platforms between February and June 2020 in Europe and in some cases was carried out as a interview over communication platforms such as “Skype,” “Zoom” and “Microsoft Teams.” The questionnaire was divided into four parts: Section 1 was designed to collect demographic information from the participants; Section 2 included risk definition statements obtained from literature and a preliminary discussion with peers; Section 3 included risk behavior statements; and Section 4 included statements on risk perception experiences. A five-point Likert Scale was provided, and participants were required to answer along a scale of “1” for “Strongly Agree” to “5” for “Strongly Disagree.” Participants also had the option to elaborate further and provide additional comments in an open-ended box provided at the end of the section. 466 valid responses were received. Thematic analysis was carried out to analyze the interviews and the open-ended questions, while the questionnaire responses were analyzed using various quantitative methods on IBM SPSS (version 23). Findings: The results of the analysis indicate that individuals evaluate the risk before making a decision and view risk as both a loss and opportunity. The study identifies nine factors influencing risk perception. Nevertheless, it must be emphasized that we can continue to develop models and rules, but as long as the risk is not understood, we will never achieve anything.