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In the construction industry, it has proven difficult to implement and realize innovation efforts, for example in the development of industrialized construction and use of platform concepts. Thus, the purpose of this study is to characterize the innovation diffusion process in the social system of a large Swedish contractor company. Specifically, the diffusion of three innovative industrialized house-building (IHB) platforms and factors affecting their adoption and implementation (particularly effects of their perceived radicality in relation to the company’s decentralized characteristics) are identified and discussed.

A case study approach was applied, using empirical material including semi-structured interviews and archival records (research reports from earlier studies at different points in time related to each innovation and annual corporate reports). The material was analyzed using Rogers’ (2003) five-stage innovation process model, acknowledging the importance of social systems’ structures.

Structural characteristics of the social system strongly affect innovation diffusion. In subsystems that had not been involved in initiation of the innovations, they were regarded as radical, which hindered their adoption and implementation.

This study builds upon the recent findings that successful innovation implementation depends on a range of contingencies in the construction context. Although the diffusion of the innovations per se has been traced over a ten-year period, generalizability is limited because the results come from one construction company.

Contractors have invested substantially in the development of industrialized construction and use of platform concepts, but less in their implementation, so they have obtained little gain. How innovations are perceived and implemented in different subsystems affects the success of their implementation in the overarching social system.

This study adheres to previous calls for more research on firm level in the complex social system of construction companies by adopting a ten-year perspective on the diffusion of innovation at a large contractor addressing in particular the impact of the innovations perceived radicality in relation to the decentralized characteristics of the company.

It is suggested that mentor teachers engage in reflective conversations with preservice teachers to develop formative assessment as a teaching skill. However, there is minimal evidence documenting this process. The purpose of this paper is to investigate the process and impact of reflective conversation on preservice teachers’ learning about implementing formative assessment in the classroom.

This study draws on two dyads of mentor and preservice teachers to examine the role of conversation in helping preservice teachers learn to use formative assessment in elementary classrooms in the USA. A comparative case study method is used to analyze and synthesize the similarities, differences and patterns across both cases.

Qualitative data indicate that reflective conversations enable preservice teachers to reflect on their teaching practices and learn how to conduct formative assessment. However, a lack of critical reflection in the conversations results in generic solutions that do not focus on specific aspects of student learning.

This study suggests that mentor teachers using reflective conversation to guide preservice teacher’s critical analysis of their prior assumptions and teaching practices while referencing actual student learning is an essential element in learning to use formative assessment in the classroom.

This study contributes to the line of research that explores conversation between mentor and preservice teachers and provides an empirical analysis of conversations focused on learning to use formative assessment in elementary classrooms.

States that the major reasons for difficulties in cross‐cultural communication stem from the fact that actors from different cultures have different understandings regarding the interaction process and different styles of dialogue. Suggests that better understanding of communication within other cultures is the key to success. Uses past literature to suggest a number of cultural variability constructs concerning preferred interaction behaviours and the common themes they share. Presents three case studies to illustrate this.

This paper seeks to address issues related to the development of a knowledge‐based engineering system for estimating manufacturing cost and weight of a composite structure at the conceptual stage of a design.

The system has been developed in the CATIA V5 knowledge environment and is applied to structures made of composite materials. At the conceptual stage of the design process, a structure is often represented by simple surfaces. The system adds the details necessary to accurately estimate weight and manufacturing cost using geometry and process‐based techniques. Knowledge captured from an expert was used to construct the knowledge base in the system.

It has been found that the system can provide continuous tracking of the weight and cost as the design evolves. Structural FEA and optimisation using MSC.NASTRAN have been integrated into the design process to enables the designer to conduct “what‐if” analyses to explore different design options involving geometry parameters such as the internal configuration of the structure.

The paper demonstrates that tools embedded in CAD systems can be expected to be able to facilitate the task of estimation of weight and manufacturing cost at the conceptual stage of the design process.

Understanding expatriate performance, suitability, selection and development have long been identified as critical to international human resource management (IHRM). The authors explore how adult third culture kids (ATCKs) see themselves in regard to their future capacity to successfully engage in international assignments. This paper aims to confirm research suggesting ATCKs may indeed be invaluable to international organisations but that organisations might re-evaluate the form of IHRM support offered.

In-depth interviews with a small sample of ATCKs are used in an exploratory qualitative study.

The ATCKs see themselves as a genuine source of exceptionally capable, expatriate talent on the basis of their prior international experience in childhood and the capacity to socio-culturally adapt in a chameleon-like manner. This paper confirms research suggesting ATCKs may indeed be invaluable to international organisations but that organisations might re-evaluate the form of IHRM support offered. However, the flip-side of these self-perceptions is that they may appear rootless and restless, may be self-centred rather than organisationally oriented, and may voluntarily isolate themselves from more traditional expatriates instead opting to immerse themselves in the local host country scene.

The findings are based on a small sample, and future research embracing a range of methodologies is envisaged.

The findings offer insights for practitioners and researchers, and ATCKs with reference to the selection of international assignment and performance management of ATCKs.

While some scholars have suggested that ATCKs may be ideal expatriate talent, the findings give focus to what might retain this talent in an organisation and suggests a future research agenda.

Outlines the ideas incorporated in “development economics” and criticizes the lack of distinction made by some writers between development and economic growth. Asks whether underdeveloped countries really need a different economic theory from Western Europe and suggests that growth (in gross national product) and development (i.e. structural change) are actually complementary processes. Reviews various theories on the causes of underdevelopment (e.g. market failure, government failure) and strategies to cure it (e.g. government intervention, private initiative, market mechanism); and cites some examples of successful positive intervention.

Presents an empirical investigation of office rental trends for some of the largest cities in Europe. Uses annual data for the period 1983‐91 to test the changes in rental values and fluctuations in economic activity. Includes a review of previous office market studies and an assessment of the research direction and information requirements of current European property research. Suggests that European rental values are determined by similar demand‐side variables and, in particular, real gross domestic product (GDP).

In the continuing endeavour to work towards ever better management, the engineering manager has a crucial role to play. The history of the engineer is reviewed and his/her possible present role in management is considered. Management objectives are outlined and defined and the specific role of the engineer emphasised. The best managers are leaders, in particular effective leaders of teams, and this is a management task well within the grasp of the engineer. The engineer′s specific training and initial experience give him/her special qualifications in this area. Indeed, there seems to be no reason why the engineer should not climb the management ladder right to the top, especially these days when technology is continually growing in importance. The demands made on the effective chief executive are outlined. It would seem that engineering management has come of age and that with the appropriate management training the engineer should be well capable of filling a senior management role.

Develops an original 12‐step management of technology protocol and applies it to 51 applications which range from Du Pont’s failure in Nylon to the Single Online Trade Exchange for Auto Parts procurement by GM, Ford, Daimler‐Chrysler and Renault‐Nissan. Provides many case studies with regards to the adoption of technology and describes seven chief technology officer characteristics. Discusses common errors when companies invest in technology and considers the probabilities of success. Provides 175 questions and answers to reinforce the concepts introduced. States that this substantial journal is aimed primarily at the present and potential chief technology officer to assist their survival and success in national and international markets.

This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.

Data presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.

Findings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.

Previous literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.