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Develops a classification of executive information systems. (EIS). EIS implementations cluster into four distinct groups, called the 4 Cs: Conglomerate; control and monitoring; competitive and intelligence; communication and efficiency. Explores the characteristics of the classes within this taxonomy. Argues, among other things, that the objective use of EIS can be considered as a strategic management aid to top management teams.

This paper records the research on the investigation of the empirical relationship between employee involvement (EI) and quality management. It is based on data from a survey of 180 manufacturing companies. The main findings are: EI is positively correlated with total quality management (TQM) enablers; EI is positively correlated with improvements in business performance; EI positively influences the contribution of TQM to the improvement of business performance; EI is marginally related to ISO registration; and EI has no effect on the contribution of ISO 9000 registration. The conclusion is that EI should be incorporated into TQM and ISO 9000 registration. Implications for practice and future research are also discussed.

The purpose of this article is to review the five emotional intelligence (EI) competencies as originally outlined by Daniel Goleman but within the context of academic libraries. EI skills can be more important to have than intellectual ability in creating effective organizations. Academic librarians, particularly those in leadership positions, need to be mindful of EI competencies to avoid miscommunication when working with colleagues. Used skillfully, EI has the ability to build more cohesive and stronger collaborations inside and outside the library. EI is just as important for early career librarians as it is for those in senior management positions.

This article reviews the five EI competencies as originally outlined by Daniel Goleman but within the context of academic libraries. It focuses on empathy to demonstrate how its application in libraries can facilitate teamwork, engender better cooperation and strengthen an organization’s culture.

Most library literature focuses on EI skills as related to senior-level positions. There is a need for researchers to explore the understanding of EI skills throughout the entire library structure, including how to screen for EI during the hiring process and develop EI skills among existing staff.

Librarians will learn how hiring for EI competencies at all levels will benefit the work environment within academic libraries, as well as how to develop and improve their own EI skills using complementary techniques.

Readers will increase their awareness of how EI can benefit them and their colleagues regardless of whether they have structural (formal) or informal leadership roles in academic libraries, as well as how it leads to professional and personal growth.

Growth in the primary engineering literature has been accompanied by a boom in electronic secondary information‐retrieval products and services which can access information that is increasingly current, specific, and inclusive. While these services provide more options and solutions for researchers, the perception of an overwhelming array of hard‐to‐use electronic searching alternatives has been confusing. Users want an electronic searching system simple enough for library patrons to use, while at the same time sophisticated enough to meet the demands of the professional researcher. Adding to this challenge are the economic realities of the marketplace. Diverse corporate and academic research centers around the world have different levels of budgetary constraints. Recognizing these disparities, Engineering Information Inc. (Ei) has fashioned a range of research tools that can be used individually or in combination to offer maximum budgetary flexibility to its global constituency. Customers wanted from these various tools the opportunity to easily access the most cost‐efficient method dictated by the needs of a particular search.

To encourage entrepreneurship, which accelerates economic growth by increasing employment opportunities and competitiveness, stakeholders must conduct studies and develop policies that consider both the current situation and future expectations. This study aims to examine the environmental and personal factors that influence students’ entrepreneurial intentions (EIs), using a model based on the theory of planned behaviour (TPB) and social cognitive theories (SCT).

This study proposed an institutional framework demonstrating contextual features to achieve this objective. This theoretical framework is evaluated using a sample of 375 university students in Türkiye.

The empirical findings can help policymakers develop effective policies to encourage entrepreneurship.

The study focuses on EIs; it is possible that even if a participant indicated a high EI in the survey, they will ultimately pursue a completely different career path.

The study also contributes to entrepreneurship literature studies investigating the relationships between the TPB and SCT.

By testing specific hypotheses for Türkiye, this study contributes to the demand for entrepreneurship research in countries that are major global players but have vastly different sociocultural contexts than Western countries.

The study draws a theoretical model that explains the factors affecting the EIs of university students and attempts to explain the EIs of university students with and without business education within this model.

This study aims to examine the relationship between a team’s value diversity (VD) and creativity and investigate the moderating effect of emotional intelligence (EI) to explain inconsistent results regarding this relationship.

We conducted a cross-sectional sequential study with 340 employees and tested the hypothesis in a laboratory setting with 180 undergraduate students.

EI had a moderating effect on the relationship between a team’s VD and creativity in that the relationship was positive among teams with high EI. However, the relationship tended to be negative in the long term among teams with low EI.

Managers should pay attention to how teams benefit from VD because it can help or harm team performance. By assigning people with different EI levels into suitable teams and providing EI interventions, organizations may manage affective consequences and enjoy more benefits of cognitive consequences resulting from VD.

No previous study has investigated the effect of a team’s EI in the relationship between VD and team creativity. Drawing on the categorization-elaboration model of diversity and affective events theory, through the present two-study design, we obtained data from multiple sources and improved limitations in measurements of previous studies, thereby broadening the literature by highlighting the dynamic relationship between a team’s EI, VD and creativity in the Vietnamese context.

Culture plays a significant role in shaping the decision of the youths to start the new venture, and Vietnam being one of the collectivist societies in Asia, it is critical to know whether culture plays any role in the formation of entrepreneurial intentions (EI) of the Vietnamese youth. However, there are limited studies in Vietnam that investigate the effect of culture on the EI of students. Hence, this study aims to integrate the direct influence of culture and personality factors in view of mediating role theory of planned behaviour components to measure the EI of students.

The data for this study were collected from 393 undergraduate/post-graduate university students using an online survey. The data were analysed using structural equation modelling to test the designed hypotheses of the study.

The study results showed that attitude (PA) towards entrepreneurship and perceived behavioural control (PBC) mediated the relationship between risk-propensity (RP) and EI, subjective norms (SN) and EI and also had a direct influence on EI. Risk-propensity was found to have a direct influence on students’ entrepreneurship intentions. Further, there was no direct influence of culture and SN on EI of students, but culture had a direct influence on SN, while SN indirectly influenced EI mediated by PA and PBC.

Only a few studies have been conducted to determine the role of culture affecting entrepreneurial intentions of the students in Vietnam, where strong emphasis is put on society and culture. The study demonstrates that culture plays a significant role indirectly, as the societal culture influences the close networks and family’s approval (SN) towards encouraging the youths to become entrepreneur and further this encouragement enhances the attitude and self-belief (PA and PBC) of an individual in their capabilities which affects their intentions (EI) to become an entrepreneur. Hence, this study adds this new important dimension of culture in existing academic literature in Vietnam’s context.

The purpose of this study is to investigate whether business growth intention (BGI) and entrepreneurial motivations enhance the explanatory power of the theory of planned behavior (TPB) to predict environmental intention (EI) among nascent entrepreneurs.

In the context of nascent entrepreneurship, the authors collected data from 193 nascent entrepreneurs in France. To test the hypotheses, stepwise multiple regression was performed.

The results show that BGI has a positive influence on EI. This indicates that it is possible for French nascent entrepreneurs to plan the simultaneous pursuit of business growth and environmental goals. However, entrepreneurial motivations have a mixed effect on EI. If necessity motivations negatively influence EI, opportunity motivations have no significant effect on the latter.

To the best of the authors’ knowledge, this research is among the first to extend the TBP model with additional factors, namely, BGI and necessity/opportunity motivations, to study EI. Moreover, the extended TBP model is validated in the under-research context of nascent entrepreneurship.

This study aims to explore the relationships between knowledge management (KM) enablers, employee innovativeness (EI) and market development performance (MDP) in architecture, engineering and construction (A/E/C) firms.

A questionnaire survey is conducted to collect empirical data from A/E/C practitioners in Vietnam. First, factor analysis is used to identify KM enablers in A/E/C firms. Then, a framework which shows the links between KM enablers, EI and MDP is proposed. Structural equation modeling (SEM) is used to examine the proposed relationships.

This study identifies five constructs which can enable A/E/C firms to achieve effective KM implementation, including mutual trust and collaboration, organizational values and norms, information and communication systems, organizational policies and empowerment. Furthermore, the SEM results show that except for organizational policies, four remaining KM enablers significantly affect EI. It is also found that EI has a significant impact on MDP.

The findings could help A/E/C firms to know which KM enablers are critical to EI and provide a better understanding of the link between EI and MDP. Hence, they could make appropriate investments in KM practices to improve both EI and MDP.

The results of this study fill the gap in knowledge by empirically structuring the relationships between KM enablers, EI and MDP. Such results may provide A/E/C firms with useful information to enhance EI and MDP in today’s intensively competitive construction environments.

Emotional intelligence (EI) and self-concept (SC) play a very important role in one’s life. The purpose of this paper is to investigate the SC and EI of tribal and nontribal university students.

The research used a quantitative approach, 100 nontribal (50 male and 50 female) and 100 tribal (50 male and 50 female) students were selected by nonprobability sampling method. The Bangla version of the self-concept questionnaire (Beck et al., 2001) and the emotional intelligence questionnaire (Hyde et al., 2002) were used to measure the SC and EI of students. Pearson correlation, t-test and post hoc tests were used for statistical analysis.

The findings of this study showed that the tribal and nontribal students differ significantly on the measure of SC and EI (p < 0.01). Although nontribal students showed higher SC than tribal students, tribal students showed a higher level of EI than nontribal students. The results also showed that gender significantly affects SC and EI (p < 0.01). Males have higher SC and EI than females. Furthermore, the study revealed that socioeconomic status differs significantly in the case of SC. Finally, the result also showed a significant positive correlation (r = 0.245, p < 0.01) between SC and EI.

The results of the research are only based on the students of one university besides the sample size is limited.

This research allowed the authors to determine the practical implications. The findings suggest that there is a significant difference in SC and EI between tribal and nontribal students, with nontribal students showing higher levels of SC. This implies that interventions and programs aimed at enhancing SC may be particularly beneficial for tribal students. The study also reveals that there are significant differences in SC and EI between tribal and nontribal adolescent boys and girls. This highlights the importance of considering gender differences when designing interventions to improve SC and EI among tribal and nontribal students. Moreover, educators, parents and policymakers can use these findings to develop targeted interventions and strategies to enhance SC among tribal students, with the aim of improving their overall well-being, academic achievements and success in life.

This paper adds to the literature on the SC and EI of tribal and nontribal university students by describing the difference in levels and a significant correlation. This paper obtains an innovative statistical approach to develop the findings so that information can be used in the future.