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This paper aims to present key findings from an inquiry into engineering accreditation and curricula renewal. The research attempted to ascertain conceptions of requisite sustainability themes among engineering academics and professionals. The paper also reflects on the potential role of professional engineering institutions (PEIs) in embedding sustainability through their programme accreditation guidelines and wider implications in terms of rapid curricula renewal.

This research comprised an International Engineering Academic Workshop held during the 2010 International Symposium on Engineering Education in Ireland, on “accreditation and sustainable engineering”. This built on the findings of a literature review that was distributed prior to the workshop. Data collection included individual questionnaires administered during the workshop, and notes scribed by workshop participants.

The literature review highlighted a wide range of perspectives across and within engineering disciplines, regarding what sustainability/sustainable development (SD) themes should be incorporated into engineering curricula, and regarding language and terminology. This was also reflected in the workshop discussions. Notwithstanding this diversity, clusters of sustainability themes and priority considerations were distilled from the literature review and workshop. These related to resources, technology, values, ethics, inter‐ and intra‐generational equity, transdisciplinarity, and systems and complex thinking. Themes related to environmental and economic knowledge and skills received less attention by workshop participants than represented in the literature.

This paper provides an appreciation of the diversity of opinion regarding priority sustainability themes for engineering curricula, among a group of self‐selected engineering academics who have a common interest in education for SD. It also provides some insights and caveats on how these themes might be rapidly integrated into engineering curricula.

The purpose of this paper is to ascertain the engagement and response of students to the teaching of engineering ethics incorporating a macro ethical framework whereby sustainability is viewed as context to professional practice. This involves incorporating a broader conception of engineering than is typically applied in conventional teaching of engineering ethics.

A real life wicked problem case study assignment was developed. Students' understanding and practical application of the concepts were considered. A survey was conducted to gauge students' appreciation of the professional importance and their enjoyment of the subject matter.

It was found that students appreciate and enjoy a macro ethical sustainability informed approach, but find it more challenging to apply in practice.

The paper demonstrates an approach to the teaching of engineering ethics using a practical example, which can help broaden engineers' self‐perceived role towards one where sustainability is context. It also shows how students can find such an approach to teaching ethics to be both enjoyable and relevant.

Engineers educated to perceive the importance of engaging with macro ethical issues as part of professional practice will be significantly better placed to inform public and industry policy towards greater good and engage with other professional and expert groups.

In this paper, an approach to engineering ethics which diverges from the traditional is proposed. This can be of value to those involved in the teaching of engineering ethics, particularly those seeking to incorporate sustainability and other macro ethical issues.

This study aims to examine whether the introduction of wine or regular strength beer (B) sales in Tennessee grocery stores significantly increased the number of alcoholic beverages (AB) consumed or excise taxes collected in the state.

This study uses both a time series and a model-based approach to assess if a significant change in alcoholic beverage excise tax collections occurred after the natural experiment. The study evaluates monthly tax collections from B, mixed drinks and AB between January 1968 and September 2018 published by the Tennessee Department of Revenue.

The findings suggest that neither alcoholic beverage consumption nor excise taxes collected increased substantially in Tennessee as a result of the introduction of wine and regular strength B in grocery stores. It is likely, however, that some changes inside the industry were significant.

This study assists policymakers and analysts in determining whether allowing the sale of wine and regular strength B in grocery stores will have a substantial impact on the total amount of AB consumed or excise taxes collected by the jurisdiction.

The purpose of this paper is to empirically investigate the antecedents and impacts of a largely overlooked concept, employee development, within the challenging area of returns management.

The proposed relationships are validated through structural equation modeling analysis with survey data collected in India.

Combining the ability–motivation–opportunity model in human resource management and the theoretical tenets associated with dynamic capabilities, the authors confirmed that supply chain learning, returns management orientation and information support are important antecedents of returns management employee development. In turn, the findings suggest that, as a dynamic capability, returns management employee development positively impacts a firm’s returns management and market performance.

To successfully tackle the challenges related to handling returns, companies must focus their resources not only on new technologies and related processes, but also on employee training and development as well.

Although recruiting and retaining talent in supply chain management has long been recognized as a serious global challenge, no previous research has empirically studied employee development practices in the returns management context.

Drucker's views about ethics are supported by the philosophical foundations of Aristotle and Confucius with regard to the responsibilities and interdependencies that exist between individuals, organizations, and societies. The purpose of this paper is to demonstrate Peter F. Drucker's work in the field of ethics as being applicable to the twenty‐first century and beyond.

The approach used to research the topic was qualitative and constructive in nature. Primary resources relied on published scholarly work from Peter F. Drucker and Aristotle, in connection with work from other scholarly sources.

The research demonstrates the continued viability of Peter F. Drucker's work in the field of ethics, as being applicable to the twenty‐first century and beyond.

The paper offers substantive underpinnings for the current study of ethics in the business disciplines, while at the same time suggesting that “plus ça change, plus c'est la même chose” (The more things change, the more they stay the same).

As a contribution to honor the life and works of Peter F. Drucker, the paper is original in that Drucker's work in the field of ethics is highlighted. The paper is supported by ancient philosophical underpinnings that offer a foundation for Drucker's work and allow his lessons to continue for generations to come.

The purpose of this paper is to examine the effects of school attendance on learning and child labour in Ghana.

The paper uses a nationally representative sample of household and individual data in 2005/06 and 2011/12 for the analysis. Regression discontinuity, the capitation grant in 2005 as exogenous, is used to estimate the impact of school attendance on child labour and learning outcomes.

The study found that children who were exposed to the capitation grant spent more hours in school and were more likely to enrol in primary school. School attendance was found to increase the likelihood to read and write a standardised test in English. Also, the improvement in children’s school attendance was found to enhance the likelihood of performing a written calculation. The authors could not find any evidence that school attendance affected child labour.

This research is the first causality analysis in sub-Saharan Africa that uses a nationally representative dataset to study the impact of school attendance on child labour and learning outcomes using a regression discontinuity estimator to deal with endogeneity issues.

Supply chain flexibility has been acknowledged as a necessity in the context of constantly changing operational and service requirements in the global marketplace. However, limited research has focused on analyzing and empirically testing the dynamics of achieving enhanced flexibility performance. Drawing upon the knowledge-based view of the firm, the purpose of this paper is to address this research gap by introducing supply chain learning (SCL) and integration as key factors in the process.

Survey data were collected in India. Structural equation modeling technique was used as the main analysis method to test the proposed conceptual model on SCL, integration, and flexibility performance.

Research findings indicate that the supply chain integration construct (in its internal and external dimensions) mediates the proposed SCL-flexibility performance relationship. The analysis also confirms the positive relationship between cross-functional integration and inter-firm integration.

Focusing on only one country may limit the generalizability of the findings. Also, cross-sectional data collection may not be the ideal approach for evaluating the impacts of SCL. Therefore, future research with longitudinal data and in different contexts is warranted to validate the research results of this study.

The proposed conceptual model adds to the limited existing knowledge body of SCL and links SCL, integration, and flexibility performance. It also provides a new venue for future research in this area.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This study aims to answer the question whether investment funds managers exhibit behavioural biases in their investment decisions. Furthermore, it investigates if fund managers, as a group of institutional investors, make decisions in response to central bank’s communication as well as other information in relation to various behavioural inclinations.

A comprehensive study was conducted based on a questionnaire, which is composed of three main parts exploring: (1) general information about the funds under the management of the surveyed group of fund managers, (2) factors that influence the investment process with an emphasis on the National Bank of Poland communication and (3) behavioural inclinations of the surveyed group. Cronbach’s alpha statistic was applied for measuring the reliability of the survey questionnaire and then chi-squared test was used to investigate the relationships between the answers provided in the survey.

The central bank’s communication matters for investors, but its impact on their decisions appears to be only moderate. Interest rates were found to be the most important announcements for investment fund managers. The stock market was the most popular market segment where the investments were made. The ultra-short time horizon played no, or only small, role in the surveyed fund managers’ decisions as most of them invested in a longer horizon covering 1 to 5 years. Moreover, most respondents declared that they considered in their decisions the information about market expectations published in the media. Finally, majority of the fund managers manifested limited rationality and were subject to behavioural biases, but the decisions and behavioural inclinations were independent and, in most cases, they did not influence each other.

The results reported in this study can be used in practice to better understand and to improve the fund managers’ decision-making processes.

Apart from the commonly tested behavioural biases in the group of institutional investors in the existing literature, such as loss aversion, disposition effect or overconfidence, this paper also focuses on the less intensively analysed behavioural inclinations, i.e. framing, illusion of the control, representativeness, sunk cost effect and fast thinking. The originality of this study further lies in the way the research was conducted through interviews with fund managers, who were found to be subject to behavioural biases, although those behavioural inclinations did not influence their investment decisions. This finding indicates that professionalism and collectivism in the group of institutional investors protect them from irrationality.

“Rational planning models” emerged in the early 1970's as a means by which to plan more effectively and efficiently in educational organizations. One of the most well known and widely distributed of these models was developed by Phi Delta Kappa, the educational fraternity. This paper describes a field study conducted in five Vermont schools that were “early users” of the Phi Delta Kappa material. The outcomes reveal many discrepancies between the theory and the reality of planning in public schools. In addition to the Vermont research, other research is cited that supports many of the findings and relates them to planning in schools in general. The article concludes by linking the study outcomes to recent works by other authors on the emerging concepts of loosely coupled systems, garbage can organizations, and organized anarchies and implications these concepts hold for alternative approaches to planning in educational settings.