Search results

The purpose of this paper is to understand how emerging technologies and Web 2.0 services are transforming the structure of the web and their potential impact on managed learning environments (MLS) and learning content management systems (LCMS).

Innovative Web 2.0 applications are reviewed in the paper to explore how they incorporate a new paradigm, reshaping the web as an electronic platform for social networks, where users share, edit and collaborate on the publication of content.

The paper finds that, in this rapidly changing environment, educators need to consider the implications of these developments for the current design of the LCMS. An emerging generation of users influenced by social networking experiences and empowered to create, publish, appropriate and redistribute content may find the structures of the LCMS traditional and inflexible in contrast with the user‐centered approach of Web 2.0 services. This fundamental shift in the experience of the digital environment in the social world will require innovative solutions, including broad institution‐wide dialogues on the role of organizations in a Web 2.0 environment, innovative approaches to faculty training, a new emphasis on the role of faculty as learners in a rapidly changing environment, and rethinking the underlying architecture of the LCMS model.

The recent emergence of these new developments and the essentially fluid nature of these innovations on the web suggest that the conclusions here remain essentially speculative in nature.

This paper identifies a critical challenge in the integration of technology into the teaching‐learning environment and the re‐evaluation of the role of a vendor‐specific enterprise LCMS in the design of e‐learning facilities.

This study examined dimensions of young-adulthood development in lived experience reported by young persons (19 women, 18 men) with the disabling condition of kidney failure requiring chronic dialysis or kidney transplantation. In semistructured phone interviews, participants (ages 23–37) described their family/living situation, employment and community activity, current situation, and experience. Participants' qualitative responses about “the way you see things, do things, feel about things” and “how you feel about yourself” were examined to identify themes. Limited achievement of proposed “successful” dimensions of young adulthood characterized the study cohort, based on indicators included in the interview. In qualitative data, the theme of perceived stigma and spoiled identity (Goffman, 1963) was reflected in comments offered by participants regarding their self-confidence and motivation to pursue goals. A second theme in participants' qualitative responses was a sense of isolation from age peers who shared their condition, and participants expressed frustration around having an age-inappropriate condition (“why me?”). Perceived stigma and spoiled identity impact social ties and life goals and are understudied influences in the life course trajectory of young persons with kidney failure and the challenges inherent in navigating health status and developmental life course transitions.

Now more than ever, climate action requires both private and public investment in building a sustainable future for all. COP26 affirmed the importance of collective action at all scales coupled with supporting public policy to limit global warming to a 1.5-degree trajectory. This chapter outlines the process and building blocks that culminated in the launch of the Drawdown Georgia Business Compact, whose mission is to leverage the collective impact of Georgia’s business community to achieve net zero carbon emissions in the state by 2050. In bringing together companies across diverse industries, the Business Compact creates a community of practice where cross-sector collaboration accelerates Georgia’s path to actualizing COP26’s decarbonization vision while also considering ‘beyond carbon’ issues such as the economy, equity, public health, and the environment. This is a regional and voluntary approach to Sustainable Development Goal (SDG) 17 (Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development), which recognizes multi-stakeholder partnerships as important vehicles to achieve SDGs.

International marketing is undergoing a transformation to become integrated global marketing. The emphasis has shifted from understanding and explaining between‐country differences to identifying transnational similarities; and from country‐by‐country functional adjustment of marketing mix elements to seeking global cross‐functional integration. In this paper, the authors discuss how the contextual factors of international marketing are changing to make between‐country differences less relevant for international marketing practice. The emergence of integrated global marketing has a greater potential for theory development in international marketing as it is not contextually bound and thus can be generalized.

A new form of “museum” has emerged which takes advantage of the Internet′s seemingly limitless format options for electronic presentation and ability to tailor in‐depth presentations to niche audiences. Constraints of ownership and geographic location are lessened as Internet‐based museums point to sources across the globe. Collections which are physically impossible to construct are being mounted electronically. Offers a sampler of museums and galleries around the world which are making use of WorldWide Web or Gopher servers.

The purpose of this paper is to consider the development and application of marketing theory and practice over time and its current status. The terms “brickbats” and “bouquets” are used as metaphors to extend praise or criticism for marketing. In doing so, the authors draw upon the views of leading theorists over time and apply these in the current environmental context.

The approach adopted is discursive, critical and conceptual.

Following literature review, and drawing upon current examples, marketing as a discipline is subject to both kudos and criticisms. Nonetheless, it is concluded optimistically in that marketing can be an even greater source for societal good. That “goodness” is partly based upon the added impetus of social media adoption and use by consumers, the need for growth and accelerative innovation in the digital age coupled with the democratisation of consumption. Nonetheless, the authors offer the caveat that free competitive markets lead to market failures, and the need for market regulation by governments is becoming more evident.

The implications of the paper are profound. Academics should be concerned in and involved with marketing theory. Questions need to be raised concerning non-robust definitions of marketing and its application. The authors wait for a consumer-led approach to marketing to add depth to the marketing theory.

Marketers need to be made more accountable for their actions. Consumers need to become part of the marketing process. Marketing claims need to be verified by delivered benefits. Companies need to take steps to ensure that the marketing process does not end at purchase. Satisfaction needs to be made manifest. Likewise, dissatisfactions need to be managed well as part of the marketing process.

Too much marketing currently is relatively unregulated in the sense that there are so few opportunities to evade its myriad reach and – despite social media – little chance of changing marketing practice for the good of societies. Many criticisms of marketing practice are not being addressed in the literature.

Marketing is a vibrant force in all nations and markets. It is deeply rooted in business practice. It is contemporaneous and relevant. It is global and national. But, it is not entirely all good news. There are caveats and criticisms as well as kudos and praise. While both are addressed here, the topic needs to be considered for marketing and its accompanying theory and practice to change.

Drawing on the literature from cognitive neuroscience and auditing research on professional skepticism (PS), this paper identifies new research questions, determinants, and theories that may resolve current problem areas in PS research. We identify the following PS research areas that neuroscientific perspectives can potentially improve: 1) theory, 2) trust, 3) trait and state skepticism, 4) deception/fraud detection, and 5) skeptical judgment and action. The paper concludes with a discussion of the critical question of whether integrating a neuroscientific perspective in PS research is worthwhile and provides further direction for future research.

Early works in strategic management described strategy process and were quickly followed by a plethora of strategy content articles focusing on tools, theories, frameworks and models for use in strategizing. Subsequently, strategy research and pedagogy diverged along these lines and the two streams have not been satisfactorily reconciled. As the process incorporates content and content requires process, this paper seeks to answer the question; can some relational consistency and historical reconciliation be developed? The purpose of this paper is to propose a process/content interrelation and a generic model of strategizing.

The authors first identify the opportunity for this integration through the historical development of the two streams. The authors then review contemporary scholarly literature, strategic management textbooks and university syllabi to determine which elements of the strategy process and content are most frequently promulgated.

The authors discover a generally ubiquitous core of concepts, but great inconsistency in how they are emphasized, linked and/or applied. Beyond these core concepts, faculty syllabi included a wide range of more idiosyncratic content (appearing very infrequently – possibly related to instructor research or interest areas), such as blue ocean or game theory. The authors then propose a 2 × 2 matrix with axes of the level of analysis and stage of activity. The authors provide a populated matrix and discuss the implications of this matrix for future scholarship and teaching.

This paper begins a process of integrating the historical divide between strategy process and strategy content. It provides insights for classroom faculty, historians and practitioners.

Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be highly dependent on the quantity, quality, and diversity of the next generations of scientists, engineers, technologists, and mathematicians. Production of a diverse generation of human resources with relevant, competitive skills is critical. However, so too is the need to raise an enlightened citizenry with cross-cultural experience and cultural awareness competency, with a broad worldview and global perspectives. These requirements are critical to understanding the challenges and opportunities of scholarly activity in a pluralistic global environment and positioning ourselves to capitalize upon them. Scholars with cross-cultural experience and competency are empowered to adapt and work collaboratively, nationally and globally, with scholars of different races, geopolitical, socioeconomic, and cultural backgrounds. Development of effective strategies to transform science, technology, engineering, and mathematics (STEM) departments for inclusion and to broaden the participation in STEM across cultures, socioeconomic standing, race, and gender in higher education has been a dominant topic of pedagogical interest of national priority in the last several decades. However, success in these endeavors is achievable only through systemic change and a cultural shift to address the underlying root causes of socioeconomic disparity, gender, and racial disparities and a paucity of cultural awareness among all educational stakeholders. STEM departments can only be truly transformed for inclusion through the development of sensitive, creative, and student-engaging curricula and targeted recruitment and retention of underrepresented minorities in STEM. Formation of well-coordinated alliances spanning educational sectors, governmental and non-governmental organizations, and community engagement and outreach are also critical to promoting inclusive and broad participation in STEM education.

The first section of the chapter gives an introduction to various challenges, obstacles, and hindrances that prevent a successful transformation of K–12 science education as well as STEM departments in higher education for inclusion. The second section discusses historical perspectives of the University of Arkansas-Fort Smith (UAFS) – the institutional profile, missions, and visions of UAFS as a regional university. Policies and strategies for addressing the socioeconomic disparity, faculty gender, and racial disparities and cultural competency awareness at UAFS are also highlighted in this section. Other approaches including targeted efforts to recruit and retain underrepresented minority students, provision of financial assistance for students from low-income families, and a creative “Math-up” curriculum innovation to promote inclusive and broad participation in STEM at UAFS are highlighted in the latter section of the chapter. Formation of alliances between UAFS, local K–12 school districts, and governmental and non-governmental agencies to promote broad participation in STEM at UAFS are discussed. The last section of the chapter provides recommendations for adaptation and sustainability of strategies and efforts aimed at transforming national STEM departments for inclusion.