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The purpose of this paper is to examine the impact of recent civil justice reforms in five jurisdictions including Singapore, Malaysia, Hong Kong, the UK and Canada on the resolution of civil and commercial disputes.

The study, drawing on a comparative cross‐jurisdictional methodology, reviews the scope and nature of such reforms and examines lessons learned regarding implementation.

The findings of the research indicate that such reforms are most effective where regular evaluation to fine‐tune mediation rules occurs concurrently and in conjunction with the implementation of such reforms.

The limitation of this research is that it is confined to already existing court case statistics, judicial commentaries and reviews of the five selected jurisdictions.

The practical implications of the study find that in general, civil justice reforms have made some progress in achieving the aims of encouraging cost‐effective, expeditious and amicable case handling within the civil justice system.

The paper contributes to a global analysis of effective approaches to civil justice reform and in particular reforms in mediated case handling.

Research often neglects the full continuum of the STEM pipeline in terms of underserved and underrepresented populations. African American males, in particular, experience limited access, opportunity, and preparation along STEM trajectories preK-12. The purpose of this paper is to challenge this gap by presenting examples of preK-12 programs that nurture and promote STEM development and learner outcomes for underrepresented populations.

A culturally responsive, asset-based approach emphasizes the importance of leveraging out-of-school practices that shape African-American males learning experiences. From a practitioner standpoint, the need to understand the importance of developing a STEM identity as a conduit to better improve STEM outcomes for African-American males is discussed.

To respond to the full continuum of the pipeline, the authors highlight the role of families and STEM programs that support African-American male students’ STEM identity development generally with an emphasis on how particular out-of-school programs (e.g. The Children’s Museum of Memphis [CMOM], MathScience Innovation Center [MSiC]) cultivate STEM trajectories. The authors conclude with how preK-12 settings can collaborate with local museums and other agencies to create opportunities for greater access and improve the quality of African-American males’ STEM preparation.

The intellectual value of our work lies in the fact that few studies have focused on the importance of examining the full continuum of the STEM pipeline with a particular emphasis on STEM development in early childhood (preK-3). Similarly, few studies have examined the role of identity construction and meaning-making practices as a conduit to better STEM outcomes for African-American males prek-12.

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.

In a 1977 publication Alfred Chandler singled out the Springfield Armory as the site where single‐unit management was pioneered in the United States, crediting Superintendent Roswell Lee (1815‐1833) with establishing a first “managerial” approach to work discipline and labour accounting. However, as economic breakthrough came only in 1841/2, it has since been argued that Lee′s role has been overestimated. Re‐examines archival evidence to show that: the changes of 1842 at Springfield were not due to external economic pressures, but to pressure exerted by West Point graduates in the Ordnance Department; Lee, as the dominant arms manufacturer in the 1820s, was not “held back” by economic factors from implementing any changes he desired; and his system of work organization was never even potentially managerial, with his accounting system in particular having been fundamentally misinterpreted. The evidence reinforces the case for viewing the invention of modern business and managerialism as primarily a disciplinary breakthrough.

Current classroom observation strategies include questionnaires, interviews, tests, self-report metrics and live or video review observation. However, these traditional methods are subject to biases from observers in determining behavior nuances, as well as being difficult to analyze for rapid and practical feedback. In addition, the invasiveness of extra body equipment in the classroom may alter the dynamic between students and teachers. The emergence of portable devices into mainstream usage has opened a pathway for a relatively novel source of quantitative data, free from observer bias and often with accompanying analytical tools for convenience. The purpose of this study is to summarize current uses of portable technology and explore how such devices could be used as monitoring tools by both schools and education researchers.

Functions based on utility outside the education field are proposed for monitoring student activity, posture and movement, as well as proximity and relationships to others and their environment. Deterrents to device implementation in regular classroom use, such as the importance of considering ethical issues and hardware limitations, are also covered.

While current portable technology is unlikely to replace more commonly used techniques of observing classes, they have the capacity to augment qualitative strategies, particularly in the area of real-time data output.

Ideally, the lack of unbiased observational tools available and increased adoption of portable devices in classrooms could prompt future advances in technology for teaching and learning environments.

This review summarizes potential uses for portable technology in classroom observation strategies undertaken by researchers and teachers to improve learning and teaching practices.

This study focuses to develop a common humanitarian supply chain process model (HSCPM) that enables effective enterprise resource planning (ERP) systems for NGOs, and the study also investigates the role of modularity as a dynamic capability that supports creating such model.

A multifocus group study was performed as part of a larger project, the Frontline Humanitarian Logistics Initiative, aiming to establish a common data model that would serve as the backbone of humanitarian ERP systems. Fourteen international humanitarian organizations (IHOs) participated in the process, reaching a consensus on the structure of the process model.

An HSCPM was proposed based on the consensus reached across IHOs. Four degrees of customization differentiating between “generic,” “tailored,” “specific,” and “unique” processes are presented and discussed.

The findings show modularity applied to process as a mean to create dynamic efficiencies and position the modular process model within the dynamic capabilities framework, supporting supply chain responsiveness and expanding the literature on supply chain management (SCM), dynamic capabilities, and humanitarian logistics.

This research proposes a consensus-based data model, facilitating the advancement of ERP systems in the humanitarian context and lays a foundation for interoperability among ERP systems across diverse IHOs.

First attempt to elucidate the specific characteristics and unique processes defining an HSCPM, this study reached an unprecedented consensus for the humanitarian sector, setting the base toward an industry standard.

A fundamental assumption within action learning is that learning only occurs through participation, reflection and action. Revans maintains that individuals will fail to understand the “how” of an experience until they have experienced it for themselves, i.e. “learned by doing”. The purpose of this paper is to postulate that Revans’ second phase of action learning, the reflection phase can, in situations where participation is not possible, be enhanced through reflective vicarious learning (RVL) or learning from the behaviour of others.

This paper adopts a desk research approach review of the literature.

The authors maintain that Revans’ concept of “learning by doing” in the context of the goldfish bowl exercise can enhance an individual’s insight through RVL or learning from the behaviour of others.

The paper is limited in some respects as it focusses on the viewpoint of the author coupled with the literature. Future research could explore participant voices to add an extra dimension to the work.

In terms of utility for others, this paper is useful for developing an understanding of the differing learning opportunities that RVL and action learning combined can offer. As such, it has meaning for action learning facilitators, set members, academics and educational consultants.

This papers originality is that it seeks to enhance Revans’ proposition by illustrating how RVL in the second phase of action learning can enhance an individual’s learning in situations where participation is not possible.

This case and its companion, UVA-F-1560, were awarded the 2012 Wachovia Award for Excellence in Teaching Materials - Innovative Case. In November 2006, Alec Berg, a successful hedge fund manager, must decide whether to invest in the initial public offering (IPO) of the Hertz Corporation. The IPO followed a leveraged buyout (LBO) of Hertz that was completed in December 2005 by three prominent private equity firms that had combined to purchase Hertz from the Ford Motor Company for $14.9 billion. The LBO sponsors had borrowed an additional $1 billion on top of the buyout financing to pay themselves a special dividend in June 2006. This loan would be repaid with the IPO proceeds and any remaining proceeds from the IPO would go to the sponsors. The IPO generated widespread criticism with respect to the speed with which the IPO was conducted and the payment of special dividends. In the face of this criticism, the demand for the Hertz IPO weakened, and the offer price was reduced from the initial file price range of $16–$18 to just $15. Berg must assess whether at $15 per share, Hertz offers an attractive investment for this fund. The case provides the necessary information for students to analyze the sponsors' returns on their investment in Hertz and the attractiveness of the $15 offer price to public shareholders. The case also offers an opportunity for students to discuss the controversy surrounding the payment of special dividends and the claim that private equity sponsors invest with a long-term perspective that creates value for the company.