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Organizational flexible integration capability equips organizations to deal with the whole range of problems presented by dynamic environments. Adopting the language of dynamic capability research we advance four components that constitute flexible integration capability. These are a dominant logic of opportunity, a wide variety of problem solving projects, the deployment of portable integration expertise, and organizational practices support the development of portable integration expertise. Of these four portable integration expertise is a purely individual level capability. Organization level flexible integration capability is founded on the development of portable integration expertise by individuals. Organizations can facilitate portable integration expertise by structuring careers, valuing long term goals and objectives, adopting knowledge management practices and being receptive to external sources of knowledge.

This chapter outlines potential steps to take in designing active learning experiences based on several theories underlying the learning process. The chapter examines theories of learning and instruction including information processing, schema acquisition, and cognitive load theory. Next follows an explanation of how these theories support problem-centered learning as well as a rationale for the need to help learners develop domain-general, flexible problem-solving skills that will transfer to future needs and contexts. The second half of the chapter focuses on designing active learning experiences based on the selection of real-world problems as the foundation for learning, activating prior knowledge, demonstration of the process or concept, multiple opportunities for practice with relevant scaffolding, and the chance to integrate that knowledge into the learners’ own context based on M. D. Merrill’s (2002) First Principles of Instruction. Examples of assessments, strategies, and activities to foster active, problem-centered learning drawn from the literature are also provided.

The purpose of this paper is to present the design and implementation of a blended problem-based learning (PBL) teaching model and corresponding teaching materials for a university-level bioinformatics course. The effects of this teaching model on student performance in terms of problem solving and learning attitudes were investigated.

Students in both groups completed assessments of problem-solving attitudes and learning attitudes both one week both before and after experimental instruction. Collected data were analyzed using one-way ANCOVA. Group discussions and student interviews were recorded and treated as part of the data analysis.

The study produced the following findings: the experimental group was found to perform better than the control group in terms of learning attitudes, but the results were not statistically significant; the experimental group was found to outperform the control group in terms of problem-solving attitudes, and the difference was statistically significant; lesson plan contents need to be designed based on problem-based learning theory, and reflect real-world conditions; participants in the experimental group approved of the blended PBL and group discussion approach.

Results are expected to provide a useful reference for educators and researchers. These findings can be applied to relevant instructional fields to enhance learner motivation and engagement, thus improving learning outcomes.

Most undergraduate and graduate financial accounting exercises follow a “forward based” pedagogical approach where students learn how accounting events (causes) are captured in the accounting system and appear on the financial statements (effects). While these forward based approaches are necessary and effective ways to teach the fundamentals of accounting, they provide a relatively narrow procedural perspective on how to use such knowledge. The reality is that many students will be required to solve problems where the ultimate goal is to discern the causes of financial statement outcomes. To solve such problems, “backward based” procedural knowledge is required. Research in cognitive psychology indicates students need exposure to problems that require different procedural knowledge to develop the flexible problem solving schemas necessary to address problems with different end goals (Chen & Mo, 2004). We present a series of financial accounting exercises designed to help students develop skills associated with analyzing financial statement outcomes (effects) to determine the causal accounting events. The exercises also provide a comprehensive review of the primary financial accounting topics typically addressed in introductory accounting courses. This allows the exercises to be used as an ongoing end of chapter review problem or as a comprehensive course review exercise.

The purpose of this paper is to analyze employer responses to vacancies and skill shortages by adopting certain workplace practices.

Making use of the longitudinal nature of the Workplace and Employee Survey, a nationally representative sample of Canadian organizations, the paper applies both linear and probit models to examine incidence of positive vacancies and vacancy rates and subsequent adoptions of various workplace practices in response to such vacancies and skill shortages.

Employers respond to labour and skill shortages in a number of ways, focusing more on short‐term and less costly solutions, such as adoption of flexible working hours and increases in overtime hours, greater reliance on flexible job design and part‐time workers, and implementation of self‐directed work groups and problem‐solving teams. There is no evidence that workplaces would raise employee wages or fringe benefits to alleviate shortages.

In the absence of a well‐developed internal market, firms are likely to continue using short‐term and less costly solutions. Governments should work with firms, workers and their representatives and act strategically to resolve issues of timely identification of skill shortages in order to make informed decisions and put mechanisms in place to address such shortages.

The results are based on a national longitudinal survey and a number of important practical and policy implications are discussed in the paper

These headlines often make news. Behind the headlines lie problems of organisational change and development. The problems involve who does what with whom and when in terms of getting work done. The headlines that appear in newspapers are, however, only a small fraction of the organisational problems that have to be solved.

In responding to unanticipated challenges during the course of a project, lessons from crisis management research can be valuable. Effective project management requires both a proactive and reactive strategy in dealing with unanticipated and challenging events. A key element of success is developing a learning culture, which permits flexibility within a systematic problem‐solving approach. We indicate how this can be achieved using a crisis management model and use data gathered from the National Museum of Australia project to demonstrate the potential benefits of a learning which encourages solution‐building by teams.

The purpose of this paper is to investigate the critical relationship between emotional intelligence (EI) abilities and conflict management styles in the workplace.

Totally, 126 participants completed a measure of EI and an assessment of conflict management styles. Regression analyses were then performed.

Results of regression analyses indicate several significant relationships between EI abilities and participants’ conflict management styles. The EI abilities of problem solving, social responsibility, and impulse control were the most directly related to how participants managed conflict at the workplace.

Future research should attempt to replicate these findings in other samples. In addition, researchers should investigate other significant variables that explain people’s choices in conflict management styles.

Implications of these findings suggest that for management development purposes, people should attempt to improve on the EI abilities of problem solving, social responsibility, and impulse control in order to manage workplace conflict effectively.

This investigation contributes to the literature by identifying specific EI abilities, rather than a macro measure of EI, that are associated with different styles of conflict management.

Staff at Idaho Peace Officer Standards and Training developed a 70‐hour problem‐based learning exercise (PBLE) and integrated this program into the existing Basic Patrol Officer Academy. This paper aims to examine the effectiveness of PBL in developing subject‐specific policing knowledge as well as decision‐making, problem‐solving, and collaboration skills.

Following the PBLE, students completed an in‐depth survey prompting feedback on the ability of the program to develop various skills known to be important to policing. These self‐reported data were collected from 122 students over three academy sessions and evaluated by Chi‐square statistical analysis.

Results indicate that the pilot PBLE is significant in helping students develop new policing skills, demonstrating how information learned in class applies to field work, aiding in recall of class material, developing problem‐solving skills, and learning skills needed to work in groups in the law enforcement field (p<0.01).

This research demonstrates that PBLEs can be effective in developing difficult‐to‐teach skills. The pilot program also helps students discover how material presented in class applies to fieldwork. A program able to bridge the gap between information recall and application would be a significant addition to any training.

Research demonstrating the effectiveness of programs based on PBL philosophy is difficult to find, particularly in relation to law police training. The experience of students who have been through the Idaho program is a valuable step towards filling this void. The program also demonstrates that some of the purposed benefits of PBL can be achieved without necessitating a rewrite in training curriculum.

The purpose of this paper is to examine migrants working as inter‐cultural mediators at the interface of the formal and informal economies in southern Italy so as to question the conventional representation of knowledge workers.

Ethnographic evidence collected between September 2004 and July 2005 is presented of the knowledge work of these precarious non‐European Union migrants in Naples, Italy.

This paper displays the need to consider alternative forms of knowledge work and knowledge worker that are central to the globalizing economy. Migration and difference and their resulting social realities are seen as central features of contemporary economic change. Depicting the creative, flexible, problem‐solving aspects of intercultural mediators who work with undocumented and documented migrants in the Naples area, this paper shows how these African migrant mediators make use of their full repertoire of formally trained knowledge and more centrally their social, tacit, experiential and embodied knowledge intimately linked with their Africanness and self‐awareness of their precarious migrant status to gain the trust of other Africans. In fact, their flexibility in the face of changing circumstances and their manipulation, reading and negotiation of cultural codes depending on circumstances reveals a flexible, enterprising style suited to the challenges of the knowledge economy.

It displays how current conceptualisations of the knowledge economy and knowledge worker in contemporary advanced economies need considerable revision to include other types of migrant normally excluded from discussions.

This is one of the first attempts to display the relationship between knowledge workers, immigrants and the informal economy.