Search results

The purpose of this paper is to describe a computer‐assisted learning experience in operations management (OM) higher education that entailed the development of interactive learning software, its evaluation in an experimental environment and the formal analysis of the teaching method's influence on student perceptions.

The software design follows the constructivist focus based on widely‐accepted educational technology principles. Objective tests of knowledge and subjective appraisal of the learning process were used in the experiment to compare two educational scenarios (computer‐assisted learning and on‐site class). Students' perceptions of the software's technical and teaching features are also analyzed.

The study shows that the teaching method can significantly affect students' perceptions of the learning process. The findings also confirm the pedagogical effectiveness of the software that was designed and that information communication technologies (ICT)‐based methods are an alternative to traditional methods used in OM education.

The experiment involved strict control over various potential threats to validity. From a statistical point‐of‐view, the conclusions can only be generalized in the population analyzed. Nevertheless, the features of the software and the student profile allow the main conclusions to be generalized to other OM environments.

The use and evaluation of interactive software in OM educational environments are reflected on, with emphasis on the influence that the teaching methodology has on students' attitudes to the learning process. It is of interest for researchers interested in improving teaching through the use of ICT.

There are very few studies on interactive self‐learning software for OM and its effects on student perceptions. This paper is a new contribution to this field.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

After reviewing the logic and basics of Environmental Conflict Resolution (ECR), this article analyzes the praise for and criticisms of ECR. This article acknowledges the initial successes in the 1970s and 1980s that led to a major period of expansion for ECR, and continues today, but argues that it must do a better job of proving itself. That is, proponents must conduct more rigorous assessments of its utility under different conditions and invest in data collection that goes far beyond present efforts. The article concludes by reviewing the challenges and opportunities facing ECR in the twenty-first century. Singled out for attention is the need for scholars and practitioners to understand ECR interventions as targeted at aggregate rather than dyadic relationships, as complex systems embedded in even larger complex systems, as time-extended phenomena, and as ripe for evaluation for their impact on substantive environmental outcomes.

This article analyzes two of the determinants of the effectiveness of the mediation process, namely the impact of different mediators and mediation behavior on mediation outcomes in international relations. We review the literature and consider this relationship in terms of specific hypotheses concerning (1) the identity of a mediator, (2) previous interactions with the parties, (3) previous mediation attempts, and (4) the nature of mediation strategy. An original data set of 97 international disputes and 364 mediation attempts in the post‐1945 period is utilized to test our hypotheses. Multivariate analysis suggests the significance of high mediator rank, directive strategy, and close political alignment in achieving successful outcomes. We use these results to posit and test a series of causal models of mediation.

Learning and knowledge management (KM) are important though complex elements of multi‐organisational collaborations. Leadership is often considered to be critical in shaping the outcomes of effective collaboration, but what particular form should this take to tackle the particular challenges faced by learning and KM? To what extent do any of the existing models and theories of leadership address learning and KM perspectives? What are the key issues that demand the attention of leaders and leadership processes? This paper draws on a substantial body of disparate and often unconnected literature to explore these complex and under‐researched questions of theoretical and practical enquiry in a public sector context. It concludes with an assessment of the main leadership challenges, the potential of different leadership approaches and some suggestions as to future areas of research.

In terms of the role of myth in decision making, this paper focuses on the way myth obfuscates critical issues related to shared governance in higher education. The result of that obfuscation is a minimization of the realities that work against shared governance by favoring an untenable view based on an idealistic and unattainable vision of shared governance. First, however, a critique of myth is in order to demonstrate not only that myth is no more than ordinary interpretation but also that it is insufficiently based on rationality and can become a dangerous instrument in the hands of policy makers.

The aim of this study is to analyze the antecedents of word-of-mouth (WOM) in a social networking sites (SNS) context, based on social identification theory and uses and gratification theory. This general objective can be divided into two sub-objectives. First, to measure the relationship between social identity, altruism and perceived encouragement as antecedents of WOM in SNS. Second, to study the existence of SNS-user segments which have differentiated behaviors according to the proposed model.

Partial least squares (PLS) has been used to analyze both validity and reliability of the measurement scales and the estimation of the structural model. Next, the heterogeneity of SNS-users has been analyzed using the finite mixture segmentation FIMIX-PLS. Furthermore, a multi-group analysis (MGA-PLS) has been used to analyze the differences between the behaviors of the resulting segments.

The main conclusion of this study is that social identity and perceived encouragement are worthy predictors of WOM. Additionally, there is a strong relationship between social identity and perceived encouragement. Another significant consequence is the existence of a large quantity of unobserved heterogeneity. Unsociable users, habitual users and obligated users show different behaviors regarding the relationships between the variables of the proposed model.

The results indicate that in general WOM communications transmitted by SNS-users are not motivated by altruism or by their willingness to help others. In addition, social identity and perceived encouragement are good predictors of WOM. Another originality of this research is that considering only one general model hides a large amount of unobserved heterogeneity: different segments of users showed diverse behaviors regarding the model’s variables.

This article intends to shine a light on venue-related tax increment financing (TIF) through the first comprehensive inventory of its use at the major league level.

For each 2018 venue in the five North American major leagues, data was collected on TIF contributions to direct venue capital costs as well as to projects using TIF to enable real estate development ancillary to a venue. Neighborhoods surrounding a venue were also assessed for the presence of a TIF district. With both the direct and ancillary elements, data was collected from government, industry, academic, mapping and media sources. A review of this data set and findings are followed by a discussion of implications and directions for future work.

Over one-third of the TIF eligible permanent stadiums and arenas studied in the five major leagues have a direct or strong TIF connection. Direct TIF contributions to sports venues, as well as TIF use intended to generate real estate development around these venues, are most frequent and financially significant in arenas and soccer-specific stadiums. Additionally, arena and stadium projects using TIF often accompany ancillary real estate development.

A primary purpose of this article is to provide a previously missing general reference resource to governments and citizens of jurisdictions considering facility TIF use on the scope, nature, extent and identity of TIF projects related to major league sports venues. More generally, the inventory and assessment of TIF use in professional sports venues offered by this article sets the stage for future research on associative relationships between TIF contributions and facility finance outcomes as well as the normative value of venue-related TIF.

Policy leadership infiltrates the lives of citizens everywhere. Though this type of leadership is implicit and ubiquitous, a theoretically-based model specifically intended for policy leaders is not readily available in academic literature. This article serves to address this gap by proposing a conceptual model of the policy leadership framework. The model expounds upon previous literature and identifies 16 areas vital to the policy process. Implications of the model relate to equipping leadership educators in the classroom and in the community with enhanced policy leadership research and curriculum.

The purpose of this study was to evaluate final projects in a freshman leadership course (combining grounding in leadership theories with a service-learning component) to determine what students learned about leadership, themselves as developing leaders, and leading in the civic community, and how deeply they learned these concepts. Students found situational leadership theories, team leadership theories, and leadership principles (Drath, 2001) most relevant to their experiences. Personally, students learned about themselves as individuals, leaders, team members, and community members. Civically, students learned how to apply leadership theories, work in teams, and about the community as a system. In terms of depth of learning, based on Bloom’s (1956) taxonomy, students were able to identify, describe, and apply concepts and to some extent analyze and synthesize them. These findings suggest that using service learning to help students learn about both the theory and practice of leadership is a viable alternative.