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To be or not to be electronic William Shakespeare: The Complete Works, a widely acclaimed, modern spelling publication from Oxford University Press is now available on floppy diskette. All structural information is encoded so that it can be interpreted by the Oxford Concordance Program, a widely used text analysis program. It is aimed specifically at the microcomputer implementation, Micro‐OCP, which is available from Oxford Electronic Publishing. With Micro‐OCP and the Complete Works it is now possible to compile word lists, indexes, and concordances of any of Shakespeare's works with ease.

The main aim of this paper is to study the effects of organizational culture on environmental responsiveness capability (ERC), both directly and through the mediation of knowledge management (KM) in selected Iranian Industrial Research Organizations (IIRO). Furthermore, the effects of four types of organizational culture on ERC and KM in the target population are compared.

Relationships between the ERC, KM and organizational culture are considered using survey data through the structural equation modelling approach. Five-point Likert questionnaire has been used as a tool for measuring variables. The authors sample includes 276 members of 13 selected target organizations whose names are not mentioned due to prior agreement.

Results show that organizational culture has a positive and significant relationship with ERC, both directly and indirectly through the mediation of KM. Additionally, compared with other types of organizational cultures, innovativeness culture has the highest correlation with ERC, both directly and through KM as a mediating variable. Furthermore, cooperativeness culture has a direct significant relationship with ERC, whereas consistency and effectiveness cultures indirectly have significant and positive relationships with ERC through KM. Therefore, results of this research provide appropriate evidence that ERC can be affected directly by innovativeness culture and KM.

The advantage of this paper compared to other related research is to study on ERC based on cultural and knowledge-related variables. Hence, it can extend the literature of ERC, and it can be useful for the managers who are dealing with industrial research company.

The extant literature on school leadership development is dominated by conceptual analysis, descriptive studies of current practice, critiques of current practice, and prescriptions for better ways to approach practice. Relatively few studies have examined impact of leadership development using experimental methods, among which even fewer studies have employed a cross‐cultural comparative perspective. The aim of this paper is to discuss the feasibility of using a computer simulation as tools for research in leadership development.

This is a methodology development paper. It discusses the feasibility of using a computer simulation as tools for research in leadership development. Exemplary research questions, research designs, and data analyses are used to illustrate the potential of this approach for addressing under‐explored issues in management education.

Three categories of cross‐cultural comparative research questions are proposed: comparative study of leadership expertise, comparative study of instructional approaches, and comparative study of leadership development processes. This study demonstrates the research potential of using the computer simulations to address complex issues in leadership development across cultures.

Although computer simulations have been used as training tools for several decades, few scholars have explored their potential for use in the collection of complex data in an efficient fashion. The current study not only demonstrates how a specific simulation has been adapted to collect data on leadership development in education, but also models the means by which computer simulations could be employed in a similar fashion in other domains of education and training.

The purpose of this paper is to determine if the traditional approach to measuring brand equity applies to online companies.

This objective is pursued by: developing a measurement model of brand equity for online businesses; and testing the nomological validity of the model using structural equation modelling.

This study finds partial support for the application of the offline brand equity theoretical framework based on brand awareness, brand associations and loyalty for online companies. Brand loyalty and brand value associations directly create brand equity.

The study is cross‐sectional, the indicators or observable variables used in this study may not be deemed comprehensive enough, no interaction effects have been incorporated, and finally, the research study was based on a few online business retailers.

The results support the view that a consumer's perceived sense of value resulting from a transaction with an online business develops loyalty. Also, brand‐trust association and brand awareness indirectly contribute to creating brand equity through their influence on loyalty. Loyalty is by far the most important source of brand equity because of its direct influence and mediating role in creating brand equity.

While many studies have identified and ratified the importance of brand equity dimensions among traditional firms, few have tested the model with online companies.

The purpose of this paper is to explore the interrelation of form and meaning in arts-based research and in academic writing.

It draws on two arts-based projects: one a study of Shakespeare undertaken with undergraduate students; the other a play written to convey a young boy's experiences of Second world War in an Australian country town. Both projects were arts-based research, aimed at extending knowledge of individual experiences, and the ways in which individuals bring knowledge and interpretation to their worlds.

It is hoped by examining the experiences of individuals the authors also learn about collective experiences and ways of building and communicating understanding. The paper proposes that intuitive ways of knowing are of equal value to other ways of knowing, and the Arts provide a space where intuition can be valued and explored.

The paper is also an experiment in form, seeking to find forms which reflect the nature of the research. Consequently it is constructed primarily from a piece of iambic pentameter, a play script and a sonnet. These three forms are used, in conjunction, to reflect upon and explore the nature of arts-based research for individuals and collectively.

The purpose of this paper is to examine young learners’ attitudes towards enterprise education within the context of a university led initiative to construct a sustainable framework which benefits identified stakeholders.

The research used self-completed questionnaires with 117 business studies students in Stages S4-S6 from secondary schools across Dundee and business students from Years 1-4 at one university in Dundee, Scotland.

The research reveals that respondents positively engage with enterprise education and felt that their project management, creative thinking, communication skills and confidence were enhanced by the activity of real-world business challenges. The findings support the notion that an enterprising spine embedded in the academic curriculum better equip the learner with the necessary hard and soft skills required for the employment market but not necessarily to be entrepreneurial.

A limitation of this research was the sample size, which although representative of the pupil and student cohorts associated with the various stages of education being studied at the particular time of data collection, and is suitable for an exploratory study, the research would have benefited from being both larger and complimented by more of a qualitative component beyond the inclusion of open-ended questions.

As an exploratory study which informs a wider comparative study into enterprise education, the research examines learner’s perspectives and the measures they feel are required for effective engagement with enterprise education activities in schools and universities. The findings should assist education providers to deliver a better learning experience and the learners with improved enterprising and social skills, particularly the building of confidence.

As an exploratory study which informs a wider comparative study into enterprise education, the research examines learner’s perspectives and the measures they feel are required for effective engagement with enterprise education activities in schools and universities. The findings should assist education providers to deliver a better learning experience and the learners with improved enterprising and social skills, particularly the building of confidence.

The research should prove useful to educational establishments who are considering the implementation of, or further engagement with, enterprise education and involvement with the business community and how such activities impact on their learners.

All gender identity is socialized, but anything gendered feminine is marginalized. In the United States, we live in a patriarchal culture that is bounded by binary gender identity. Up to this point, work on gender and education leadership has remained within the bounds of patriarchy, and thus been confined to binary, hierarchical gender definitions. This study pushes past prior work to advance a more complex and messy understanding of how identity impacts aspiring leaders in their careers. Using Carol Gilligan and Snider (2018) Listening Guide Method, this study of 18 aspiring school leaders of different gender identities, sexual identities, and races focuses on how gender identity and gender performance impact school leaders' career trajectories. A key finding of this study is that women, regardless of race or sexual identity, have difficulty finding mentors while men, regardless of race or sexual identity, are tapped by schools leaders and offered mentoring opportunities. This chapter posits a new framework for mentoring that will lead to more liberatory pipeline structures.