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Business, government, and society are being rocked by disruptive global change. The challenges facing international marketers as boundary spanners – and more generally, all managers and leaders – are getting more complex, ambiguous, and unprecedented. The world that they must navigate is increasingly filled with “wicked problems” (Rittel & Weber, 1973) that defy the closed, analytical approaches that characterize typical management education. Addressing the problem requires a new paradigm that augments – and perhaps in some areas, supplants – the traditional business education.

The purpose of this study is to investigate the effects of attribute frames and justifications on capital budgeting decisions and to examine whether the requirement to provide justification for a capital budgeting decision moderates the effect of attribute frames.

One-hundred and eleven participants made a capital budgeting decision in an experimental case that manipulated the frame of the financial evidence provided and the requirement to provide a justification.

Results suggest that both attribute frames and justifications affect capital budgeting decisions but the requirement to provide justifications did not moderate the effect of attribute frames.

This study contributes to the capital budgeting literature by identifying two factors that may bias judgments. This study also contributes to the framing literature by examining one potential method of moderating framing effects – requiring justification for decisions.

We evaluate potential determinants of enrollment in an early retirement incentive program for non-tenure-track employees at a large university. Using administrative records on the eligible population of employees not covered by collective bargaining agreements, historical employee count and layoff data by budget units, and public information on unit budgets, we find dips in per-employee finances in a budget unit during the application year, and higher recent per employee layoffs were associated with increased probabilities of eligible employee program enrollment. Our results also suggest that, on average, employees whose salaries are lower than we would predict given their personal characteristics and job titles were more likely to enroll in the early retirement program. To the extent that employees’ compensation reflect their productivity, as it should under a pay system in which annual salary increases are based on merit, this finding suggests that adverse selection was not a problem with the program. That is, we find no evidence that on average the “most productive” employees took the incentive.

Quality failures in grid infrastructure construction would cause large-scale collapses in power supply and additional expenditures by reworks and repairs. Learning from quality failures (LFQF) extracts experience from previous quality events and converts them into preventive measures to reduce or eliminate future construction quality issues. This study aims to investigate the influence factors of LFQF in the construction of grid infrastructure.

The related factors of LFQF, including quality management (QM) practices, quality rectification, and individual learning, were identified by reviewing literature about organizational learning and extracting experience from previous failures. A questionnaire survey was distributed to the grid companies in North, Northeast, Northwest, East, Central, and Southwest China. 381 valid responses collected and analyzed using structural equation modeling (SEM) to test the influence of these factors on LFQF.

The SEM results support that QM practices positively affect individual learning and LFQF. Quality rectification indirectly impacts LFQF via individual learning, while the results did not support the direct link between quality rectification and LFQF.

The findings strengthen practical insights into extracting experience from poor-quality issues and continuous improvement. The contributory factors of LFQF found in this study benefit the practitioners by taking effective measures to enhance organizational learning capability and improve the long-term construction quality performance in the grid infrastructure industry.

Existing research about the application of LFQF still stays at the explorative and conceptual stage. This study investigates the related factors of LFQF, including QM practices, quality rectification, and individual learning, extending the model development of learning from failures (LFF) in construction QM.

WITH the passing of Easier the British librarian enters upon summer arrangements and a new financial year at the same time. There have been no severe complaints of undue financial “cutting” from public librarians; but there has been no very lusty jubilation caused by undue amplitude in appropriations. We may be grateful that in the general Stringency matters are not worse than they are. Our time will come. As for the summer work of libraries: of late there has been a tendency for the issues, during what are usually thought to be the slacker months, to approximate to those of winter time. This is not wholly, or even largely, due to the organization of holiday literature exhibitions and similar “added” activities, but it appears to be the result of increased reading habit. At the same time it must be remembered that last summer was not an out‐door one.

From the perspective of library leaders, this chapter charts a path to mindful leadership by providing key definitions, theories, and organizational and cultural applications of mindful leadership. The four authors bring personal experience and knowledge to the topic by outlining practical examples of applying mindfulness in the workplace and in leading the library profession. The chapter considers the College Library Directors’ Mentor Program from the College Libraries Section of the Association of College and Research Libraries as a case study for mindful leadership in this successful leadership development program.

The purpose of this paper is to gain some insight into the effectiveness of different types of tangible compensation strategies for two different types of services: utilitarian and hedonic.

The hypotheses are investigated using a 2×2 between‐subject experimental design and two factors: service type (utilitarian vs hedonic) and compensation type (utilitarian – a price reduction vs hedonic – a free gift).

The results show that customers prefer to receive a form of compensation that matches the type of service involved. For example, customers who receive a utilitarian compensation (e.g. a price reduction) after experiencing a failure in utilitarian service (e.g. at a bank) report higher levels of satisfaction and repurchase intention than they would after experiencing a failure in hedonic services (e.g. at a restaurant), but that the reverse is true for a hedonic‐type compensation (e.g. a free gift).

The offering of either a price reduction or a free gift cuts into company profits. Organizations should, therefore, tailor their service recovery efforts, focusing on those resources in the bundle that will have the greatest positive impact and create the most favorable customer response.

The primary contribution of this paper to the service marketing literature is that it provides empirical results, which shed light on the interplay between the type of compensation and the type of service on the customer's post‐recovery judgment of that service.

Across the United States, Native Americans ¹ are often underrepresented in gifted and talented programs. The education publications tend to be replete with literature focused on their general failures and challenges in general education, and little attention is placed on those students who are currently in gifted education programs or have the potential for such advanced academic services. This chapter focuses specifically on the underrepresentation of Native American students in gifted programs and how educators could better identify and service this student population in gifted education.

The purpose of this paper is to provide a contextualized view of participants’ accounts of self-gift consumer behaviour (SGCB) throughout the consumption cycle, from the motivations to the emotions that follow.

This paper uses an interpretive approach, focused on participants’ constructions of meanings, using 99 critical incident technique interviews, which followed 16 in-depth interviews.

This paper identifies the following self-gift motivations: To Reward Myself (and Others); To celebrate; To remember or get closer; To forget or part; To feel loved or cheered up; and To enjoy life. It also uncovers a compensatory/therapeutic dimension in most self-gifts. The authors identify changes in emotional responses to SGCB over time, and suggest a relationship between these emotions and the contexts that drive self-gifts. Self-gifts are conceptualized as pleasure-oriented, symbolic and special consumption experiences, which are self-directed, or both self- and others-directed; perceived by the consumer to be justified by the contexts in which they occur; and driven and followed by context-dependent emotions.

This manuscript offers novel insights into participants’ uses of both SGCB and the act of labelling purchases “self-gifts”. It uncovers how consumers are concerned with accounting for indulgent spending and how this problematizes the concept of “self-gift”. It challenges the idea of a single context for SGCB, showing how interacting motivations explain it. It also introduces a temporal dimension to self-gift theory by considering emotional responses at different times. Finally, it offers a new conceptualization of and theoretical framework for SGCB.