Search results

This study aims at redefining bounded rationality on the basis of a more socialized view of the individual. In doing so, it introduces “inquisitiveness” as a key disposition that some team members use to assemble and integrate knowledge when solving problems.

Using an agent-based computational simulation, this research models different simulated employees working together in “ad hoc” teams to solve problems.

Results show that inquisitiveness may work as an efficiency “driver” that, when present, economizes on the knowledge needed by team members to solve problems. In addition to that, results also show that environments with many problems are more suitable for inquisitive individuals to be effective.

Following the late Herbert Simon, the paper takes the stance that rationality should be redefined as a socially oriented process and introduces inquisitiveness as one – although probably not the only one – of the characteristics that help individuals and teams to make rational decisions.

In this paper, I describe two characteristics of successful global leaders: inquisitiveness and duality. First I show how being inquisitive helps global leaders learn quickly about unfamiliar environments. Inquisitive leaders create opportunities to learn and ask questions about what they see. Then I show how the dual focus of a global perspective helps leaders manage opportunities for global integration and requirements for local responsiveness.

The importance of critical thinking disposition (CTD) in second language (L2) university students' writing is a topic rarely discussed. The purpose of this research paper is to examine L2 university students' CTD during the writing process. Research questions discussed in this paper encompass the CT dispositions and characteristics of L2 university students in online writing environments. Measuring CTD and CTD training via online collaborative peer review were the two grounding themes of this study.

A five‐point Likert scale online questionnaire which included two open‐ended questions was developed to assess CTD. A factor analysis and a cluster analysis were preformed on the data. A discriminate analysis determined the number of viable clusters and a one‐way ANOVA was performed to compare differences, with qualitative interview data to supplement. The data set for CTD measurement was a matrix consisting of 27 participants and P variables.

The findings reveal that the CTD characteristics of L2s include open‐mindedness, systematicity and inquisitiveness, and low interaction/motivation.

Limitations include a small sample size that mimics the researcher's anticipations, but the findings would be strengthened by a larger sample. A lack of sensitivity and generalisability could be corrected in the future by using broader subject matter within an online educational web site.

Knowledge of the CTD characteristics of L2s would allow interface designers to take into account different CTDs in developing L2 online collaborative educational web sites. This study outlines the first step in developing online collaborative educational games that allow L2 university students to improve their writing abilities by considering various CTDs.

This paper aims to describe four ways learning professionals can harness curiosity to navigate learning environments marked by volatility, uncertainty, complexity, and ambiguity (VUCA).

A review of theory and research on curiosity, VUCA, and learning and development challenges was conducted.

When applied to talent development, the attributes of curiosity (inquisitiveness, openness, creativity, and disruption tolerance) can help learning professionals innovate their offerings.

Organizational development and learning professionals are encouraged to implement measures for harnessing the power of curiosity within their processes to optimize their organizations’ learning programs.

VUCA has placed significant pressures on learning professionals to continually evolve employee development offerings to keep pace with dynamic organizational skill needs. Curiosity is presented as a plausible mechanism for enabling learning professionals to more successfully navigate these pressures.

Higher education plays a key role in training leaders who are responsible for enacting a vision of a multi-racial democracy that is equitable, inclusive, and thrives on a healthy exchange of perspectives. How are college students’ cognitive and social cognitive skills linked with their diversity experiences? While the college curriculum may provide the theory and concepts necessary for understanding a multi-racial and multi-ethnic society, students’ experience with others of diverse backgrounds (inside and outside the classroom) provides an opportunity to practice living in a pluralistic democracy among “equal status” peers. Building on previous social science research, evidence presented in the University of Michigan affirmative action cases, this chapter empirically examines the link between interactions with diverse peers and students’ cognitive skills using standardized instruments as well as survey measures in a classroom-based study. Findings indicate that students’ cognitive skills are associated with particular types of interactions with diverse peers and the desire to influence society. Students who had negative interactions with diverse peers also tend to score lower on the disposition to think critically. The implications of these findings suggest that one's capacity for complex thinking skills is linked with the capacity to interact with diverse people and commitment to the public good – all of which are critical to a working, pluralistic democracy.

Our focus is on the use of narrative in ethics education in organisations. The effectiveness of stories as a basis for executive education and organisational development has been described in other chapters in this book and elsewhere. Many writers provide examples linking stories and ethics, but the examples are drawn most often from overtly ethical stories. We offer a more expansive and inclusive view, suggesting that all stories are valuable for teaching ethics. We use Booker’s (2004) finding that all stories belong to one of seven basic plots – overcoming the monster; rags to riches; the quest; voyage and return; comedy; tragedy; and rebirth – to show that no major category of narrative need be omitted from those which can provide examples or links to the development of virtue in organisations. We provide examples of how stories can be used to encourage the development of specific virtues including courage, integrity, hope, inquisitiveness, humour and prudence. Six further aspects are considered – whether only moral stories are useful, the value of complexity, the benefit of familiarity, stories of failure, the selection of appropriate stories and whether non-fiction can be included.

From the competency point of view, this article aims to review and discuss existing global leadership and other related literature, and to combine findings and suggestions provided in previous literature in a more integrative framework of global leadership competencies.

The paper reviews and discusses the terminology used in the international global leadership literature. This is followed by a review of the main outcomes of previous research. Finally an attempt is made to combine these outcomes into a more integrative framework of global leadership competencies, offering suggestions for further research.

This paper provides information about previous research, integrating earlier findings into a more comprehensive framework of global competencies. It also discusses deficiencies in use of terminology and research methods used in earlier studies giving suggestions for further research.

The references used for this review are not an exhaustive list and majority of them are drawn from American journals publishing within the topic area. Relevant sources of information may also exist in other domains of scientific inquiry.

The framework provided in this paper incorporates main findings of previous research and, as such, it may serve as a starting point for practitioners in planning of different selection, training, and career development activities, and for academics in starting their research.

This paper fulfils an identified information/resource need.

Today, innovation and creativity are the buzz words in the galore of not only business but also of education. The need to foster creativity and innovation has long been a priority in the educational and corporate spheres. The purpose of this paper is to propose the scale for the measurement of teacher’s creativity nurturing behaviour.

The sample consists of 356 primary school teachers from various category, e.g. municipal schools, private schools, Indian Certificate Secondary Education board, Central Board of Secondary Education (CBSE) board, regional board. The data are collected through the questionnaire with 15 items and four constructs: abstraction, inquisitiveness, motivation and critical thinking. The data have been analysed through SPSS and AMOS.

The result shows good fit of the model with four constructs or latent variables.

This paper is original and a scale development for creativity nurturing behavior.

Tourists and visitors currently tend to consider environment and the purity of nature, educational tourism, culture and history, large‐ and small‐scale events, and entertainment and fun as crucial issues. For certain specific target groups, these wishes and needs may be satisfied by a new form of tourism called “geotourism”, which is an multi‐interest kind of tourism exploiting natural sites and landscapes containing interesting earth‐science features in a didactic and entertaining way. Relative to demand, a form of tourism based on imagination and emotion, favouring experience and sensations, and explaining the natural environment by playing with its temporal and spatial dimensions may provide opportunities of economic development. Different target groups (e.g. seniors, families, schools) potentially interested in cultural and natural landscapes seem to constitute specific markets to consider. In this sense, on‐site interpretation needs to be more adapted to the visitors' expectations and a more original and striking way of communication has to be used. From a promotional point of view, “geomarketing”, a kind of image communication that explores the temporal and spatial dimensions of the rocks (e.g. minerals, fossils) and forms (e.g. glaciers, caves) of the Earth's surface, may be developed. This will not only generate inquisitiveness among the target groups selected, but also give a clear position to a destination, in order to distinguish itself from similar territories. Of course, product communication must complete this marketing strategy with the creation, promotion and sale of specific and original products, especially for the summer period (from spring to autumn). For instance, a mix of walking, wellness, “agro‐tourism” and “geotourism” may be profitable for regional economic development. Thus, this paper is a conceptual contribution based on a theoretical work and a literature review.

THE relation of the library to education as it is now organised in our schools is, as you are well aware, difficult of definition either in present practice or in the ideal state of things to which we all more or less actively aspire. To my mind, by far its most important function is the one which is further from being realised at present and the one which is perhaps the least immediate and attainable in our schemes for the future. That function is to create in the home of the child an environment of intellectual interest and awakeness and a background not out of focus with the schoolroom. I think it would be interesting to ask our teacher friends to tell us to what extent they are able, from the responsiveness and acquisitiveness of the child, to gauge the intellectual interest or the want of intellectual concern in the home from which the child has come. I believe that the answer to such a question would conform with what I am sure you, as non‐teachers, would be disposed to anticipate. It would confirm, that is to say, your conviction and mine, that no heavier deadweight can be hung about the teacher's neck than this, that he should feel that he or she is working in an atmosphere alien to the child's mind and outlook. It is fortunately true that the freshness and curiosity and inquisitiveness of the child's mind largely counteract this deadening drawback; but nevertheless it must remain, and manifest itself in many ways. It will shew itself in the general attitude of mind to the work of school and make all the difference between doing the day's work with sympathy and even enthusiasm, rather than reluctantly and, as it were, with averted face. It will shew itself particularly in a want of response to incidental allusions or illustrations outside the immediate range of the lesson in progress: there will be nothing for the teacher to lay hold of in the mind of the child that the classroom has not already supplied.