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The Adult Asperger Assessment (AAA) was designed to be a screening tool to identify adults with Asperger syndrome and/or high-functioning autism. The AAA includes three questionnaires; the Autism Quotient (AQ), the Empathy Quotient (EQ) and the Relatives Questionnaire (RQ). The Autism Quotient-10 (AQ-10) was designed to be a “red flag” for healthcare professionals considering referral for ASD assessment. The purpose of this paper is to determine the usefulness of the AAA and AQ-10 as part of an adult autism diagnostic pathway that includes patients of all intellectual ability.

Results were obtained for all patients who had received a clinical decision at Leeds Autism Diagnostic Service, which is a service that assesses patients of all intellectual ability, during 2015, n=214. Of these 132 were included in the analysis, 77 patients were excluded for not completing the AAA and four were excluded for not receiving a clinical decision.

Results suggest that patients diagnosed with ASD without intellectual disabilities score on average 35 on the AQ, 17 on the EQ and 20 on the RQ. Those not diagnosed with ASD score on average 33 on the AQ, 22 on the EQ and 15 on the RQ. Patients with intellectual disabilities, scores are lower on the AQ, and higher on the EQ and RQ than those without intellectual disabilities. These results are the same regardless of diagnosis of ASD. The RQ is the only questionnaire to result in a significant difference between those diagnosed and not diagnosed. Results suggest that the AQ-10 is not useful in this clinical population.

This study was undertaken as part of a service development improvement process. The specific demographics of this clinical population may have influenced the findings. The process will need to be repeated to ensure that the results are consistent across time and increased sample size. The population of patients with an intellectual disability is small, further studies into the use of the AAA or the design of other intellectual disability specific screening tools should be pursued. It is of note that the AAA was never intended for use within an intellectual disability population.

This is an original paper as it will be the first to consider the usefulness of each of the aspects of the AAA collectively. It will be the first to assess: the AQ-10 alongside the AAA, the usefulness of the AAA regardless of intellectual ability and the usefulness of the AAA within a clinical population by using the diagnostic outcome as the benchmark of the usefulness of the AAA scores. This paper will only be discussing the scores generated by the AAA, and the correlation of these scores with a diagnosis.

The importance of knowledge-based assets and the capability to leverage them has been the subject of scholarly interest in entrepreneurial orientation literature. The authors attempt to understand the dominant themes in the prior literature and propose directions for future research.

The authors performed a systematic review of 79 studies to answer the research questions: (1) What are the predominant themes in the literature on the role of intellectual capital and entrepreneurial orientation? (2) What are the potential fields of future research?

The findings suggest that current research engages the topics of intellectual capital, the capability to leverage knowledge assets and entrepreneurial orientation. The thematic analysis reveals the role of knowledge management, organizational learning, intellectual capital and absorptive capacity in entrepreneurial firms. The authors propose a theoretical model to explain how intellectual capital and its management influence firm-level entrepreneurial behavior.

Understanding the association between intellectual capital and the capability to leverage knowledge assets is crucial in a dynamic business environment. Effective deployment of knowledge is vital while searching for new entrepreneurial opportunities.

The purpose of this paper is to introduce virtue epistemology as a complementary approach to how we learn and make wise decisions within organizations.

Drawing on a philosophic history of intellectual virtue and recent research into virtue epistemology, this article presents an applied theoretical approach for practitioners to use in developing a more robust learning environment.

With robust market and operational databases of information, organizations continue to face the difficult decision of what this data means and what they can do with it. This article suggests intellectual virtue as a tool to develop appropriate knowledge, informed practical actions and sustainable outcomes.

Volatility, uncertainty, complexity and ambiguity have led to increasing rates of change in organizations. Organizations rely increasingly on their ability to observe, analyze, interpret and ultimately make decisions and act in ways that ensure sustainable results. This article provides an alternative perspective to complement traditional problem solving and decision-making processes.

There is currently limited research into the applicability of intellectual virtue or virtue epistemology to the field of organizational development and learning.

Much of the discussion of capacity to consent has focused on how capacity can be assessed. However, in focusing on the assessment of capacity of people with learning disabilities, information from studies of human judgement and decision‐making in the general population has been ignored. This paper reviews the main factors that affect an individual's capacity to consent and examines the integration of research into these factors in the general population with that of people with learning disabilities. A person's capacity to consent is considered to be affected by three main processes: comprehension (ability to understand and retain information), decision‐making (ability to weigh up information and reach a decision) and communication (ability to communicate the decision made). The difficulties people with learning disabilities may have in these processes are discussed, and possible ways of overcoming these limitations are suggested.

The purpose of this article is to investigate empirically the relation between the value creation efficiency and firms’ market valuation and financial performance.

Using data drawn from Taiwanese listed companies and Pulic's Value Added Intellectual Coefficient (VAIC™) as the efficiency measure of capital employed and intellectual capital, the authors construct regression models to examine the relationship between corporate value creation efficiency and firms’ market‐to‐book value ratios, and explore the relation between intellectual capital and firms’ current as well as future financial performance.

The results support the hypothesis that firms’ intellectual capital has a positive impact on market value and financial performance, and may be an indicator for future financial performance. In addition, the authors found investors may place different value on the three components of value creation efficiency (physical capital, human capital, and structural capital). Finally, evidence is presented that R&D expenditure may capture additional information on structural capital and has a positive effect on firm value and profitability.

The results extend the understanding of the role of intellectual capital in creating corporate value and building sustainable advantages for companies in emerging economies, where different technological advancements may bring different implications for valuation of intellectual capital.

Intrapreneurial ability (IA) of employees strengthens an organization's internal as well as external growth. Employees' IA makes innovation a continuous practice and augments organization's intellectual capital (IC). This intellectual capital-based intrapreneurial ability (ICIA) helps professionals to effectively handle changes in the business ecosystem by creating innovative solutions. The onus of assessing and inculcating ICIA is a joint responsibility of both academia and industry. In academia, teacher as a servant leader (TASL) contributes towards building ICIA of working professionals (WP) by enhancing their self-efficacy (SE). The paper aims to strengthen the industry–academia interface by analyzing the role of TASL and SE in influencing the ICIA of WP.

Using a stratified sampling technique, data from 387 WP is analyzed on SmartPLS-4 to study the interrelationship between the stated constructs and the role of SE as a mediator between TASL and ICIA. PLSpredict is used to study the predictive relevance of the proposed model.

High R² = 0.654 shows that 65% of ICIA is determined by SE and TASL; reflecting model's robustness. SE partially mediates the relationship between TASL and ICIA. Results reported a higher ICIA of male WP than their female counterpart. The results indicate the low predictive accuracy of the model.

The proposed model of industry–academia partnership allows assessment of ICIA for enhancing corporate value in the present gig economy. The study also highlights the relevance of ICIA, particularly, for developing economies. In knowledge-driven economy, exploring the new ICIA will help organizations to draft a more robust performance measurement system.

This unique industry–academia partnership studies the role of TASL towards enhancing SE and ICIA of WP. The novelty of ICIA would enrich and provide a new perspective in IA literature. Additionally, the study also examines the role of gender in the ICIA of WP.

The purpose of this paper is to explain the determinants of employees' performance in Ethiopian public organizations, by examining the determinant factors of motivation, ability and role perception in seven different public organizations that reengineered their business processes.

Using primary data collected from 100 respondents, individual performance, an ordered categorical variable, was regressed on motivation, ability, role perception and certain control variables. An ordered logistic regression model was employed in the research.

Results of the STATA routine indicate that, in Ethiopian public organizations, ability has no significant effect on employees' performance. On the other hand, motivation positively determines performance until some stage of experience, beyond which performance declines with experience. Similarly, role perception is found to be strongly positively related to the likelihood of good performance.

Further research is required into the dynamic nature of employees' performance. Panel data econometric models might be used to explain the determinants of performance across time. Similarly, future empirical researches in the area in question will be helpful to consider space‐time differences in explaining determinants of employees' performance.

The paper looks into the determinant factors of Ethiopian public organization employees' performance. Currently, Ethiopian public organizations are undertaking Business Process Re‐engineering (BPR) and striving for the system of performance‐based pay. This research has policy implications in relation to designing an effective performance‐based pay system. On the other hand, the paper contributes to the empirical literature, providing a clearer picture of the determinants of public employees' performance.

Societal interest in individuals with high aptitudes, gifts, talents, and extraordinary abilities dates back thousands of years, perhaps as early as 3000 BC. For example, “as early as Biblical times, prophets and learned men were extolled for their wisdom and leadership. Plato likewise accorded positions of supremacy to certain individuals based on their superior endowment of intelligence. Even in the Dark and Middle Ages, generally considered inhibitory of talent and innovation, some members of society were ennobled for their intellectual and religious acumen” (Kaufmann, Castellanos, & Rotatori, 1986, p. 232). Some societies identified children with promise and potential and provided them with special education (Freeman, 1979). This was the case with the Emperor Charlemagne who in 800 AD requested that the state provide and pay for such education for children from the common masses (Schwenn, 1985).

The purpose of this paper is to investigate the managers’ views on the characteristics which university graduates should have to obtain the job and efficiently perform in Chinese industrial organizations, and how are they performing in the industry.

Mix-method approach was followed to identify the key employability attributes, employers’ expectations and students’ performance. Analysis of interviews and literature provided the foundation for the development of the employability instrument used. In total, 11 identified attributes were grouped into four dimensions, i.e. knowledge, skills, abilities and professional attitude. Structural analysis was performed to test the hypotheses and theoretical model. The importance of the identified attributes was checked via the ranking technique, followed by an evaluation of students’ actual performance and a comparison between them.

Empirical analyses indicate that the managers in China consider “skills” as the most important dimension for employability in Chinese industrial organizations and “reliability” is the highly demanded subsequent factor. A significant gap has been found in all studied dimensions and 10 out of 11 sub-factors.

This study not only identifies key employability attributes, but also proposes and validates an instrument for measuring students’ industrial performance. It also highlights the factors where industry and academia should focus to improve graduates’ employability and their industrial performance.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.