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This paper presents NASA’s experience using a Center of Excellence (CoE) to scale and sustain an open innovation program as an effective problem-solving tool and includes strategic management recommendations for other organizations based on lessons learned.

This paper defines four phases of implementing an open innovation program: Learn, Pilot, Scale and Sustain. It provides guidance on the time required for each phase and recommendations for how to utilize a CoE to succeed. Recommendations are based upon the experience of NASA’s Human Health and Performance Directorate, and experience at the Laboratory for Innovation Science at Harvard running hundreds of challenges with research and development organizations.

Lessons learned include the importance of grounding innovation initiatives in the business strategy, assessing the portfolio of work to select problems most amenable to solving via crowdsourcing methodology, framing problems that external parties can solve, thinking strategically about early wins, selecting the right platforms, developing criteria for evaluation, and advancing a culture of innovation. Establishing a CoE provides an effective infrastructure to address both technical and cultural issues.

The NASA experience spanned more than seven years from initial learnings about open innovation concepts to the successful scaling and sustaining of an open innovation program; this paper provides recommendations on how to decrease this timeline to three years.

Article explains that institutional knowledge is crucial to the effectiveness of an organization because it enables it to reduce the time and effort needed to explore a novel challenge.

Article tells how to access institutional knowledge and how to foster a culture that respects it.

A supportive culture makes the sharing of institutional knowledge a normal facet of organizational functioning, thereby enabling managers to be highly effective when they have to deal with challenges and opportunities outside their normal routine.

When an organization is threatened by unexpected crises, senior personnel who have gone through previous disasters, can be tapped for some valuable insights into ways of handling the matter quickly and appropriately.

A useful “how-to” guide for integrating institutional knowledge into project management, crisis management, and novel innovation and marketing initiatives.

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.

There is currently much debate about the meaning of competency and its importance to professionalization. This article explores the personal meaning and importance of competency from the perspective of public buyers and managers in Ireland and the UK. Using an in-depth mixed method research design, we propose a typology of public procurement competency and discuss the implications of the framework for professionalization of public procurement.

High short interest is associated with overvaluation, and the purpose of this paper is to find contradictions to the commonly held “overvaluation hypothesis” when merger and acquisition (M&A) targets are examined. This paper extends the work of Ben-David et al. (2015), who confirm high short interest indicates overvaluation when focused on acquiring firms.

Short interest is examined as a predictor of acquisition likelihood using longitudinal data for US firms from 2003 to 2013. How short interest impacts the premiums paid by acquiring firms is examined with target, acquirer and deal characteristics.

M&A targets have high short interest and short interest increases acquisition likelihood, suggesting undervaluation. Highly shorted firms also experience outsized reductions in share price prior to merger announcements, and the premiums paid are also significantly predicted by short interest levels.

Short selling activity can be motivated for reasons other than overvaluation, and many short positions can be held for long periods before they are closed, leading to high short interest levels for extended periods. Therefore, investors and researchers are cautioned that high short interest levels may exist in stocks that have already declined in price and could be poised for a reversal.

This study adds to the growing body of work indicating that short interest might not be the signal of overvaluation most researchers accept it to be.

This paper aims to examine generational formative referents as factors that influence meeting attendees’ adoption and technology use within virtual and hybrid meetings, and test the applicability of the technology acceptance model (TAM) as presented by Davis (1986). This study investigates how attendees’ experiences from their respective formative years (i.e. generational formative referents), the basis of the Generational Cohort Theory (GCT), influence the TAM model constructs.

A partial least squares analysis test is utilized to determine technology acceptance within meetings across three generations: Baby Boomers (1946-1964), Generation X (1965-1978) and Generation Y (1979-2000).

The multi-group comparison determined all three generations responded similarly with regard to the paths being tested, indicating each of the three generational cohorts within this study are influenced by the experiences of their formative years, which are different for each generation.

The findings add to the limited foundation for scholars wanting to further analyze technology use within meetings, and for those interested in generational influences.

This study provides useful information for marketers and planners to increase meeting attendance, enhance attendee satisfaction, and further explore meeting engagement opportunities.

Underpinning the GCT, this study is the first within hospitality and tourism studies to investigate a theoretical model on generational technology use within meetings.

This paper synthesizes existing experimental research in the area of investor perceptions and offers directions for future research. Investor-related experimental research has grown substantially, especially in the last decade, as it has made valuable contributions in establishing causal links, examining underlying process measures, and examining areas with little available data. Within this review, I examine 121 papers and identify three broad categories that affect investor perceptions: information format, investor features, and disclosure credibility. Information format describes how investors are influenced by information salience, information labeling, reporting and accounting complexity, financial statement recognition, explanatory disclosures, and proposed disclosure changes. Investor features describes investors’ use of heuristics, investor preferences, and the effect of investor experience. Disclosure credibility is influenced by external and internal assurance, management credibility, disclosure characteristics, and management incentives. Using this framework, I summarize the existing research and identify areas that would benefit from additional research.

Short-term motivation encompasses specific, challenging and attainable goals that develop in the limited timespan. On the other hand, long-term motivation indicates a sort of continuing commitment that is required to complete assigned task. As short-term motivational problems span for a limited period of time, such as a session, therefore, they need to be addressed in real time to keep the learner engaged in the learning process. Similarly, long-term learners’ motivation plays an equally important role to retain the learner in the long run and minimize the risk of dropout. Therefore, the purpose of this study is to incorporate a comprehensive learner motivation model that is based on short-term and long-term aspects of the learners' motivation. This approach enables Web-based educational systems to identify the real-time motivational state of the learner and provide personalized interventions to keep the learners engaged in learning process.

Recent research regarding personalized Web-based educational systems demonstrates learner’s motivation to be an essential component of the learning model. This is because of the fact that low motivation results in either students’ less engagement or complete drop out from the learning activities. A learner motivation model is considered to be a set of perceptions and beliefs that the system has developed about a learner. This includes both short-term and long-term motivations of leaners.

This study proposed a framework of a domain independent learners’ motivation model based on firm educational theories. The proposed framework consists of two modules. The primary module deals with real-time identification of motivation and logging off activities such as login, forum participation and adherence to assessment deadline. Secondary module maintains the profile of leaners associated with both short-term and long-term motivation. A study was conducted to verify the impact of learners’ motivation model and personalized interventional strategies based on proposed model, using Systematical Information Education Method assessment standards. The results show an increase in motivational index and the characteristics associated with motivation during the conducted study.

Motivational diagnosis is important for both traditional classrooms and Web-based education systems. It is one of the major elements that contribute in the success of the learning process. However, dropout rate among online students is very high, which leads to incorporate motivational elements in more personalized way because motivated students will retain the course until they successfully complete it. Hence, identifying learner’s motivation, updating learners’ motivation model based on this identification and providing personalized interventions are the key for the success of Web-based educational systems.