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Discusses executive decision making and the importance of the broader use of market research throughout the management ranks. Looks at the opportunities and constraints between market research and decision‐making executives. Proposes an amalgamated and integrated effort to ensure the timely gathering and analysis of appropriate information to help make beneficial decisions.

The purpose of this paper is to highlight the challenges of Nigerian Professional Football League teams at the club level, with a view to aligning this with developments at the country level, and especially so in the aftermath of the 2014 FIFA World Cup in Brazil – an international event – where Nigeria participated alongside four others – Algeria, Cameroon, Ghana and Ivory Coast.

The meta-analysis adopts a qualitative research approach, drawing upon a review of secondary data sources and the observation technique.

Although Nigeria’s first team players ply their trade in Europe, there remains a challenge epitomised by the “disconnect” between the domestic league and the national team composition. As a consequence, brand ambassadors are proposed as one of the key conduits for re-aligning the identified disconnect.

The dual focus on club level and a single country – albeit in the light of Nigeria, former African champions, poses a limitation as the domestic league in that country may not be representative of others across the continent. However, some insight is also derived from developments in another African football giant – i.e. Ghana, runners-up of the recently concluded 2015 African Nations Cup.

In the long history of the FIFA Football World Cup, only three African teams have ever reached the quarter-finals – notably Cameroon in 1990, Senegal in 2002 and Ghana in 2010. Although the Super Eagles relished the label of African Champions going in the World Cup finals, they remain incapacitated, having failed to “fly” into the round of 16 since their 1994 debut. Furthermore, the alignment at the micro or club level to the meso or country level remains to be investigated at both scholarly and policy levels.

There are success stories on the management and development of football in Africa and as the case of Nigeria demonstrates, Stephen Keshi, the national coach, symbolises missed opportunities – i.e. brand ambassadors – to increase visibility and engagement with the domestic league.

This is one of the very few studies that have sought to highlight the misalignment between club and country within the research context of Africa. It is also one of the few papers that have called on the need for brand ambassadors as a means of bridging the gap in this area.

This study aims to investigate the factors that influence user experience (UX) of eLearning systems implemented in two institutions in Tanzania.

The study adopted questionnaire consisting of Nielsen’s heuristics and didactic metrics as pragmatic metrics and hedonic metrics followed by focus group discussions with students.

The study found that the eLearning system of University of Dar es Salaam had 43 UX problems related to Nielsen’s heuristics and 54 UX problems related to didactic heuristics. The eLearning system of the Open University of Tanzania had 50 UX problems related to Nielsen’s heuristics and 59 UX problems related to didactic heuristics. Moreover, the two systems provided positive UX hedonic quality on identification and evocation dimensions while stimulation was perceived to be neutral.

The study has used learners as evaluators rather than expert evaluators. Learners are not particularly experienced in the learning domain, and therefore, it is difficult for them to identify many didactic violations of the eLearning systems.

The study contributes toward finding the underlying factors for non-use or underuse of the installed eLearning systems in various universities in sub-Saharan Africa.

The justification of punishment is an age-old debate which continues unresolved. In late twentieth century several attempts were made to reconcile the two opposing justifications: retributivism and consequentialism. But these attempts focused narrowly on merely one manifestation of punishment, i.e.: criminal punishment carried out by the state. To the extent that these mixed justifications are successful, they relate to only one (undoubtedly important) manifestation of punishment. But clearly punishment can occur in many different institutional contexts, and the institutions in each context vary dramatically in complexity and relevance. I recommend analyzing punishment in its manifold manifestations.

Training cannot be effective if trainers are not pedagogically competent. However, the influence of trainers’ pedagogical competencies on employees’ knowledge and skill acquisition during training is not given the needed attention in the training literature. This study aims to examine the influence of trainers’ pedagogical competencies such as delivery, trainees’ involvement, use of visual aids and body language on trainees’ assimilation of training content.

The data are analyzed from 425 respondents in an online survey. This study uses structural equation modeling in testing the hypotheses following validity and reliability tests.

This study finds that trainers’ pedagogical competencies such as trainee involvement and body language have a significant influence on trainees’ assimilation of training content, but others such as the trainers’ delivery and use of visual aids do not have a significant influence on assimilation of training content.

Professionals responsible for training should endeavor to use trainers who have been proven to be pedagogically competent, especially involving trainees during training and use of body language and not just experts in the topics/areas they provide training. Trainers themselves should on their part do well to acquire pedagogical skills in addition to the content knowledge they possess to enhance their training effectiveness particularly, trainees’ assimilation of training content.

As a phenomenon rarely given attention, this study urges learning and development researchers and practitioners as well as human resource management professionals to give attention to the pedagogical competencies of trainers during training and trainees’ learning.

The purpose of this paper is to design an experimentally‐oriented program for the training of a new generation of educational a administrators. The rationale for the program is based on selected concepts and propositions of occupational sociology, organization theory, and systems theory. Some of the salient features of the program are as follows: (i) The design is guided by the logic of Campbell's quasi‐experiment. (ii) A principal goal is to stimulate the professionalization of educational administration by increasing (a) the body of systematic knowledge: and (b) the commitment to an ideal of service in education. (iii) Another major goal is to sensitize educational administrators to the dilemmas of organizational change and to strategies for inducing change. (iv) A systems analysis is set forth of five sequentially interrelated processes: goal formation, recruitment of faculty and students, specification of the content of the curriculum, placement of graduates, and an evaluation of the program. (v) A sample curriculum for a three‐year period, guided by six pedagogical conceptions. (vi) A design for an experimental program for four cohorts of students is outlined.

This paper proposes that ethnic identity and identification in the modern nation-state is a process of dialogical interaction between self-perceived notions of identity and sociopolitical contexts, often defined by the state. Each example of ethnic identification has at least two levels of discourse, articulated internally and externally. As suggested by Bakhtin, whose study of Dostoevsky posed fundamental questions of self and society, identity and ideology: The endlessness of the external dialogue emerges here with the same mathematical clarity as does the endlessness of internal dialogue. … In Dostoevsky’s dialogues, collision and quarrelling occurs not between two integral monologic voices, but between two divided voices quarreling (one of those voices, at least, is divided). The open rejoinders of the one answer the hidden rejoinders of the other (Bakhtin, 1981 [1963], pp. 253, 254).