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This study aims to examine whether the introduction of wine or regular strength beer (B) sales in Tennessee grocery stores significantly increased the number of alcoholic beverages (AB) consumed or excise taxes collected in the state.

This study uses both a time series and a model-based approach to assess if a significant change in alcoholic beverage excise tax collections occurred after the natural experiment. The study evaluates monthly tax collections from B, mixed drinks and AB between January 1968 and September 2018 published by the Tennessee Department of Revenue.

The findings suggest that neither alcoholic beverage consumption nor excise taxes collected increased substantially in Tennessee as a result of the introduction of wine and regular strength B in grocery stores. It is likely, however, that some changes inside the industry were significant.

This study assists policymakers and analysts in determining whether allowing the sale of wine and regular strength B in grocery stores will have a substantial impact on the total amount of AB consumed or excise taxes collected by the jurisdiction.

The purpose of this paper is to present the results of using work-based learning (WBL) pedagogy within the curriculum to embed enterprise skills within the Liverpool John Moores University and review the potential relevance of WBL pedagogy to create impactful learning experiences within the curriculum.

The authors used quantitative methodology for this study using a pre- and post-program questionnaire (E-factor) to measure their entrepreneurial competencies. Data were collected from over 500 students over a two-year period.

The study indicates that WBL can provided transformational learning experiences for students of all disciplines as 85 percent of the students enhanced their entrepreneurial competencies and mindsets.

This study provides significant evidence of the impact WBL pedagogy had on students over a two-year period at the Liverpool John Moores University. However, the data were collected from the student population of a single higher education institution and longitudinal evidence is needed to evaluate the long-term benefits of completing a comparative study with another university.

The WBL pedagogical approach can be applied to all subject areas to allow enterprise education to be embedded throughout the university curriculum. The research also shows that “live” civic engagement projects provides excellent examples of experiential learning and reflection in the assessment process.

The approach is relevant to all universities seeking to embed enterprise within all curriculums in line with the QAA draft guidelines (2012). The student experience should also be significantly enhanced through the provision of transformational learning experience for all students. It provides a clear methodology that can be customized for application to curricular enterprise education in all subject areas in all universities in the UK and indeed internationally.

Although not yet frequently used in marketing management, design thinking (DT) encompasses a creative, proactive, and empathic approach that connects different bodies of knowledge to shape innovative product and service solutions. Based on lean progress models, DT combines a manufacturer’s strategic objectives with the customer’s business requirements. This model focusses on the most important ‘pains’ the customers actually have in order to co-develop and more successfully sell products or services that provide value to specific customer groups or segments. This chapter aims to shed light on the potential of applying DT in new product or service development processes in different business fields to incorporate significant customer requirements a priori. The goal of this method is twofold: to reduce the extremely high risk of unsuccessful product launches and to make the integration of important customers during the product development phase easier.

On the invitation of the Editor I am publishing in the JOURNAL OF DOCUMENTATION a selection of lists of music publishers' numbers, with an indication of the date of issue of their publications so numbered.

Defines two competitive ideas – competence and capability – and argues that neither deals adequately with the central issue of the present. Provides a model, to place these ideas in conceptual space – the vertical axis of which is bounded by the extremes of narrow and broad focus, and the horizontal axis by the past and the future. Suggests that competence is on an outer edge, being narrowly focused on the performance of pre‐defined tasks, and based on the past in that it can be demonstrated in the present only if it has already been developed. Capability is on the opposite outer edge, being broadly focused on the performance of non‐defined tasks, and cannot be demonstrated in the present, because it exists as potential/future possibility or capacity. To illuminate the centre, suggests a tentative solution called “capatence” – the necessary symbiosis between competence and capability that will allow for flexibility of focus and a grounding in the present.

The purpose of this paper is to examine whether the idea of competence in its various forms provides a sufficient basis for developing standards of professional practice.

Three existing studies of professional standards and qualifying processes are drawn upon, carried out by the author in 2007, 2009 and 2012.

Professional standards frameworks are informed by several different approaches to competence, although an external or activity-based approach – similar in principle to that used in UK occupational standards – predominates. However, there are limits to the extent to which a competence-based approach can adequately represent complex professional work, and there is scope to improve the relevance and robustness of frameworks through introducing the idea of capability. Evidence is presented to show that this is beginning to occur in some of the better-designed recent frameworks.

Using the idea of capability in professional standards is likely to have two implications. One is that standards focus at a high level on the work of the profession rather than on specific job roles, and the other is that pervasive themes such as ethics, judgement and professionalism are written into the standards in a way that ensures they apply across the breadth of practice rather than become treated as separate topics or areas of competence.

Professional standards frameworks have generally been considered purely in terms of competence. The idea of capability introduces approaches that make them more able to respond to factors such as emergent contexts, evolving and contested practices and the need for intelligent judgement and lived ethical practice.

Big data analytics capability (BDAC) is the ability of a firm to capture and analyze big data toward the generation of insights. The literature has mainly focused on analyzing the direct effects of BDAC on different aspects related to firm performance such as finances and innovation. However, the lack of works analyzing the intermediation role BDAC could play is noticeable, particularly in organizational situations that pose great challenges in terms of data processing. Thus, the aim of this paper is to analyze BDAC mediation in the relationship between open innovation (OI), particularly customer involvement, and firm performance (financial and non-financial).

Structural equation modeling was used to test the proposed model with survey data from a sample of 112 firms.

The results show that BDAC has a partial mediating effect on the relationship between OI and financial performance, and between OI and non-financial performance. Nevertheless, this mediation is greater in the first relationship.

The main contribution of the study is to offer a broader research perspective regarding the role of BDAC in the relationship between OI and firm performance. This study ultimately questions that research tradition in which this role has been reduced to that of a simple application of data analytics techniques. Instead, the results show BDAC is primarily an organizational skill that should be articulated with key processes, such as customer involvement, to maximize the financial and non-financial use of the large flow of data coming from the main OI activity of low and medium-technology companies.

The purpose of this study was threefold: to trace the extent to which digital transformation strategies are being implemented in organizations; to statistically measure, validate, predict and examine how digital leaders perceive a synthesized digital transformation model (DTM); and to explore whether leaders with different demographic characteristics perceive the DTM similarly.

The study authors surveyed 778 leaders/managers from the United Arab Emirates (UAE) to assess the synthetized DTM consisting of four dimensions and nine perception constructs that represent how leaders manage employees in a digital environment. The survey questions were adapted from the 2014 Westerman leading digital book published in Harvard business press.

The general findings revealed that UAE organizations that were already in the digital transformation stage before COVID-19 reacted and responded extremely quickly to speed up the implementation of their respective digital transformation strategies. We concluded that our proposed and synthetized DTM is valid and predictable, and can be adapted to trace the stages of digital transformation by leaders. A positive relationship was found between the DTM’s four dimensions and their related constructs as perceived by the leaders, regardless of differences in their demographic characteristics.

The synthesized digital transformation model is unique in that the authors believe there is no other research that purports to synthesize, validate and correlate using the digital transformation campus dimensions and its related constructs, reflecting leaders' perceptions toward adopting this campus. As well, this is the first UAE study to explore and compare the perspectives of leaders on their digital practices after COVID-19 in a country that has an established IT infrastructure.

This study aims to analyze the mediating effect of the open innovation processes of knowledge acquisition and exploitation as external embeddedness strategy on the relationships between strategic orientation toward digitalization and the three dimensions of the innovation capability: client, marketing and technology.

The research model was tested using a structural equation modeling design based on survey data from a financial and insurance sector multinational enterprise with direct operations in seven emerging countries. This sector is classified as being highly digitalized.

The results show that strategic orientation toward digitalization has an effect on innovation capability, with a greater impact on the client and technology dimensions than on the marketing dimension. However, the relationships with clients and technology are partially mediated by acquisition, while the one with marketing is mediated by exploitation.

This finding widens the current purpose and theoretical sense of external embeddedness as a type of inter-organizational arrangement key for digitalization in the literature, which is focused on the adaptation of digital technology of the head office to the needs of the subsidiaries and the systems of their local allies. By contrast, the study results show that external embeddedness is key for the multinational to be able, from its global way of creating value through digital technologies, not only to improve operating efficiency, but also to meet costumer experience expectations in each host country and innovate in local commercialization strategies, on account of the knowledge transfer between the multinational and the local players on customer preferences and technology uses in local markets.