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At the turn of the 20th-century railroad regulation was hotly debated in the United States. Railways were accused of abusing of their monopolistic position, in particular by discriminating rates. Public opinion’s pressure for tighter regulation led to the 1906 enactment of the Hepburn Act, which strengthened the powers of the Interstate Commerce Commission. American economists actively participated in the debate. While most of them sided with the pro-regulation camp, the best economic analysis came from those who used the logic of modern law and economics to demonstrate how most railroads’ practices, including rate discrimination, were simply rational, pro-efficiency behavior. However, as relatively unknown Chicago University economist Hugo R. Meyer would discover, proposing that logic in public events could at that time cost you your academic career.

The purpose of this article is to recognize emotional intelligence (EI) as a specific emotional competency possessed by entrepreneurs that facilitates their coping with stressors that arise in their day-to-day work. Highlighting the problem-focused and emotion-focused coping strategies employed by entrepreneurs, the paper establishes that EI in entrepreneurs enables the onset of acceptance of the existence of a stressful situation and that of optimism that a stressful situation can be solved.

The paper reviews literature on the topics related to links between EI, entrepreneurial behaviors and entrepreneurial coping. Subsequently, acceptance-avoidance motivation theory is used to posit that entrepreneurs' EI serves as an antecedent that (1) guides the selection of their coping strategies through onset of optimism and acceptance of stressful situation, (2) assists in perceiving those situations as either controllable or uncontrollable and (3) shapes the actual process through which entrepreneurs cope.

The proposed conceptual model asserts that entrepreneurs' EI as reflected in their abilities to perceive, use, understand and regulate emotions is key to their coping. EI in entrepreneurs assists them in being optimistic about solving a stressful situation and accepting of such situations as well. Thereafter, selection of a problem-focused or emotion-focused coping strategy or both ensues.

The current work offers a conceptual model that highlights the role of entrepreneurs' EI in coping, integrates both the cognitive and affective components of coping and suggests a variety of avenues for future research. This model extends models of coping that categorize coping types to specify the process thought to be involved. Understanding the role of emotional intelligence in coping with stress by entrepreneurs has theoretical and practical implications which are discussed as well.

It will be recalled that the last monograph treated the significance of the collective agreement in society. If solely a function in society, (though having a legal basis), were to be attributed to the collective agreement, this would mean that no rights or obligations whatsoever would be created between the parties to it. This is not so in practice. It is of course a fact that no legally enforceable rights and obligations normally accrue, and as already indicated, those are moral ones and are only enforceable in honour, i.e. a gentleman's agreement. Nevertheless, this does not necessarily mean that the collective agreement has no juridical significance. Even agreements which are binding in honour only, as for example the kind of agreement found in Balfour v. Balfour, have a known juridical nature. Furthermore, though the collective agreement is only binding in honour, its incorporation into the individual contract of employment makes its terms legally enforceable even though recourse to the courts is seldom had. As a source of rights and obligations of considerable importance the collective agreement must therefore have some juridical significance and cannot remain entirely in the realms of society.

IN December, 1964, Messrs. A. G. Sheppard Fidler and Associates, of Epsom, were commissioned by the Epsom and Ewell Borough Council to prepare a project design for a new building on a six‐acre site in Ewell, to house:—

To analyze lower level employees' retrospective views of their experience with organizational changes introduced by management; to provide a typology of change responses based on employees' interpretations.

Canadian bank employees' accounts of their experience with change were obtained in interviews and analyzed using established guidelines for qualitative data analysis. A typology of change responses (acceptance, resigned compliance, avoidance/opposition, and ambivalence) was derived from the data. Links are made to the literature on readiness for, compliance with and resistance to, change, and to the literatures on framing and on identity as they inform responses to change.

Among others, the findings indicate: that changes that are compatible with employees' role identity or that are viewed as enhancing organizational identity tend to be easily embraced; the extensive prevalence of the “resigned compliance” response; that lack of participation in change decisions may be a common expectation among employees of large bureaucratic organizations that seek uniformity across widely dispersed geographic units; and opposition to change may be functional from an organizational standpoint.

Several research implications are outlined including the need for theories to consider that change has been ubiquitous and that its pervasiveness can place its legitimacy beyond questioning. Research limitation includes the fact that the study focused on change survivors and did not have access to employees who had willingly left, or were asked to leave the organization as changes were being implemented.

The study provides an understanding of the dynamics that underlie different responses to change. Understanding such dynamics is essential for the performance of the change agent role.

Unlike much of the extant literature that tends to focus on the managerial view of change and on managerial framing, this study contributes the lower level employee perspective on, and framing of, change. In contrast with other studies of change that attend to a specific change situation, this article focuses on experiences with multiple changes and on the general view of change held by participants. The study also addresses a gap in the literature, as empirical studies have failed to tie responses to change to identity dynamics.

Organizational change is one of the most researched issues in management and leadership. Change is generally viewed as necessary, with positive outcomes for all stakeholders. Resistance is consequently seen as a surprising outcome. However, much of the management literature focuses on change as organizational dynamics-driven, especially by those at the top, in the interests of those at the top, often with scant attention to the role of employees. The purpose of this paper is to take a different perspective, grounded in the systems theory.

This is a conceptual paper. The authors critically examine theoretical explanations of resistance to change in organizations and offer an alternative perspective.

Systems theorists have addressed change, and its necessity in organizational survival, using an open systems model. The open systems theory posits that organizations are social systems that have purposes of their own and is made of parts (employees) that are purposeful and operate within a purposeful larger system – the environment (stakeholders). Change that ignores a key part – employees – will be resisted.

Using the systems theory, the authors propose several suggestions for organizational leaders and managers to implement sustainable change. These include, among others, recommendations on circular organizational designs, the need for more democratic organizations, purposeful leadership styles and how to include employees in proactive organizational change processes.

By 2009 Netflix had all but trounced its traditional bricks-and-mortar competitors in the video rental industry. Since its founding in the late 1990s, the company had changed the face of the industry and threatened the existence of such entrenched giants as Blockbuster, in large part because of its easy-to-understand subscription model, policy of no late fees, and use of analytics to leverage customer data to provide a superior customer experience and grow its e-commerce media platform. Netflix's investment in data collection, IT systems, and advanced analytics such as proprietary data mining techniques and algorithms for customer and product matching played a crucial role in both its strategy and success. However, the explosive growth of the digital media market presents a serious challenge for Netflix's business going forward. How will its analytics, customer data, and customer interaction models play a role in the future of the digital media space? Will it be able to stand up to competition from more seasoned players in the digital market, such as Amazon and Apple? What position must Netflix take in order to successfully compete in this digital arena?

To examine the benefits and risks of investment in analytical technology as a means for mining customer data for business insights. Students will develop a strategy position for Netflix's investment in technology and its digital media business. Students must also consider how new corporate partnerships and changes to the customer channel model will allow the company to prosper in the highly competitive digital space.

The purpose of this paper is to examine the influence of research evaluation policies and their interpretation on academics’ writing practices in three different higher education institutions and across three different disciplines. Specifically, the paper discusses how England’s national research excellence framework (REF) and institutional responses to it shape the decisions academics make about their writing.

In total, 49 academics at three English universities were interviewed. The academics were from one Science, Technology, Engineering and Mathematics discipline (mathematics), one humanities discipline (history) and one applied discipline (marketing). Repeated semi-structured interviews focussed on different aspects of academics’ writing practices. Heads of departments and administrative staff were also interviewed. Data were coded using the qualitative data analysis software, ATLAS.ti.

Academics’ ability to succeed in their career was closely tied to their ability to meet quantitative and qualitative targets driven by research evaluation systems, but these were predicated on an unrealistic understanding of knowledge creation. Research evaluation systems limited the epistemic choices available to academics, partly because they pushed academics’ writing towards genres and publication venues that conflicted with disciplinary traditions and partly because they were evenly distributed across institutions and age groups.

This work fills a gap in the literature by offering empirical and qualitative findings on the effects of research evaluation systems in context. It is also one of the only papers to focus on the ways in which individuals’ academic writing practices in particular are shaped by such systems.

This paper aims to investigate 152 pre-service and in-service school teachers’ perceptions toward Web 2.0 applications and their usage in the United Arab Emirates (UAE). A five-point Likert scale questionnaire was used. The data were analyzed quantitatively using descriptive statistics and independent sample t-tests. The descriptive statistics were used to identify teachers’ perceptions toward Web 2.0 applications and their usage. The t-test was used to investigate the differences in perceptions between groups due to gender, and experience using computers and the Internet. The results showed that teachers have high perception toward Web 2.0 tools and services, but the extent to which they use Web 2.0 applications is somehow moderate. Moreover, no statistically significant differences in perception toward Web 2.0 were detected due to gender or experience using computers and the internet. Recommendations and suggestions for improving Web 2.0 integration into teaching and learning are proposed.

This study adopted the quantitative research approach using a questionnaire for data collection. The questionnaire was designed to investigate teachers’ perceptions of using Web 2.0 applications as a method for teaching and learning purposes.

The results showed high self-perception of teachers toward Web 2.0 and their use for improving students’ performance, which can be attributed to their awareness of Web 2.0 importance and benefit in education. On the other hand, results indicated a low use of most of Web 2.0 tools such as microblogging, audio file sharing, photo sharing and content developing. Again, these findings can be attributed to the lack of professional training on using Web 2.0. In addition, the results did not show significant differences between male and female teachers in using Web 2.0 applications with the exception of two items. Neither did the results show any significant differences between teachers who are beginners in using computers and the internet and teachers who are advanced. This could be because beginner users of computers and the internet have the same motivation as the advances users pertaining to teaching.

There must be an extensive training for teachers on how to use Web 2.0 tools to enhance their teaching. Infrastructure for the internet should be available so that teachers can use Web 2.0 without worrying about the technology infrastructure at their schools. More research studies should be conducted regarding the use of Web 2.0 by teachers and students alike. A qualitative and quantitative method of data collection should be used when investigating different aspects of Web 2.0. A comparison between K-12 teachers and higher education faculty members should be conducted pertaining to the use of Web 2.0 for education. A comparison study between pre-service and in-service teachers should be conducted to investigate Web 2.0 tools for educational and personal purposes.

This study proposes to understand the conditions favorable for readiness for organizational change. The analysis helps in proposing managerial interventions that would be useful for change management in an organization.

The study employs an empirical methodology to investigate the effect of individual and organizational factors on readiness for organizational change. The study has used descriptive research design. Bivariate linear regression is used to test the hypotheses, and multiple regression is used to identify the pertinent factor that affect individual's readiness for organizational change. Thereby, a causal relationship model is proposed, using few pertinent factors which are tested using the structured equation modeling (SEM) technique.

First, each of the factors independently has a significant effect on readiness for organizational change. Second, the prior experience of change, commitment towards organization and participation in decision-making are the pertinent factors that affect readiness for organizational change. Lastly, commitment towards organization partially mediates the relation between participation in decision-making and readiness for organizational change.

The analysis helps in proposing managerial interventions that would be useful for change management in an organization. It investigates how individual and organizational characteristics influence employees' readiness for organizational change, causing them to adopt the change process.

To the best of the authors’ knowledge, this is one of the first studies that investigates the pertinent individual factors and the organizational factors that affect readiness for organizational change in the context of an emerging economy, India.