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As demand for access to colleges and universities prompts higher education systems for creative and efficient solutions, we examine technology-centric approaches to education delivery and their implications for policy, student outcomes, and resource allocation. Our work is framed by Kingdon’s adapted multiple streams theory of national policymaking. However, the real elephant in the room may be the skyrocketing costs of administration that may need wrangling before resources can be directed to the future potential savings obtained through developing infrastructure for, and delivery of, tech-centric teaching approaches. We provide examples and strategies, policy implications, and recommendations for research and practice.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This large‐scale exploratory research explores the manner in which various organizational types view their social obligations in terms of the tradeoffs (or potential symbioses) between economic and non‐economic (social) goals. Historically, this issue has been researched only in the context of business firms. Given the increased scope and visibility of nonprofit organizations, it becomes particularly relevant to explore a broad range of organizational types. To proceed with this research, this study proposes a 5‐class typology describing the organizational spectrum from the fully for‐profit to the fully nonprofit organizations. This paper also contributes to the emerging empirical research stream in the area by undertaking a systematic assessment of the way in which all organizational types value their economic versus social orientations as gauged by several measures. Across the two top executive levels, a regular progression of statistically significant differences are found between the five organizational types with respect to their social and economic orientations. A by‐product of this research is that we reveal how the economic or social orientation of organizations can be systematically investigated by undertaking large‐scale empirical studies with appropriately designed research instruments.

The decade of the 1980s was unique for the sheer quantity of education reform reports and legislation. Virtually every state enacted education reform legislation, including reforms of teacher education, licensing, and comprehension. According to Darling‐Hammond and Berry, over 1,000 pieces of legislation related to teachers have been drafted since 1980, and “a substantial fraction have been implemented.” As I discussed in my 1989 RSR article, “Five Years after A Nation at Risk: An Annotated Bibliography,” two waves of 1980s reform reports were identified in the enormous body of primary and secondary literature dealing with education reform. The reform publications of the early 1980s stressed improvements in curricular standards, student performance outcomes, and changes to the education programs, such as salary increases, teacher testing, and stricter certification requirements. The second‐wave reform publications emphasized more complex issues centered around the concepts of restructuring the schools and teacher education programs, as well as empowering teachers to become more involved in curriculum and governance issues.

The purpose of this paper is to pursue several goals: first, what is the relationship between perceived respect for privacy and potential job pursuit of student applicants in a hypothetical application scenario which includes social media screening as part of the selection process? Second, if the job involves vulnerable others, what are the implications for privacy perceptions? And third, to what extent does the use of social media for non-work purposes relate to perceived respect for privacy?

Using a cross-sectional sampling approach, data were collected from 388 student participants in two different data collection rounds via an online survey.

Perceived respect for privacy was positively correlated, and information privacy concern was negatively correlated, with job pursuit intention. However, perceived respect for privacy differed across the different jobs. Specifically, respect for privacy was higher when the employer screened social media for jobs involving explicit work with children. Social media use and content effects also emerged. Those who either observed others online or interacted with others online to socialize reported lower respect for privacy. Participants with more sensitive content online and content they would be unwilling to share also reported lower scores for privacy.

The results were based on cross-sectional data, correlational analyses and hypothetical job scenarios due to ethical considerations and causal restrictions in what may be bi-directional effects.

The current study adds to the limited research on the negative effects of social media screening by employers on applicant reactions and the role of job-specifics on how applicant may react to screening.

The European Union (EU, formerly the European Community) celebrated, in November 1993, the ratification of the Maastrict Treaty pushing European union another step closer to realization. In the face of growing external forces (the disequilibrium caused by the disintegration of Eastern Europe and the former Soviet Union, the war in Bosnia and global economic recession) that affect the planned progress and strategy the European Union (EU) leaders pursue, the authors of this article use a strategic management framework to analyze the EU. To our knowledge, this has not been attempted before. There is a growing volume of literature on the adaptation of the strategic management model to public sector institutions (Rainey, Backoff & Levine, 1976; Eadie & Steinbacher, 1985; Bryson & Williams, 1983; Nutt & Backoff, 1993). Public enterprises sometimes pursue objectives different from those of private — and third‐sector (non‐profit) enterprises (Jauch & Glueck, 1988). Public managers must be able to deal with more complex internal and external environments than private — and third sector managers. Despite these and other difficulties, a strategic analysis provides clues for effective strategic management in the public sector (Eadie & Steinbacher, 1985; Ring & Perry, 1985; Nutt & Backoff, 1993). A strategic management model is used here to provide a framework of analysis and direction on which critical areas of concern need to be addressed for the EU to continue with their creation of a community wholly open to the free and unimpeded circulation of people, services, capital and goods (Wechsler; Hahn, 1991).