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For change initiatives to succeed, change managers are required to address recipients’ needs. Although strategies to deal with change recipients and their resistance are widely explored, there is a dearth of studies that consider the different salience of change recipients. This paper aims to propose a framework on the effects of participation and coercion as strategies to deal with change recipients and their impact on change derailment.

Conceptual based upon that change recipients are classified into three levels according to their salience in relation to change. Based upon the recipients’ power and legitimacy in relation to change, stakeholder salience theory constitutes a theoretical provision used in this research to categorize the salience of change recipients.

The framework integrates change recipients’ salience levels (i.e. definitive, expectant and latent) and the effects of participation and coercion strategies on change derailment in times of organizational re-creation. The paper develops six hypotheses, which yield insights that advance the understanding of dealing with change recipients in the context of organizational re-creation.

The paper is conceptual and not yet tested empirically. To empirically test the framework, research adopting survey methodology to gather data from organizations that experience a re-creation change as defined in this paper. The unit of analysis for future research is described in this paper and it is how organizational re-creation is defined in this paper.

Stakeholder salience theory is used to develop a framework that combines three classes of change recipients’ salience, as well as the effects of two strategies to deal with them and their resistance (i.e. lack of involvement and coercion) to examine their influence on change derailment. The potential contribution will expand the current literature discussed in this paper about dealing with change recipients’ resistance to change.

Previous research shows that question order affects responses, but does not indicate which order is more accurate. This study aims to examine the effect of three question orders on measurements of SERVQUAL and global quality in an effort to determine which order produced the most predictive measures.

Three forms of a survey were randomly distributed to users of different services; banking, dental services, and hair salons. Correlation with intention of future interaction was used to identify the order that resulted in the most predictive quality measure.

The paper finds that correlations with intention of future interaction were highest for SERVQUAL in the global‐SERVQUAL order, but highest for the global quality measure in the random order.

This study indicates that practitioners and academicians should order questionnaire items differently depending on how the results will be used and which type of measure, specific or global service quality, is the focus of a questionnaire. Generalizations are limited to SERVQUAL and multiple item measures of service quality.

The findings indicate which of several question orders can be used to generate the most predictive measures of SERVQUAL and global service quality.

Previous research has examined measurement effects of specific‐general question orders, without indicating which order is most predictive. This study includes a random order and also suggests appropriate item order for predictive measures.

The main purpose of this study is to develop an understanding of how managerial methods can be used during the change process to direct employees' attitudes positively towards change. This study also aims to provide considerable implications for the homeland security managers suitable for the applications on the area of homeland security. Paying requisite attention to the attitudes of employees towards change and careful selection of change management methods is considered critical for determining the ultimate success.

The data used in this study were obtained by the questionnaire survey method, analyzed by using a statistics software program, and main findings of the study were evaluated. The last section of this study has a discussion and a conclusion which includes specific evaluations and recommendations regarding the homeland security organizations and their practices in Turkey. Due to the large data set available, only the main findings are presented in this paper.

Findings suggest that the methods used, such as informing the employees about what is going on regarding change, consulting them and maintaining participation of the employees to the change process, have a positive impact on the attitudes of security managers towards change. This means that if an organization complies with the advice of the change literature asserting that the employees should be informed of, consulted and participate in the change from the outset of the process, the employees would probably commit themselves to change rather than resisting it.

The topic of this study is believed to be of vital importance in the area of homeland security organizations of Turkey and other countries in the context of change management for the sake of success in change initiatives. It is hoped that this study will make contributions to the existent literature in that it combines two disciplines, namely, change management and homeland security management, in just one case study. This combination would add considerable insights into the success and/or failure of the change initiatives launched in the organizations of homeland security generally and in Turkey specifically.

This paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences.

This study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA.

This study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction.

The small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings.

Videoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic.

Videoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities.

This study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.

The main aim of the study is to explore the volatility spillover effect of cryptocurrencies (Bitcoin, Ethereum and Litecoin) on inflation volatility in India.

A popular tool, the Bivariate GARCH model (BEKK-GARCH), to study the volatility spillover effect, is applied in the study. Monthly data of cryptocurrencies and inflation (WPI and CPI indices) are gathered from 2015 to 2021.

Significant short-term responsiveness of volatility of cryptocurrencies on the inflation volatility is found. In addition to this, the significant volatility spillover effect from the cryptocurrencies to the inflation volatility is found.

The findings of the current paper can be of use for inflation management, target inflation policies and policies to contain the volatility of cryptocurrencies. The significance of the current paper is relevant as governments worldwide are officially recognizing cryptocurrencies and starting the process of launching their official virtual currency.

No other study is observed on the topic. Hence, the contribution and novelty of the findings of the current paper are very high and add value to the nonexistent literature on the topic. Lack of the number of inflation observations (data of CPI and WPI are available only in monthly frequency) crimps the model estimation. As the cryptocurrencies become old, more data points will be available by design, and such problems can be resolved, and better model estimation may be possible.

Drawing on the behavioral theory of the firm (BTF), this study aims to understand the role of organizational slack in the manufacturing industry during the COVID-19 pandemic.

Using panel data of publicly traded manufacturing firms in the USA over a 12-quarter time period, this study uses generalized least squares modeling to test the hypothesized relationships.

Results show that the COVID-19 pandemic has a negative impact on manufacturing firms’ performance and organizational slack weakens the negative relationship between the COVID-19 pandemic and firm performance. In addition, when a positive performance aspirational gap (PAG) exists, the negative relationship between COVID-19 pandemic and firm performance in firms with high levels of organizational slack is further weakened.

This study contributes to organizational studies by investigating the contingent impact of organizational slack in the setting of COVID-19 pandemic. This study also contributes to the BTF by investigating how firm PAG, combined with the abundance of organizational slack, moderates the impact of COVID-19 pandemic on firm performance.

Universities are increasingly encountering high levels of national and international competition. In order for universities to continue with their business success and expansion, they have relied on developing and maintaining a differentiated brand identity by improving their branding strategy. The purpose of this paper is to examine the antecedents of students’ identification with the brand of public universities in Iran.

Sampling was done in multiple stages. In the first stage – using stratified sampling – students were recruited from distinct degree programs and universities based on the Iranian national demographic proportions. In the second stage, convenient sampling was used within each degree program category. For data collection, the interviewer distributed questionnaires among students regardless of age and gender. The number of questionnaires distributed in each university (i.e. the sample size in each university) was determined using the number of students in the country and percentage of students at each university.

The results showed support for the hypothesized positive relationship between brand identification and the antecedent factors including prestige, interorganizational and intraorganizational competition. On the other hand, the results showed no significant relationship between brand identification and the antecedent factors including distinctiveness and memorable experience. Outcomes (i.e. word-of-mouth, active engagement and loyalty) of brand identification were also tested and their relationships with brand identification are supported.

This study was conducted in the higher education sector in one cosmopolitan Iranian city (i.e. Tehran) to which Iranians from other cities travel to for studying. Thus, the results of this survey include a variety of sub-cultures. In the future, a study that incorporates all major metropolitan cities of Iran may increase the generalizability of the findings. Unrelated to the purpose of this study, a future research study may extend the currently studied geographical dimensions and examine the antecedents of students’ identification with the brand of public universities across different nations using a cross-cultural approach.

A study of the antecedents of students’ identification with the university brand can provide a guide for universities to manage their brand and marketing strategies. Managers of higher education institutions can take important steps in establishing a link between students and university brands. Managers can highlight interorganizational competitions. The authors recommended universities publicize and honor students’ success in academic competitions on the university website, via ceremonies dedicated to the student winners, and using print banners that identifies their name and achievement, among other mediums. Additionally, competitions can be promoted among students through professors and motivational speeches from recognized leaders.

Results revealed that brand prestige of public universities positively affects students’ identification. This study highlights the importance of national and international rankings of universities and the sensitivity of students to such rankings. Undoubtedly, this is evident in Iranian students’ behavior in selecting their university. Additionally, this study showed that brand distinctiveness of public universities does not significantly affect students’ identification with the university brand. Further examination is recommended to help explain this finding and a cross-cultural comparison will assist in this endeavor.

The purpose of this paper is to provide a framework for guiding social innovation in service (SIS), defined as the creation of novel, scalable and sustainable market based service offerings that solve systemic societal problems.

This research provides a review and synthesis of transdisciplinary literatures to establish a basis for the conceptual framework proposed for SIS.

It is argued that the primary unit of an SIS is the service firm and that there are micro-, meso-, and macro-level actors and enablers in the ecosystem that can help bring about SIS. Examples from the hospitality and tourism industry are used to demonstrate key points.

Benefits of an SIS to companies include growth through new markets and innovative value offerings, sustainable supply chains in production, building consumer value and trust in the company/brand, attracting and retaining talent and being proactive in including social and environmental measures of success in customer metrics and company financial reporting.

This paper contributes to the social innovation and service literature by: offering a new, scientifically supported view of an SIS; providing managers with a framework to guide social innovation within their service firm and for the benefit of their company and its stakeholders; and directing service scholars to research issues necessary to advance SIS.

This study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.

The two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.

The study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.

These findings point some practical implications for enhancing the effectiveness of the two school types and further research.

There is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

The purpose of this paper is to demonstrate how teachers can use their Sgaw Karen students’ names as a means to gaining awareness of their students’ home culture, language and personal stories.

This case study uses interviews with four Karen families to explore the meanings behind the names and nicknames given to Karen individuals.

The findings of this study reveal that Karen names can provide teachers important insights into Karen culture, history and language. Moreover, Karen names can also provide important biographical information about the student.

This study only focuses on Sgaw Karen names and does not include other Karen subgroups like the Pwo Karen, who are also resettling in the USA. This study does not include all Sgaw Karen names, but the authors have made efforts to include Karen names from various regions of Burma and of different religious backgrounds.

Teachers and others working with culturally and linguistically diverse students like the Karen will gain a better understanding of the various ways that names are given across cultures. While this paper focuses on one particular ethnic group, it is believed that teachers need to expand their notions about how other non-European groups name their children and how these names may reveal something about the student’s heritage culture, history, language and the unique lived experiences of their students.

Too often teachers and others working cross-culturally do not realize that other cultures follow different naming practices than those used in the USA. Teachers often mispronounce or misunderstand students’ names when the student comes from a cultural group unfamiliar to them. This paper helps a general audience better realize the unique approach Karen culture takes to naming children and how these names are often transformed to fit American naming conventions. As the title suggests, Karen students often feel embarrassed and take on a negative opinion of their given name as a result of a lack of awareness by teachers and others.

This paper provides a unique perspective in the literature on the ways cultural naming conventions can serve teachers aspiring to incorporate biography-driven instruction into their classroom practices.