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In light of the increasing popularity of telecommuting, this study investigates how telecommuters' organizational commitment may be linked to psychological and physical isolation. Psychological isolation refers to feelings of emotional unfulfillment when one lacks meaningful connections, support, and interactions with others, while physical isolation refers to physical separation from others.

An online survey was used to collect data from 446 employees who telecommute one or more days per week.

The results of this study indicate that telecommuters' affective commitment is negatively associated with psychological isolation, whereas their continuance commitment is positively correlated with both psychological and physical isolation. These findings imply that telecommuters may remain with their employers due to perceived benefits, a desire to conserve resources such as time and emotional energy, or weakened marketability, rather than emotional connections to their colleagues or organizations.

Organizations wishing to retain and maximize the contributions of telecommuters should pursue measures that address collocated employees' negative assumptions toward telecommuters, preserve the benefits of remote work, and cultivate telecommuters' emotional connections (affective commitment) and felt obligation (normative commitment) to their organizations.

Through the creative integration of the need-to-belong and relational cohesion theories, this study contributes to the telecommuting and organizational commitment literature by investigating the dynamics between both psychological and physical isolation and telecommuters' organizational commitment.

An aeroplane which comprises, in combination, a wing with two spans, a fuselage centrally of said spans, and bracing struts connected to the fuselage and to points on the wing nearer to the centre of each span than to the root and tip thereof, each bracing strut having a substantial lift effect in level flight throughout substantially its whole length, high lift devices of low drag coefficient mounted on each span of the wing, means joined to said devices for controlling both of said devices simultaneously in the same direction, said wing, struts and high lift devices in active position having a combined aspect ratio of at least 15 and a loading of at least 80 kg. per sq. m.

In this paper, we present and apply a new framework – the Poles of Production for Producers/Poles of Production for Users (PFP/PFU) model – to empirically study how one particular group of academic scientists has responded to neoliberal changes in science policy and funding in Canada. The data we use are from a qualitative case study of 20 basic health scientists affiliated with a research-intensive university in a large Canadian city. We use the PFP/PFU model to explore the symbolic strategies (the vision of scientific quality) and practical strategies (the acquisition of funding and production of knowledge outputs) scientists adopt to maintain or advance their own position of power in the scientific field. We also compare similarities and differences among scientists trained before and after the rise of neoliberal policy. The PFP/PFU model allows us to see how these individual strategies cumulatively contribute to the construction of dominant and alternate modes of knowledge production. We argue that the alignments and misalignments between quality vision and practice that scientists in this study experienced reflect the symbolic struggles that are occurring among scientists, and between the scientific and political field, over two competing logics and reward systems (PFP/PFU).

Between 1927 and 1941 Pan American Airways (PAA) operated international flights from the USA with virtually no competition from US carriers. How PAA established and maintained its monopolistic position – by instrumentally creating a myth of “German threat” – and the implications for organizational theorizing and historiography is the proposed focus of this paper.

Drawing on a cultural theory approach to “doing history” and Barthes' 1972 notion of myth, this paper uses a critical hermeneutical exploration of the extensive PAA archive collection (at the Otto Richter Library of the University of Miami) and numerous secondary sources (e.g. various written histories). Following Barthes, the paper views myths as monolithic and authoritative historical constructions which conceal their ideological roots and instrumental conditions of creation. Through critical hermeneutics, the paper deciphers the myth of “German threat” by (re)contextualizing it and thus pluralizing history by showing how a threatening image of “foreign” and specifically “German” aviation operation in South America was instrumentally created to privilege PAA's operations and its close relationship with the US State Department.

Implications for the management theorist and historian as they pertain to a more fragile tone for “doing history” include the acknowledgement of history as multiple socially constructed interpretations of the past, an appreciation for histories that make their conditions of production transparent and the need for (re)writing histories that parade as authoritative monoliths.

The paper offers an empirical example of how an organization's instrumental use of myth facilitates manipulations of history in order to situate and secure the positioning and image of that organization.

Purpose—Through a case study of Pan American World Airways (Pan Am), this chapter sets out to explore the roots of 20th century globalization and the postcolonial nature of the trading relations involved.

Design/methodology/approach—Drawing on Foucault’s broad notion of “the archive” a critical hermeneutics approach is used to examine a series of company-produced texts, including minutes, travelogues, company narratives, annual reports, film, diaries, and published histories.

Findings—The chapter argues that Pan Am contributed to the “idea of Latin America” and, in the process contributed to practices of dependency that served the interests of the United States. Drawing on a case study of Pan Am, the chapter further argues that multi-national corporations help to establish the contours of international trade by influencing the very character and boundaries of the territories traded in, with troubling implications for the countries traded in.

Research limitations/implications—As a detailed case study extension of the findings to other global trading arrangements needs to take into account to social-political context and relational histories of the players involved.

Practical implications—The chapter generates insights into the role of rhetoric in developing trading relationships and its roots in embedded notions of postcolonial thinking and generalizations.

Originality/value—The chapter contributes to an understanding of the role of language and the social construction of national identities involved in the development of international business.

Various technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.

To achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.

The authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.

The authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.

This article describes the rationale behind the construction of an interactive numeric flies retrieval system, and the creation of the system (project team, project phases, data preparation, software, and hardware used). The major findings section includes comments on data problem resolution, database design and construction, interface considerations, enhanced cataloging, file transfer, standards adherence, and staff resources. The incorporation of the system into the range of services of Cornell's Mann Library is described.

Field theory is one of the most visible approaches in the new political sociology of science, and Fligstein & McAdam’s (F&M) Theory of Fields is the most visible recent attempt to further it. This paper evaluates F&M’s theory of field transformation by comparing it with Berman’s (2012a) field-based explanation of the changes in the field of US academic science. While F&M’s general framework is quite useful, their explanation, which focuses on struggles between incumbents and challengers over whose conception of the field should dominate, does not map neatly onto the changes in academic science, which saw no such field-level struggles. This suggests that tools are also needed for explaining new settlements that do not result from intentional efforts to establish them. In particular, the case of US academic science shows that local innovations with practices based on alternative conceptions of the field can lead to field-level change. Attention to the interaction between local practice innovations and larger environments provides insights into how change ripples across fields, as well as the ongoing contention and dynamism within even relatively stable fields.