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This case was developed from a primary source and is based on interviews and personal evaluations.

Maria was at a scheduled lunch with her direct manager, John, who inquired about the privacy leak regarding employee data she had found a few months earlier. Upon discovering the issue, Maria took on the task of ensuring the privacy leak was dealt with and resolved. John knew it was a challenging interdepartmental task because other managers did not immediately recognize the seriousness and full impact of the issue on employee privacy. Plus, the belief was that the project to combine two software programs improving CRM functionality, causing the employee data leak, needed immediate release. During the lunch, Maria stated that the privacy problem was fully eliminated and that, in the end, it did impact a lot more than only a few employees. John actively encouraged Maria in the conversation to seek feedback from Richard, the managing director directly involved and responsible for the project, which Maria had already done. When the feedback arrived, Maria felt extremely hurt by the comments and began to question the validity of the company’s values. Now, she must decide what her options are.

This case study is about dealing with feedback, career development and how to receive and provide feedback. It presents a situation that allows for a variety of ways to address negative feedback and shows that different reactions can have broader consequences for career development. At the same time, the case illustrates how feedback is given in international teams and companies, and how intercultural or gender-relevant circumstances may have to be considered.

This case study was written for use in BA and MA classes to promote discussion regarding feedback. Relevant courses in business and administration or an international business study program could be organizational behavior, communication training, conflict management, an intercultural competencies course or in line with career management sequences.

Early program BA students, BA students in advanced semesters as well as MA students with work experience are all markets for the case. It has been class-tested with BA international business students. While advanced BA and graduate students are able to and expected to enrich discussions by contributing personal stories, early program BA students benefit from learning how to create feedback and how to read feedback – including from other students, instructors and managers, to use during their first internships.

The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers’ perceptions of Web-based technology use to enhance students’ cultural awareness in Chile. Specifically, the study investigated teachers’ use of Web-based resources for cultural awareness, culture content and technology-based tasks, as well as perceived challenges in implementing technology-enhanced language and culture learning.

The study adopted a mixed-method research design combining online questionnaires and interviews as data collection tools. Results were analyzed through the use of descriptive statistics and content analysis.

The teachers in this study emphasized reflection in their classrooms but did not take a critical approach. Their approach to culture was limited to a “country-specific” view, and technology-enhanced activities accentuated differences rather than promoting meaningful intercultural exchange. Challenges to the successful implementation of technology-enhanced language and culture learning included a somewhat out-of-date theoretical approach to intercultural learning in the national curriculum, a nationwide approach to professional development that lacks a focus on critical reflection and inadequate support for effective use of technologies in schools.

The study highlights the importance of periodically revising a country’s EFL language policies, communication methods, support mechanisms and implementation factors to ensure classroom integration of language, culture and technology education.

This paper explores the tension between macro-level national policy and teachers’ perspectives on their classroom practice, including the contextualized limitations of implementing national policy at the micro level.

This work sought to analyze targeted innovation strategies used during the pandemic to maintain companies’ competitiveness.

The methodology was a systematic literature review, analyzing how these factors can be used as leverage in decision-making and suggesting a framework tool.

As a result, nine factors were identified as drivers to stimulate competitiveness, bringing insights to structure actions in times of crisis to support agribusiness.

With this work, it is possible that other companies can base themselves and use the strategic drivers of innovation evidenced to remain competitive in the market during a period of crisis. As this is a systematic review of the literature, the application of a case study, for example, is a limitation, which could be a continuation of the work.

As this is a systematic review of the literature, the application of a case study, for example, is a limitation, which could be a continuation of the work.

This work has high value because it brings insights into strategic drivers of innovation that tend to leverage or maintain the competitiveness of agribusinesses in times of crisis. With the discussion carried out on the data obtained, it is possible that agribusinesses or other types of companies can be based for decision-making in a crisis scenario from innovative actions that generate competitive advantage.

To assess which partnerships were most critical during the recovery planning process following Hurricanes Maria and Irma. We discuss the roles and impact of different types of partners, barriers and facilitators to partnerships and lessons in collaboration during the development of the economic and disaster recovery plan for Puerto Rico.

The Homeland Security Operational Analysis Center (HSOAC) was tasked with assisting the Puerto Rican government with an assessment of damages from Hurricanes Maria and Irma and the development of the Recovery Plan. During the process, a small team compiled and coded a database of meetings with non-HSOAC partners. The team was divided into sector teams that mirrored FEMA’s Recovery Support Functions. Each sector completed two surveys identifying high impact partners and their roles and contributions, as well as barriers and facilitators to partnerships.

A total of 1,382 engagements were recorded across all sectors over seven months. The most frequently identified high impact partners were federal and Puerto Rican governmental organizations partners. NGOs and nonprofits were noted as key partners in obtaining community perspective. Sector teams cited a lack of trust and difficulty identifying partners as barriers to partner engagement. Given the expedited nature of disaster response, establishing partnerships before disasters occur may help facilitate community input. Early networking, increased transparency and defining roles and responsibilities may increase trust and effectiveness among partnerships.

To our knowledge, this is one of the few studies that quantifies and illustrates the partnerships formed and their contributions during recovery planning, and lessons learned.

This case uses an array of carefully selected and excerpted revenue recognition related information contained in Salesforce.com's January 31, 2019, 10-K. Maria, the fictional protagonist, is seeking to understand those disclosures as part of her preparation for an upcoming job interview with the company. As such, she is relying on those disclosures to provide insights as to the company's main product/service lines, the events that signal when and how much revenue the company has earned (i.e., the essence of its business model), along with the related official generally accepted accounting principles (GAAP) criteria pertinent to the valuing and timing of recorded revenues.

Unplanned urban mobility causes negative effects on the population and the environment. This study aims to understand how higher education institutions (HEIs) are managing the transportation issues related to their activities and how they are implementing actions towards more sustainable practices in this regard.

A systematic review and bibliometric analysis were performed using the Proknow-C method, and the bibliographic portfolio was evaluated to answer guiding questions about distribution of articles over the years and around the world, the most relevant and frequent topics, the travel behavior of university life and the main methodologies used. The meta-analysis was modeled using a programming language in R to execute Bibliometrix package.

Sharing systems, active transport, public transport, urban planning, car parking management and travel behavior are the most relevant topics related to sustainable mobility in HEIs. Different strategies to reduce car use are adopted, and the geographic location of the university and the availability of housing and shopping services in close proximity directly influence travel patterns. As a result, seven guidelines and strategic actions associated were proposed to promote the engagement of institutions in the development of sustainable transport and guide future studies about new solutions to promote sustainable university commutes.

This paper presents a new perspective by performing a critical literature review based on the experiences reported by several isolated studies on the subject. Initiatives of sustainable transport guidelines can be used by academics, urban planners, higher education administrators and other stakeholders to make universities more environmentally friendly, inclusive and accessible.

The purpose of the article is to identify relevant criteria for decision support in the implementation of waste-to-energy (WtE)-based systems.

The methodology is a simple case study with a qualitative approach. Five experts involved in the project of a thermoelectric power plant qualitatively evaluated, on a Likert scale, a decision model with 15 indicators derived from recent studies. The research object was the first stage of a project to implement a thermoelectric plant employing municipal solid waste (MSW) in southern Brazil.

The study identified 15 criteria supporting the decision-making process regarding WtE implementation for MSW in a mid-sized city in southern Brazil. The study identified that compliance with MSW legislation, compliance with energy legislation, initial investment and public health impact are the most influential criteria. The study offered two models for decision processes: a simplified one and a complete one, with ten and fifteen indicators, respectively.

The study concerns mid-sized municipalities in southern Brazil.

Municipal public managers have now a methodology based on qualitative evaluation that admits multiple perspectives, such as technical, economic, environmental and social, to support decision-making processes on WtE technologies for MSW.

MSW management initiatives can yield jobs and revenues for vulnerable populations and provide a correct destination for MSW, mainly in developing countries.

The main originality is that now municipal public decision-makers have a structured model based on four constructs (technical, economic, environmental and social) deployed in 15 indicators to support decision-making processes involving WtE and MSW management.

The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good.

This was an adaptation of the causal-layered analysis (CLA) applied to 415 participants from higher education institutions in Mexico, Panama and Spain. Sessions were designed to present the proposed educational model and explore participants’ perceptions of its significance and contributions to future education.

Key findings include the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable of understanding and transforming society; and participants recognized the model’s transformative potential, offering a novel proposal for 21st-century education.

This research sought to gather opinions from different stakeholders using the CLA methodology, providing a deep understanding of participants’ perspectives on the proposed solution.

Drawing on appraisal theories, this paper aims to attempt to demonstrate how augmented reality (AR) strengthens relationships in the cognitive-affective-conative mechanism to shape visitors' recommendation of awe-inspiring heritage experiences.

A mixed-method approach was undertaken. First, an exploratory pre-study (n = 98) analyzed the multidimensionality of awe appraisals, eliciting the most salient dimensions in tourism experiences for informing the main study. Subsequently, an on-site survey was used to examine the relationships in the cognitive-affective-conative sequence, based on 316 questionnaires collected at a highly acclaimed religious heritage equipped with a multisensory AR activity.

Two distinct appraisals underlined in the awe concept were elicited during the exploratory phase: altered emotions (aggregating positive self-transformative dimensions) and the need for accommodation. The survey results demonstrated that the influence of authenticity on recommendation is shaped by emotions. Altered emotions hold a central mediating role and are differentiated from other discrete emotions. AR and the need for accommodation are revealed as contingencies that regulate the mediated mechanism.

This paper provides the hospitality and tourism stakeholders with a better understanding of how immersive technologies can be used for boosting recommendations, by enhancing the emotional responses toward authenticity perceptions.

This study introduces a novel conceptual framework to broaden our understanding of how cognitive and affective mental processes are linked to visitors’ recommendations, and how AR amplifies the outcomes. To the best of the authors’ knowledge, it is the first research to distinguish and document the specific effects of two different types of awe appraisal.