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Reports on an investigation of the buying behaviour of air freight forwarders and tests the validity of one particular model of buying behaviour. The dominant buyclass in freight forwarding is seen to be a modified rebuy and the model is seen to be appropriate. The significance of service rather than price is again noted as a factor for business exploitation.

Intra-European labour migration has divergent labour market consequences across institutional settings and economic sectors. Some sectors experience increasing pressure on industrial relations and labour market segmentation while others do not experience such effects, and it remains unclear how to explain this variation. Based on empirical findings from a comparative study of four economic sectors in Denmark, this article discusses the role of labour market institutions and structural conditions in shaping the consequences of labour migration at a sectoral level.

The aim of this article is to analyse how different policies and actors have structured the current migrant labour regime in the Finnish construction sector and to discuss the consequences for migrants. Our study shows that a strong industrial relations system such as in Finland is able to curb the posting of workers regime (the most disadvantageous for migrant workers). The position of labour migrants has become more diverse in the segmented labour market, although it remains inferior compared to that of the natives. Consideration of the policy development revolving around the changing migrant labour regimes constitutes the first part of the analysis and is based on government and trade union officials’ accounts. The more substantial part of the study draws upon biographical interviews with Estonian construction workers and analyses the division of migrant labour according to their employment in four ‘patterns of firm ownership’ that range from the most unfavourable to most favourable position: workers posted by Estonian firms; workers employed by firms registered in Finland but operated by Estonians; self-employed/small business owners and workers employed by Finnish firms. The structuring of the regime according to the pattern of firm ownership can be interpreted as a manifestation of employers’ intentional strategies to adapt to or avoid national regulations and to some extent as also reflecting workers’ individual and collective agency.

Globalization has created conditions in which business has become increasingly global. The combined effect of global business, intense competition, weakening of labor unions, and the inability of national governments to control the negative effects of globalization has created immense difficulties in the formulation and implementation of global labor standards. This research takes an ancient industry with a long tradition of international features and regulations, that is, the maritime industry, as a case study to understand the dynamics associated with the regulation of a global industry. The study argues that J. R. Commons' works at the turn of the century not only give us excellent insights into the creation of global markets and the need for global labor rights protection but also provide us with a solution, that is, the creation of an “authoritative commission.” Finally, the study suggests that there is a need to enhance the role of ILO as a global “commission” to regulate the industry. Presently, the ILO does not have the essential features for becoming such a commission. Therefore, ILO should develop three important characteristics: ability to include new emerging actors, decision-making based on consensus and dialogue, and sanction power to implement its standards. Based on the above principles, ILO can work as the center of a global regulatory regime in the maritime industry. Through its power of sanction, it will implement its standards mainly through states. But, at the same time, it will network with unions and NGOs and all other important actors in the industry at local, national, and global levels to detect and eradicate substandard shipping.

Our primary aim is to discuss the variability that exists in the operationalization of race/ethnicity in research on genetic and biological markers. We employ Stuart Hall’s “floating signifiers” of race approach to explain the ambiguous manner in which researchers discuss the links between race and genetics.

We examine articles that use race/ethnicity and genetic or biological markers between 2000 and 2013 within three prominent genetic journals. We focused on original, empirical articles only. We utilize various race/ethnic-related search terms to obtain our sample and to categorize how terms were used.

A total of 336 articles fit our search criteria. The number of articles mentioning race/ethnicity and genetic or biological information increased over the time. A significant percentage of publications base their research on whites only. When discussions of race are included in studies, scientists often use multiple categories of race/ethnicity without much explanation.

We omit non-research articles and commentary for each journal, which could contain important discussions regarding race and genetics. This work highlights how race/ethnicity can vary in application and interpretation.

Our discussion of race/ethnicity as “floating signifiers” adds a layer of complexity to the longstanding debate regarding the importance of race/ethnicity in genetic research. The “floating” nature of race/ethnicity underlines how subjective the characterizations of samples are and how possible interpretations of results for groups can impact health disparities research. Given the increased use of genetic data by social scientists, there is a need for more cross-disciplinary discussions on the race–gene relationship.

The purpose of this paper is to examine the significant contributions of Lillian M. Gilbreth through the lens of critical biography to put her work in the context of her life events, her key roles, the turning points in her life and the societal context within which her contributions to management thought were made.

Critical biography examines the interaction of a person’s life events with the social, economic and political contexts surrounding his or her life and draws inferences as to why the person made specific decisions and contributions.

Key contributions to management thought made by Lillian M. Gilbreth are linked to her biographical events, including the multiple roles she played as daughter, student, wife, mother, author, engineer, psychologist, breadwinner, domestic scientist and teacher. Various turning points in her life are identified, including being allowed to go to college, taking her first psychology course, marrying Frank Gilbreth, publishing Fatigue Studies and Frank’s death. Key societal factors that influenced Gilbreth’s contributions were the growing interest in scientific management, the status of women and the increased interest in domestic science.

The qualitative technique of critical biography is demonstrated as a useful methodology for examining individual contributions to management history. The authors acknowledge the limitation of subjective interpretation.

The reasons behind Lillian Gilbreth’s contributions, which were considered a precursor to the human relations era, are extrapolated from this research.

The influence of social context is examined, as it pertains to the life and work of Lillian Gilbreth.

This paper provides a critical biography of Lillian M. Gilbreth and her work within the context of her life and times.

The literature lacks knowledge on how organizations can manage trolling behaviors in online communities. Extant studies tend to either focus on user responses to trolling behaviors (i.e. a micro-level perspective) or how the trolling infrastructure is governed by platforms (i.e. a macro-level perspective), paying less attention to the organizational community host. With more organizations hosting online communities on social media networks and trolling behaviors increasingly disrupting user engagement within these communities, the current understanding of trolling management practices has become inapt. Given the commercial and social damage caused by trolling behaviors, it is important to understand how these can be best managed. The purpose of this study, therefore, is to examine the meso-level perspective of trolling management by focusing on organizational practice.

The research design consists of an in-depth non-participatory netnography based on a case study of PETA’s (“People for the Ethical Treatment of Animals”) Facebook community.

Six distinct trolling management strategies are identified and categorized by their direct versus indirect communication approach: non-engaging, educating, bolstering, expurgating, asserting and mobilizing. Some strategies are deemed to be more successful than others in generating positive community outcomes such as reduced trolling frequency or further support from like-minded community members.

The findings contribute to the meso-level perspective in the trolling management literature by introducing a novel, empirically informed typology of organizational trolling management strategies.

Teaching Net Generation accounting students is a challenging experience. They anticipate that technology will be an integral part of the teaching–learning processes that we offer them. This chapter focuses on how to use technology tools to create innovative course materials, delivery methods, and collaborative processes.

The chapter explains how I combined traditional instructional methods and technology-mediated learning (TML) techniques to create a practice–feedback–interaction process for use with two undergraduate auditing courses. I taught the first course (Auditing) during Fall Quarter 2006 and the second course (Advanced Auditing) during Winter Quarter 2007. I taught both courses in a blended instructional format.

This chapter shows how I used the practice–feedback–interaction process with individual and team writing assignments in the two auditing courses. I explain how the TML process works and describe technology tools used at each step of the process. Student comments provide feedback about how they reacted to using the technology-mediated teaching–learning process.