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This paper aims to formalize long-term trajectories of human civilization as a scientific and ethical field of study. The long-term trajectory of human civilization can be defined as the path that human civilization takes during the entire future time period in which human civilization could continue to exist.

This paper focuses on four types of trajectories: status quo trajectories, in which human civilization persists in a state broadly similar to its current state into the distant future; catastrophe trajectories, in which one or more events cause significant harm to human civilization; technological transformation trajectories, in which radical technological breakthroughs put human civilization on a fundamentally different course; and astronomical trajectories, in which human civilization expands beyond its home planet and into the accessible portions of the cosmos.

Status quo trajectories appear unlikely to persist into the distant future, especially in light of long-term astronomical processes. Several catastrophe, technological transformation and astronomical trajectories appear possible.

Some current actions may be able to affect the long-term trajectory. Whether these actions should be pursued depends on a mix of empirical and ethical factors. For some ethical frameworks, these actions may be especially important to pursue.

The transition from comprehensive school to either an academic or a vocational track and from academic track to tertiary education are the key educational transitions during adolescence and young adulthood in many European educational systems. The present chapter approaches engagement and disengagement during these key educational transitions in the context of the 4-C (channelling, choice, co-regulation, compensation) life-span model of motivation and phase-adequate engagement model. In accordance with the life-span model of motivation and the phase-adequate engagement model, school transitions are triggers that channel the engagement and disengagement processes. The former process reflects school-related engagement, whereas disengagement is a key element of the school-burnout process. Engagement in the school context is defined as a positive, fulfilling work-related state of mind characterized by vigor and energy, dedication, and absorption. School burnout comprises three dimensions in terms of exhaustion due to school demands: a cynical and detached attitude toward the school, feelings of inadequacy as a student, and disengagement. Cynicism is manifest in an indifferent or distal attitude toward school work in general, a loss of interest in it, and not seeing it as meaningful. Inadequacy refers to a diminished sense of competence, achievement, and accomplishment as a student.

Increased use of market mechanisms in the delivery of public services is one of the major attempts made by governments to achieve greater efficiency, higher quality and a clearer focus on customers. Information systems (ISs) can promote the adoption of market mechanisms, but they can also preserve a monopolistic and hierarchic model of service delivery. Hence, understanding the competitive implications of information technology (IT) is becoming relevant for managers in the public sector as well. Provides a brief overview of previous research on IT‐based competition and discusses its relevance for public sector management. Then continues to describe a project where six offices of one city co‐operated in developing a shared geographic information system (GIS). While this research is based on an in‐depth analysis of only one case, other researchers have reported similar experiences. It appears that effective use of market mechanisms in the public sector requires new orientation in IS planning and rethinking of the role of IS departments in public sector organisations.

Recently, scholars from a wide variety of disciplines have begun to study the influence of attention, mimicry, and social context on emotional contagion. In this chapter, we will review the classic evidence documenting the role of these factors in sparking primitive emotional contagion, especially in occupational settings. Then we will discuss the new evidence, which scholars have amassed to help us better understand the role of culture in fostering the ability to read others’ thoughts, feelings, and emotions. Finally, we will briefly speculate as to where future research might be headed.

There is a lack of qualitative longitudinal studies in the literature exploring the complexity and dynamism of affective experience during phases of organizational change. The purpose of this paper is to explore the nature and intensity of emotional reactions to change and the contextual triggers that made them vary.

In total, 11 nurses in a Norwegian public hospital were interviewed at three points in time about a change in technology, one month prior to implementation, three months after implementation and one year after implementation. They were asked to reflect “forwards” and “backwards” about their emotional experiences to the technical change in particular and to other changes occurring at work.

The informants reported mixed emotional experiences to change at all three interviews. Emotion terms such as “uncertainty”, “joy” and “resignation” were reported at all times, “anxiety and “excitement” were only reported at Times 1 and 2 whereas “frustration” and “cynicism” were only reported at Times 2 and 3.

A larger group of informants would have produced greater insight into the evolving emotional change experiences. Further research could explore other contexts and a wider range of data collection methods.

This is a rare qualitative study of emotional change experiences where the informants were interviewed three times.

To meet the information processing needs of the new global organisation, IS/IT managers and their IS/IT staff need to develop new skills, so that they may be more focused on the business rather than on technical processes. In exploring the theme of the changing role and contribution of the IS/IT professional, this monograph provides a literature analysis of the changing skills of IS/IT professionals and identifies the new skills and competencies required for successful IS/IT development and utilisation. The monograph also presents capability‐related models that have been tested in two global corporations. The results of the two case studies suggest that there is a need for improvement in the area of IS/IT leadership for effective IS/IT development and utilisation. Strategies for developing IS/IT leadership capabilities are discussed at the end of the monograph.

Culture is recognized as a pivotal variable in country of origin (COO) research. The purpose of this paper is to assess culture from an individual perspective and to examine the extent to which individual cultural orientations have similar associations with 33 manager- and consumer-related variables between two culturally opposite countries: the USA and South Korea.

An online survey is used. The sample size is 540 for the US sample and 572 for the Korean sample. The correlational similarity between the cultural orientations and other variables is analyzed in three ways and confirmed invariant in the majority cases of each analysis.

Individual cultural orientations are measured by Cultural Value Scale (Yoo et al., 2011), a 26-item five-dimensional scale measuring Hofstede’s typology of culture at the individual level. The three-faceted similarity test of each of the 165 pairs of correlations between the USA and Korea samples (i.e. 33 variables × 5 dimensions of individual cultural orientations) shows that the majority of the correlations are significantly similar between the two countries.

This is a first study in examining the invariance of the relationships of all five dimensions of Hofstede’s culture at the individual level to a variety of variables. As the invariance is found to be a norm, the role of culture in the COO phenomena can be studied at the individual level in a country and be expanded to other countries.

Two studies investigate gender and status effects on self-handicapping: selecting actions that can impair future performances, perhaps to protect self-image. Gender socialization and status processes suggest two potential explanations for the consistent finding that men self-handicap more than women. If status differences contribute to the tendency to self-handicap, then holding gender constant, those with high status on other characteristics would self-handicap more than those with low status. In Study 1, men assigned to high-status positions selected less study time (and thus self-handicapped more) than did men assigned to low-status positions. Women assigned high status, however, self-handicapped no more than did women assigned low status. Because study time as a measure of self-handicapping may be confounded with confidence or motivation, a second study assigned status and measured self-handicapping by the selection of performance-enhancing or -detracting music. Study 2 also found that high status increased self-handicapping among men but not among women. Both gender socialization and status processes may play roles in self-handicapping.