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In this article, the ideas and methods behind the “patent-paper citation” are scrutinised by following the intellectual and technical development of approaches and ideas in early work on patentometrics. The aim is to study how references from patents to papers came to play a crucial role in establishing a link between science and technology.

The study comprises a conceptual history of the “patent paper citation” and its emergence as an important indicator of science and technology interaction. By tracing key references in the field, it analyses the overarching frameworks and ideas, the conceptual “hinterland”, in which the approach of studying patent references emerged.

The analysis explains how interest in patents – not only as legal and economic artefacts but also as scientific documents – became evident in the 1980s. The focus on patent citations was sparked by a need for relevant and objective indicators and by the greater availability of databases and methods. Yet, the development of patentometrics also relied on earlier research, and established theories, on the relation between science and technology.

This is the first attempt at situating patentometrics in a larger societal and scientific context. The paper offers a reflexive and nuanced analysis of the “patent-paper citation” as a theoretical and historical construct, and it calls for a broader and contextualised understanding of patent references, including their social, legal and rhetorical function.

The purpose of this paper is to examine the effects of procedural justice, training opportunities and innovation on job satisfaction and affiliation commitment via the mediating effect of organizational identification. The authors also explored the moderating role of satisfaction with supervisor on the relationship between the antecedents and organizational identification as well as its moderating effect on the mediational chain.

The authors used structural equation modeling techniques, using MPLUS 7.4, to analyze data collected from 247 full-time employees who were recruited by undergraduate students attending a private university in the Southeast region of the USA.

Results demonstrated that the indirect effects for procedural justice and training opportunities as predictors were significant, while none of the paths for innovation as a predictor were significant. Satisfaction with supervisor moderated the relationships between procedural justice and organizational identification and innovation and organizational identification.

This research expands the nomological network concerning antecedents and consequences of organizational identification. It also explores the role of satisfaction with one’s supervisor, as this can affect identification with the organization. This research provides support for the notion that stronger employee–organization relationships lead to positive individual and organizational outcomes.

The purpose of this paper is to provide an overview of a successful model on how to prepare business students to be successful in a new, post-pandemic world that faces enormous social challenges.

The article discusses the current business and social movements that suggest the relevance of social entrepreneurship and explain the pedagogical model developed at the Center for Nonprofits at Sacred Heart University.

The article suggests how this pedagogical model may provide students with the skills, attitudes and values required for successful social entrepreneurship processes.

The article presents the current picture which will undoubtedly change over time. Thus the context is time constrained. The article presents one model to develop leaders’ skills. There are many other models and experiences that should be considered and evaluated.

The case explains a key initiative that can help universities improve pedagogical tools on building students' social entrepreneurship skills and extend this impact to their success in the post-pandemic environment and impact on surrounding communities.

There is a growing need for business leaders to have sophisticated business skills and purpose beyond financial profit. The article looks at the dual roles of social entrepreneurs as a model for the leaders and the Nonprofit Center at Sacred Heart University to develop the skills of the future leaders.

The article presents a new vision of the skills necessary for a leader in today's environment. It draws from the literature on social entrepreneurship. It also presents one model that has been successful for 15 years and the pedagogical underpinnings of that model.

Increased emphasis is being placed on developing creative approaches when working with children in research settings, especially with sensitive research topics like violence against children. Community art is a social form of art that gives artists the opportunity to work in collaboration with the public, with the aim of highlighting and addressing specific social issues. This chapter reflects on an art exhibition organised in Reykjavík called Wishes of Icelandic Children. The project was a collaboration between artists and children. The aim of the chapter is to present how an art exhibition may put violence that children experience into focus and encourage attendees to reflect on the subject by looking at descriptive pictures and texts from the Convention on the Rights of the Child and then writing comments about their thoughts and feelings. The research questions are: How do children express themselves about sensitive topics such as abuse and violence? Can community art enable professionals to better support increased participation of children in discussions about abuse and violence? This study involved a qualitative thematic analysis of comments written by children after having seen the exhibition. Three students took part in the analysis process as co-researchers. The exhibition was successful in creating a platform where children could express themselves on topics concerning abuse and violence. Many comments expressed an ardent desire to end violence in society, especially emphasising bullying, which can limit young people's capacity to feel safe and express themselves.

The purpose of this study is to examine the potential of integrating material from the arts into postgraduate curricula to deepen students’ engagement with marketing phenomena. The authors assess the use of arts-based activities, within a broader critical pedagogy, for encouraging imaginative and analytical thinking.

The authors devised two learning activities and an interpretive method for studying their value. The activities were an individual essay connecting themes in song lyrics to marketing, and a group photography project. These were applied, within a broader, critical approach, in postgraduate modules on sustainability, ethics and critical marketing. Data collection comprised diaries kept by the teachers, open-ended feedback from students and students’ assignments.

Students showed high levels of engagement, reflexivity and depth of thought, in felt experiences of learning. Their ability to make connections not explicitly in the materials, and requiring imaginative jumps, was notable. Several reported lasting changes to their behaviour. Some found the tasks initially intimidating or, once they were more engaged, stressful or saddening.

This adds to scholarship on management education by showing the usefulness of an arts-based approach towards a transformative agenda.

It offers a template of how to draw from the arts to strengthen critical engagement upon which marketing teachers can build. It also contains practical advice on the challenges and benefits of doing so.

The authors provide evidence that this approach can enhance sensitivity and reflexivity in students, potentially producing more ethical and sustainable decisions in future.

The pedagogical interventions are novel and of value to lecturers seeking to enhance critical engagement with theory. An empirical study of an attempt to integrate arts into teaching marketing represents a promising direction, given the discipline’s creative nature.

This article examines the experiences of women leaders and their challenges in Brunei Darussalam. Globally, women are underrepresented in leadership positions. Though the Brunei government does not discriminate against any gender in delivering free education, medical facilities and healthcare, women in leadership positions are as well underrepresented. I try to understand the factors that challenge as well as motivate women to become leaders in Brunei. For this research, I conducted qualitative interviews with some respondents selected purposively. The study results show that women leaders in Brunei face challenges in obtaining financial support and accessing resources. Despite the challenges, there are some women who have been assuming and excelling in their leadership roles. The study identified that personal strengths have also been critical in contributing to their successful leadership.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.