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Increased investments in employee further training have resulted in a growing interest in ensuring and improving the quality of these measures. However, little is known about the operational decision to initiate an evaluation of further training. Therefore, the purpose of this paper is to investigate under which circumstances firms decide to evaluate training measures.

The study analyzes the evaluation decision of firms and external suppliers, and differentiates between internal and external further trainings. Theoretically, two goals of evaluations – monitoring and feedback – and their relevance for the decision makers are considered. Using a unique linked employer–employee data set, the study employs multi-level models to analyze three influencing factors on the evaluation decision: characteristics of the further training measure itself, the employees and the employers.

The results show that evaluation decisions are not based on general organizational practices but on case-by-case cost-benefit considerations. Interestingly, firms are more likely to evaluate internal further training measures than external ones. Therefore, evaluations seem to be more frequently used as a feedback instrument than for the purpose of monitoring. For external further training measures, firms seem to trust market mechanisms as a monitoring instrument, instead of conducting an internal evaluation.

Although further training has become increasingly important, little is known about firms’ quality management in this respect. This paper provides a theoretical framework for the usage of evaluation procedures and analyzes firms’ strategies for ensuring quality based on a large set of variables to give new insight into the organizational decision-making processes.

Notes that management development programmes hinge critically on the use of appropriate resources, such as videos. Considers the video illustrating a theory as too simplistic and finds that use of case studies was the most successful method. Concludes that videos should be a jumping‐off point for management development rather than a do‐it‐yourself training manual.

Describes the Spanish Civil War collection in the General Research Division of the New York Public Library. Lists some of the more than 2,500 entries on the Spanish Civil War and attempts an ideological balance between by providing a broad range of sources — Lists items in both English and Spanish.

The purpose of this paper is to provide comparative perspectives on how educators teach issues that affect two countries with a history of governmental tensions. The investigation examines how teachers in Cuban classrooms engage in discourses on the recent developments in Cuban and US relations, including the teaching of historical and territorial issues. This research considers border pedagogy, critical border dialogism and critical border praxis as approaches for those who educate on the effects of US international policies. Ultimately, pragmatic hope offers the possibilities for an emergent third space for Cuban and US relations, including educational exchanges.

The research took place in Cuba during an educational exchange to Cuban secondary and university educational sites. Cuban educators of pedagogy and social education engaged in dialogue and shared information on how they address US international policies during their classroom discussions. The researcher employed methodologies that followed Stake’s (2000) model for a substantive case study. Impressions, data, records and salient elements at the observed site were recorded. Transcriptions were documented for face-to-face interviews and hour-long focus group sessions. Participants also logged responses to written survey questions. The study focused on how Cuban educators taught, discussed and addressed the US international policies in classrooms.

Heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism and pragmatic hope were components of the data analysis. Heteroglossia was an essential consideration throughout the study as multiple interpretations of Cuban and US interconnectedness emerged. Meliorism factored into Cuban educators’ commitments to their professions. Critical cosmopolitanism developed as educators put forth different conceptualizations of human rights and democracy. Nepantla emerged as a key aspect as indigenous and self-determined viewpoints emerged. Dialogic feminism was preeminent as patriarchy continues to exist, despite a new awareness of gender roles and gender violence. Pragmatic hope offers possibilities for a transnational community of inquiry and collaboration.

The most obvious limitation to this study is, as a case study, the limited scope of perception.

If future relations between Cuban and the US are deemed uncertain, critical border praxis has an essential role in addressing new sets of uncertainties. This study recommends that educational communities engage in discourses addressing ongoing issues facing the dynamic, fluid border environs. Critical border praxis provides conditions in which we, as educators and members of diverse communities of learners, become cross-borders and broaden the possibilities to achieve what had been considered the unattainable. Resources need to be prioritized and redirected toward educational efforts on national, state and local levels so critical border praxis becomes a reality.

Through transnational and transborder engagements, such as educational exchanges, both US and Cuban educators are provided opportunities to reflect on the strengths and weaknesses of their own educational systems. The role of education, formal and informal, then serves to transform perceptions one-by-one, school-by-school, community-by-community and to influence policy makers to reconstruct education country-by-country as part of pragmatic hope for an enduring Pax Universalis. Pax Universalis serves as a third space where transborder students and educators alike are positioned as co-creators of knowledge and agents of change.

This study proposes a new emergent third space resulting from critical border dialogism that utilizes border pedagogy and critical pedagogies of place to seek new zones of mutual respect and cooperation among educators. Common educational understandings are the key starting point for a critical border praxis that facilitates ongoing dialogue between the two countries and offers pragmatic hope for the futures of both nations and opportunities to ameliorate relationships. An emergent third space is possible through sustained critical border praxis, a praxis that seeks to address points of contention and the bridges that need crossing between the two neighboring countries.

This paper aims to build on recent work in the field of management and historiography that argues that management theorizing needs to be understood in its historical context.

First, the paper attempts to show how a steady filtering of management theory and of the selection and work of management theorists lends itself to a narrowly focused, managerialist, and functionalist perspective. Second, the paper attempts to show how not only left‐wing ideas, but also even the rich complexity of mainstream ideas, have been “written out” of management accounts. The paper explores these points through an examination of the treatment of Abraham Maslow in management texts over time.

The paper's conclusion is a simple one: management theory – whether mainstream or critical – does a disservice to the potential of the field when it oversimplifies to a point where a given theory or theorist is misread because sufficient context, history, and reflection are missing from the presentation/dissemination.

This paper highlights the importance of reading the original texts, rather than second or third person accounts, and the importance of reading management theory in the context in which it was/is derived.

The purpose of this study is to utilize consumers' regulatory focus as a segmentation variable to understand how and why consumers shift their tendency to prioritize certain apparel attributes.

Six hypotheses are developed and then tested via two experiments. Self-administered online questionnaire is used to collect data from a total of 1,178 participants recruited via Amazon Mechanical Turk. The collected data is analyzed using series of Chi-square tests and ANOVAs.

Results show that promotion-focused (prevention-focused)) consumers are not only more likely to prioritize apparel attributes that ensure the attainment of satisfaction (avoidance of dissatisfaction) but also attach higher monetary value to apparel products bearing such attributes.

Previous studies of apparel attribute prioritization utilized static segmentation variables such as age or gender despite the dynamic nature of attribute prioritization tendency. This study extends the literature by demonstrating the significance of consumers' regulatory focus – a dynamic segmentation variable that has not been studied in the current context.

Under this heading are published regularly abstracts of all Reports and Memoranda of the Aeronautical Research Committee, Reports and Technical Notes of the U.S. National Advisory Committee for Aeronautics, and publications of other similar research bodies as issued.

Studies media convergence in Canada, arguing it has always been a possibility as change is not a consequence of new technologies but a shift from efforts to prevent cross‐media combinations, to initiatives that promote this aim. Sums up that media reconvergence and the information highway are at the top of the communications policy agenda, but how it will involve is unclear.