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Since the prevalence of virtual worlds in society has grown exponentially in recent years and virtual worlds have demonstrated an incredible power to engage participants in ways in which traditional education has not, virtual worlds provide us an excellent opportunity to create engaging, collaborative, and academically challenging learning situations. Also, given the new media literacy of many of younger students, we in higher education are in many ways meeting them where they already are …or should be. By integrating virtual worlds into instruction, the Virtual Education Research Group (VERG) at Middlesex Community College in Massachusetts provides students with these collaborative experiences. Through a sustained community of practice and experimentation with a variety of virtual world platforms including ActiveWorlds, World of Warcraft, Warhammer, City of Heroes Architect, Forbidden City, and Second Life, some general principles and specific learning activities emerge for instructors integrating virtual worlds into the classroom. The basic concepts of connecting with technical and administrative support, choosing a world with thematic connections to your subject, creating scheduled opportunities to play and learn together, and committing to providing a strong online presence have been expanded upon to create a flexible model that can be applied across disciplines. Through the work of VERG at Middlesex Community College, virtual worlds are now used in a variety of instructional disciplines, ranging from humanities to psychology to business. Several case studies illustrating unique and effective practices are provided.

Youngkyun Baek is professor of educational technology at Boise State University, USA. He had been teaching since 1991 at Korea National University of Education. Previously, he worked at Korea Educational Development Institute. His research interests are on instructional games, simulation, and mobile devices in education. He has presented several papers at SITE, NECC, AERA, and OECD Expert Meeting on gaming and simulations. Recently, he published two books on educational games and wrote several book chapters. Now he is designing a social network game on global warming and doing a research on intrinsic motivational factors in instructional games.

The part covers the planning process from the perspective of the instructor. Our global set of authors span Europe, Asia, and the Americas. The principle concept is that the science of learning, the cybergogy, that has emerged in technologies like virtual worlds requires faculty to think in terms of learning archetypes. As faculty plan for activities and ways to manage attention in activity-based learning environments, they will think in terms of building around avatars, engaged in finding things, and responding to critical incidences. In doing so, teaching and learning grows around visual stimulation, engagement, collaborative motivation, personal interest, context in the subject matter, and “contemporarity” of the learning environment. The process for teaching in virtual worlds mirrors other emerging technology. Educators need to lead by example, using the technology themselves to build their expertise. They must garner support from their stakeholders and create and engage in professional development courses that focus on virtual worlds so they can prepare and be prepared for delivering in the environment.

This teaching case describes a born-global Indian enterprise in R&D that developed and leveraged knowledge-intensive business services in speciality chemicals, custom synthesis of genes and contract research co-evolving dynamic capabilities in partnership with multinationals from Europe and North America. The purpose of this case to explore how emerging market multinationals can leverage factor market strengths for niche positioning in industries generally populated by large players, in this case, the big Pharma companies.

The case describes how the international strategy of the company was rooted in the “Make in India” national policy. The risks and opportunities involved a “springboard” approach of gaining customer confidence in North America, Europe and Japan in incremental steps. Challenges concerned fostering a credible talent management eco-system where scientific spirit and business pathways were pursued around unknown and unfamiliar projects challenging resource-based views of the firm.

An interesting facet of this case is how the nexus of treaties with stakeholding constituents were configured and sustained for strategic management of intellectual capital and organizational knowledge.

The novelty of the case is in demonstrating how small EMNCs can leverage factor market advantages to become world leaders in niche segments. Another interesting feature is how such firms are organized around sustainability of shareholder value without profitability in their initial years.

A core concept of work–home interface research is boundary permeability – the frequency with which elements from one domain cross, or permeate, the boundary of another domain. Yet, there remains ambiguity as to what these elements are and how these permeations impact important outcomes such as role satisfaction and role performance. The authors introduce a multidimensional perspective of work–home boundary permeability, identifying five forms of boundary permeation: task, psychological, role referencing, object, and people. Furthermore, based on the notion that employee control over boundary permeability behavior is the key to achieving role satisfaction and role performance, the authors examine how organizations’ HR practices, leadership, and norms impact employee control over boundary permeability in the work and home domains. The authors conclude with an agenda for future research.

Diagnostics services in India were growing at 20% annually with billing of USD 3.4 billion. With WTO's GATS, foreign competition was arising. Dr. Lal PathLabs had formidable brand recognition and Dr. Arvind Lal was wondering whether to accept private equity and induct management professionals to keep pace with competitors through acquisitions or greenfield or sell out. He worried over loss of proprietary control. The industry practice of incentivizing doctors for referrals meant that acquisitions brought perverse incentive systems. The choice of compromising ethics or inventing another business model had to be made alongside whether to expand in India or abroad.

This chapter introduces a new theoretical framework for developing emotion-related abilities according to the emotional intelligence (EI) construct definition of Mayer, Salovey, and Caruso (2006). The awareness, reflection, and management (ARM) model has been devised and demonstrates a triadic cycle of emotional ARM relating to affect, cognition, and behavior. The ARM model constitutes an approach to nurture emotion-related abilities (ability EI) and responds to criticism raised by Zeidner, Matthews, and Roberts (2009). The ARM Theory was corroborated by both learning theory and schools of counselling (SOC). The potential to develop emotion-related abilities in emotional awareness, reflection and reasoning, coping and management is discussed.

New Technology Business Firms are known to be volatile dynamic organizations whose innovations are subject to short life cycles and product imitability. Venture capitalist firms who allocate funds to these start-ups need to evaluate multiple facets associated with the individual firm’s internal and external characteristics, as well as, its own unique objectives and goals. This study applies a multicriteria decision making model to the identification for venture capital firms of potential New Technology Business Firms who are requesting capital infusions.