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The purpose of this paper is to describe a special multicultural project in e‐learning that was accompanied by a research. In this project, student teachers experience the planning, implementation and receiving of feedback on computerized teaching of children from diverse multicultural groups. The aim of the research was to examine what e‐learning is according to teachers, pupils and student teachers from diverse cultural backgrounds.

The research population in the sample included 130 respondents in three groups: teachers', student teachers' and pupils'.

The uniqueness of this research is the comparison of the three groups and the results that show that in most areas that were checked, significant differences were found between the perception of the teachers, pupils and student teachers.

Teachers and student teachers should know what their pupils think of e‐learning and should consider it in order to improve their performance in e‐learning. The study's findings have significant implications for education systems and teachers in the design and implementation of online projects.

The value of the research findings is that they illuminate similar and differing viewpoints concerning e‐learning in culturally as well as functionally diverse populations. Teachers and pupils perceive e‐learning differently, and this has a direct influence on teaching and learning.

This research aims to examine the impact of job stress on the organizational commitment of a random, representative sample of coordinators in the Israeli educational mentoring organization PMP. Organizational commitment, including affective, continuance and normative commitment, refers to worker relations in the organization, and how these relations influence the employee's well‐being, behavior and contribution to the organization.

The study used three questionnaires to investigate the influence of the stress variable and its cumulative effects to predict the coordinators' organizational commitment, among 131 PMP coordinators from six different PMP branches around Israel.

The findings revealed that stress hinders the coordinators' sense of emotional commitment. As the stress level rises, the coordinators' sense of belonging decreases. Another finding was that the stress in the coordinators' job does not influence their overall continuance commitment. Strong continuance commitment was found in two categories: role expectations that were not compatible with the role requirements, and the second, unwillingness to leave the job in the middle of the year. In addition, the research indicated that job stress is not related to the PMP coordinators' normative commitment. They felt loyalty to the organization based on the faith that this work is the right thing to do.

The importance of the research lies in the highlighting of stress as an essential factor influencing work and performance in organizations, together with the mitigating influence of organizational commitment. These results could help organizations to better understand the influence of organizational commitment and to manage its implications more effectively. It is suggested that further research should investigate whether those working in educational settings have greater normative commitment than workers in other fields.

The aim of this article is to offer readers several useful paths of thought on a “deepened” and “widened” approach to the notion of interface, taking into account several types of stakeholder in the exchange.

Three case studies are developed and organised around those two dimensions which seem essential in interface management.

Since the very essence of service is linked to relations and exchanges, it seems important that the range of stakeholders directly or indirectly influencing service processes should be taken into consideration.

Owing to the multiplicity and complexity of the ties that connect them to the service provider or to clients, the management of these groups is often difficult, involving internal and external cultural considerations. However, a well carried out analysis of these involved parties and ties constitutes a major source of innovation and differentiation on the market of intangibles.

In this section, we offer a careful and systematic review of the theoretical and empirical studies relating to global mindset that have been published in books and peer-reviewed journals. This review includes studies that use differing terms to refer to the idea of global mindset but consider the same general concept. At the same time, we exclude studies that do not specifically pertain to global mindset but concentrate on such areas as global leadership, expatriates, and expatriation, even though they may focus on similar underlying themes found in the global mindset literature. We then identify two fundamental themes in the global mindset literature – cosmopolitanism and cognitive complexity – and use these concepts to develop a new integrative approach to global mindset.

This case is used in Darden's FY Finance course, but it would be appropriate in any course introducing firm valuation. The case examines the 2012 decision by American Greetings (AG) to repurchase shares. Students can build a simple model of the company's future cash flows and derive an implied value. Because the company is arguably in a state of maturity or decline, a discussion of steady-state economics is particularly germane.

It has been argued that the workplace and the labor market in general, by processes of education, mobility and competition, have become the main forces behind the individualization and atomization in societies and in people’s lives. This paper inquires into the tensions between solidarity, identity, and individualism among workers in their efforts to organize collective struggles to improve their workplaces and their lives. Drawing on the dilemmas of increased diversity in the new workplace, the paper delineates three models of organized labor: (1) The Universalist-Individualist model of organized labor, peaking at the New Deal crisis and embedded in National Labor Relations Act, as an attempt to establish universal solidarity, which suppressed differences and presented a unified worker voice; (2) The Separatist model, which emerges as a reaction to intragroup exclusion and involves fragmentation of workers into identity groups, each representing the interests of its members; (3) The Coalitionist-Altruist model, envisioned in the paper as a middle ground between solidarity and self-interest, through interrelated moves: a move from totalizing universal solidarity to coalitionist solidarity through continuous dialogue and “rotation of centers” and a move from rights-based identity politics and the dominance of employment antidiscrimination claims to a fuller substantive theory for social reform.

Because of the importance of a global mindset from both a theoretical and a practical point of view, there is need to examine this construct further to understand its contents, how it is developed, when and how it should be applied, and what its consequences are. Thus, we invited a select group of scholars to develop chapters on specific aspects of this topic to help build a volume accomplishing these goals. Our aim here was to invite the foremost thinkers and writers on this topic.

The authors of the various chapters in this book have approached the concept of global mindset from diverse perspectives and have defined it differently. Levy et al. in this volume define global mindset as a highly complex cognitive structure distinguished by an openness to and expression of multiple cultural and strategic realities on both global and local levels and the cognitive capacity to moderate and assimilate across this diversity. More specifically, global mindset is typified by three corresponding dimensions: (1) an openness and attentiveness to multiple realms of action and meaning, (2) a complex representation and expression of cultural and strategic dynamics, and (3) a moderation and incorporation of ideals and actions oriented toward both global and local levels (Chapter 1 of this volume). At the core of their definition is the awareness of and openness to multiple realities, meanings, and perspectives.