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The purpose of this paper is to examine the role of monetary liquidity in house price evolution through examining the Asset (housing) Inflation channel. It identifies the main channels of transmission affecting house prices from monetary supply channels to house price change, examining how the Asset Price channel transmits changes in M1 to housing prices in Spain and the UK.

The paper uses Vector Auto Regression (VAR) and Error Correction models to test the Asset Inflation channel in the UK and Spain from 1991 to 2013 in two steps. In the first step, the supply elasticity is estimated through the long-term relationship between house prices and stock supply. The second step estimates a Vector Error Correction (VEC) to explain house price dynamics conditioned on supply reactions. The latter is defined as a long-term inverse demand model where housing prices are controlled by fundamentals in each market. Models allow forecast testing using Choleski impulse responses methodology.

Several results are found. In the supply model, both countries show rapid convergence to equilibrium with a larger elasticity of supply in Spain than in the UK but with a short run effect of new supply on prices in the UK. Regarding the Asset Inflation Channel model, the paper finds evidence of the existence of a housing accelerator effect in Spain, but not in the UK where changes in liquidity fully impact house prices in one direction.

Implications of findings are mainly to forecast the effects of Monetary Policy measures in different economies.

The model supports the evaluation of different impacts of monetary policy in territories. It shows that the same policy will have different impacts in different housing markets and therefore highlights the importance of examining each market separately to identify the appropriate policy interventions.

This is the first paper that estimates the impact of the Asset Inflation Channel on house prices that endogenises housing market conditions and compares effects and interrelationships in two different economies.

The purpose of this paper is to analyse the impact of a leader’s communication style (LCS) on the quality of interpersonal exchanges between leaders and followers (LMX), and how this translates into the employee’s affective organizational commitment (AOC), in the context of Peru.

An integrated model of six dimensions is used to measure LCS. Using multiple hierarchical regressions and the Preacher and Hayes mediation model, the study focuses on determining the direct and indirect effect of each of the dimensions on LMX and organizational commitment.

The dimension preciseness shows a significant direct association to AOC. Four dimensions are significantly related with LMX: expressiveness, preciseness and questioningness with a positive sign, while verbal aggressiveness records an important negative one. The same four dimensions show an indirect effect on AOC through LMX. Emotionality and impression manipulativeness do not record significant results.

The research was carried out with a sample of 253 white-collar Peruvian professionals with high-level studies and managerial experience, which are not necessarily representative of the labor population. This research provides comprehensive evidence on how leaders’ communicative behavior may contribute to desirable outcomes such as employee commitment in a Latin American cultural context, although the findings may apply to other cultures.

This study contributes to clarify that each dimension of the LCS impacts differently on subordinate perceptions; leaders should understand this model and be able to make the necessary adjustments to their communication in order to obtain the desired results of leadership. The leader’s ability to communicate with a style characterized by expressiveness, precision, and questioning makes it easy to build high-quality LMX relationships for Peruvian employees. On the contrary, a communication style characterized by high levels of verbal aggressiveness may negatively affect subordinates, limiting the possibility of building high-quality LMX relationships. This, in turn, affects AOC of employees.

This study is a contribution to clarify that each feature of the LCS has a different impact on the perception of the subordinate, for which the leaders should be trained to understand this model and be able to make the necessary adjustments to obtain the desired results of leadership. The leader’s ability to communicate with a style characterized by expressiveness, precision and questioning makes it easy to build high-quality LMX relationships for Peruvian employees. On the contrary, a communication style characterized by high levels of verbal aggressiveness will negatively impact subordinates, limiting the possibility of building high-quality LMX relationships.

The value lies in revisiting the construct “leader’s communication style” to turn it into an instrument for the exercise of leadership. It is a contribution in favor of leaders becoming aware that their own communication style constitutes an instrument of effective leadership and a lever to optimize the commitment of their collaborators toward the organization.

A number of studies have investigated the relationship between energy performance certificates (EPCs) and house prices. A majority of studies have tended to model energy performance pricing effects within a traditional hedonic conditional mean estimate model. There has been limited analysis that has accounted for the relationship between EPCs and the effects across the pricing distribution. Moreover, there has been limited research examining the “standard cost improvements EPC score”, or “potential score”. Therefore, this paper aims to quantify and measure the dynamic effects of EPCs on house prices across the price spectrum and account for standardised cost-effective retrofit improvements.

Existing EPC studies produce one coefficient for the entirety of the pricing distribution, culminating in a single marginal implicit price effect. The approach within this study applies a quantile regression approach to empirically estimate how quantiles of house prices respond differently to unitary changes in the proximal effects of EPCs and structural property characteristics across the conditional distribution of house prices. Using a data set of 1,476 achieved transaction prices, the quantile regression models apply both assessed EPC score and bands and further examine the potential EPC rating for improved energy performance based on an average energy cost improvement.

The findings show that EPCs are valued differently across the quantiles and that conditional quantiles are asymmetrical. Only property prices in the upper quantiles of the price distribution show significant capitalisation effects with energy performance, and only properties with higher EPC scores display positive significant effects at the higher end of the price distribution. There are also brown discount effects evident for lower-rated properties within F- and G-rated EPC properties at the higher end of the pricing distribution. Moreover, the potential energy efficiency rating (score) also shows increased effects with sales prices and appears to minimise any brown discount effects. The findings imply that energy performance is a complex feature that is not easily “averaged” for valuation effect purposes.

While numerous studies have investigated the pricing effects of EPCs, they have tended to provide a single estimate to determine the relationship with price. This paper extends the traditional analytical insights beyond the conditional mean estimate by examining the quantiles of the relationship between EPCs and house prices to enhance the understanding of this esoteric and complex issue. In addition, this research applies the assessed energy efficiency potential to establish whether effective cost improvements enhance the relationship with sales price and capitalisation effects.

“A knowledge of different literatures is the best way to free one's self from the tyranny of any of them.” Jose Marti, Cuban writer, poet and statesman.

The purpose of this study was to explore the conditions and challenges that facilitate teacher professional learning through the implementation of pedagogical mentoring (PM) within the Chilean school context.

This study employed a qualitative methods approach, utilizing an instrumental case study. As the primary data source, researchers conducted 14 individual, semistructured interviews. Participants included two comentors, six mentor teachers and six mentee teachers from two K-8 focal school sites. Data were examined using the content analysis method.

Results revealed five aspects that contributed to PM's execution: the voluntary participation model, the reflective emphasis, the focus on teaching and learning, the facilitating role of the principal and comentor support. At the same time, the findings indicated three factors that hindered PM's success: interruptions due to schedule conflicts, limited dissemination throughout the school community and assimilation of the values embedded in the Chilean teacher evaluation system.

PM holds great potential for collaborative professional development and continuous improvement of teachers' instructional practices, drawing on their experiences and resources and leading to the strengthening sense of professionalism in teaching and in teachers' social esteem.

This is the first research to address a formal PM project in Chile aimed specifically at in-service teachers. Previous projects in the country have focused on novice teachers. Unlike other initiatives in the region, this project does not focus on teacher induction but on capacity building within schools through collaborative work. This research also adopts an approach based on support for teachers' professional development, while in Chile the main policies currently focus on teacher evaluation.

The role of emerging digital technologies is of growing strategic importance as it provides significant competitive advantage to organisations. The chief information officer (CIO) plays a pivotal role in facilitating the process of digital transformation. Whilst demand continues to increase, the supply of suitably qualified applicants is lacking, with many companies forced to choose information technology (IT) or marketing specialists instead. This research seeks to analyse the organisational capabilities required and the level of fit within the industry between CIO requirements and appointments via the resource-based view.

Job postings and CIO curriculum vitae were collected and analysed through the lens of organisational capability theory using the machine learning method of Latent Dirichlet Allocation (LDA).

This research identifies gaps between the capabilities demanded by organisations and supplied by CIOs. In particular, soft, general, non-specific capabilities are over-supplied, while rarer specific skills, qualifications and experience are under-supplied.

The research is useful for practitioners (e.g. potential CIO candidates) to understand current market requirements and for companies aiming to develop internal training that meet present and future skill gaps. It also could be useful for professional organisations (e.g. CIO Forum) to validate the need to develop mentoring schemes that help meet such high demand and relative undersupply of qualified CIOs.

By applying LDA, the paper provides a new research method and process for identifying competence requirements and gaps as well as ascertaining job fit. This approach may be helpful to other domains of research in the process of identifying specific competences required by organisations for particular roles as well as to understand the level of fit between such requirements and a potential pool of applicants. Further, the study provides unique insight into the current supply and demand for the role of CIO through the lens of resource-based view (RBV). This provides a contribution to the stream of information systems (IS) research focused on understanding CIO archetypes and how individual capabilities provide value to companies.

In both elementary schools and elementary teacher education programs, social studies is marginalized while standards require increasingly more ambitious reasoning, reading, and writing in social studies than has historically been documented in American elementary schools. The purpose of this paper is to explain the challenges that elementary social studies teacher educators face in preparing elementary school teachers to facilitate the kind of ambitious social studies envisioned in the NCSS’s C3 Framework and advocate an approach to successfully address these challenges.

This paper articulates a targeted and ambitious approach to elementary social studies teacher education. The authors describe five recommendations from the teacher education literature for supporting preservice teachers in learning disciplinary-oriented social studies teaching, recommendations that guided the redesign of the social studies methods course. The authors then highlight key aspects of the redesigned methods course and demonstrate how the authors engaged the challenges inherent in the work of elementary social studies teacher education.

Although this paper is not arranged in such a way as to substantiate empirical findings, the purpose of the paper is to demonstrate an approach to elementary social studies education aligned with extant literature on preparing teachers to engage in reform teaching practices, specifically those disciplinary oriented practices suggested in NCSS’s C3 Framework. As such, the paper should be read as a perspective on practice.

The type of disciplinary-oriented approach described here is increasingly under investigation in secondary teacher education research and similar approaches are under investigation in elementary math and science education research. To the authors’ knowledge, the approach is novel in elementary social studies education. Furthermore, the authors believe it offers a direction for researchers interested in gaps in the literature related to practice based teacher education and disciplinary-oriented social studies teacher education.

The approach described here offers specific guidance and resources for teacher educators who are struggling with the challenges of the contemporary social studies education landscape and/or who wish to focus methods courses in disciplinary ways.

Research in social studied education has demonstrated that when students are exposed to disciplinary practices in social studies, their literacy skills improve and they learn analytical skills that support their development as citizens (consumption of media, participation in public discourse, ability to discern arguments).

As noted above, the approach described here is novel in elementary social studies education. Combining a disciplinary approach with a practice-based frame in elementary social studies represents an opportunity for empirical research and offers new approaches to the practice of teacher education and early career professional development.

This paper aims to examine the housing market in Greece after the Global Financial Crisis focussing on regional analysis and urban markets in Athens and Thessaloniki.

The paper uses a data set of over 70,750 property values from 2007 until 2014 incorporating characteristics variables upon which hedonic models are estimated. These form the bases for calculating value indices for mix adjusted houses/apartments by year and region. The indices are used in a panel model in which regional and economic variables are included as independent variables. Using advances in dynamic panel data modelling, a bias-corrected least squares dummy variable corrected (LSDVC) model is applied.

Results indicate the importance of macroeconomic variables in terms of the role of disposable income and significantly different regional effects. Examining the major urban markets, results indicate significant differences in the response of house values to exogenous demand side influences, consistent with the finding of significant regional differences in the LSDVC.

While data on valuations are used that may contain smoothing, the data set covers a large sample of residential properties. As regional economic differences are significant and persistent, housing markets will also behave differently, and hence national policies, unless targeted, will have regionally differentiated effects.

Regional heterogeneity needs to be considered in model estimation.

Policymakers should consider regional differences to improve policy effectiveness.

This is the first paper to use a large sample of residential properties in Greece and apply the LSDVC model to overcome estimation biases.

Development theory emerged as an important concern during the post‐World War II era. Though the 1950s witnessed the demise of colonialism, Western hegemony continued to exercise an overbearing influence not only on global economic and political affairs but also on ideas, theories and cultural patterns. Thus, the initial phase of development theory was dominated by a pronounced Eurocentric bias. Notwithstanding the fact that the Western model of development grew out of a specific historical and cultural experience, it came to be posited as a universal project. For over two decades it held sway over the fortunates of both the developed and the developing countries. However, from the 1970s onwards the magical aura surrounding the Western model began to wear off. The adverse consequences of the project of modernity and development in the technologically advanced countries of the West as well as in the Third World countries became too glaring to be covered up. The disenchantment with the Western model of development led to a search for alternative perspectives and strategies. Furthermore, the whole notion of development has come to be subjected to a thorough‐going critique.