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The benefits of network relations for firms’ competitive advantage are increasingly acknowledged in the strategic management literature. Yet, the cost implications of engaging in network-specific relations, stemming from the irreversibility of sunk costs invested in creating network relations, are largely ignored. Such costs tend to be especially pronounced in high technology firms. It follows that the costs of creating network relations may mask the benefits of such relations, suggesting that networks can be a competitive risk for firms in cases where network relations unexpectedly terminate. This chapter adopts a cost-benefit approach to an empirical analysis showing that while in the long term, network relations enhance high technology firms’ performance, short-term efforts in creating network relations may hamper their performance. Furthermore, we show that greater technological intensity intensifies the negative performance implications of short term network participation and the positive performance implications of long term network participation.

Faced with the outbreak of the pandemic, Chinese government quickly postponed the opening of schools and advocated “classes suspended but learning continues” project through online learning. In order to understand the teaching effect of online learning and explore a possible transformation of the application of educational information technology in the future, questionnaires have been used in this study to collect data of students, principals, and teachers across China. Most students and principals are satisfied with online learning, while teachers suggest that it is considerably difficult to teach online. Meanwhile, students, schools, and teachers are facing problems, including insufficient adaptation to online learning methods, poor learning quality, imperfect information infrastructure, insufficient learning resources, and so on. Based on the results, the authors propose to explore systematic solutions to guarantee a fair and high-quality development of online teaching. For one thing, the whole education system must ensure the fairness of learning conditions, encourage all-round development, and promote school–home cooperation. For another thing, it is necessary to clarify the connotation of online learning, guarantee the construction of information infrastructure, provide training in information technology and classroom management capabilities, and improve the evaluation system of online learning activities.

Taking as its starting point the view that information literacy (IL) and information literacy education (ILE) are essential for national, social and personal development in countries of the less developed world, this chapter looks at how context informs our understanding of the nature and process of IL and ILE in developing countries of the Asian region, with particular attention to Cambodia and Laos. The principal focus is on definitional issues related to cultural contexts. From the literature and from personal experience as IL/ILE trainers in SE Asia, we maintain that extant definitions and understanding of IL are principally North American in origin and focus, or largely based on the North American perception of IL and ILE. It was not until the mid-years of the first decade of this century that we saw formal recognition that IL competencies are being applied within cultural and social contexts, and that cultural factors are affecting information literacy. Our chapter contributes ‘on-the-ground’ support for this understanding. During the course of a series of IL/ILE workshops in Cambodia and Laos, a series of ad hoc focus groups was utilised to test the contextual effects on understandings of information literacy; contextualised definitions, each specific to and slightly different for individual countries, were developed. What emerged from the focus group discussions about IL was a series of definitional nuances highlighting these key points: (1) information literacy in definition and practice must be contextually grounded; (2) knowledge creation as a product of information literacy is both knowledge based and problem focused; (3) the contexts of a society must be understood quite specifically; and may be unique to each society; and (4) information literacy involves a continuum that comes from and at the same time enables new learning related to the contextual aspects of information. Given these points, we confirm that traditional definitions of IL are not particularly robust in the context of less developed Asian countries. Further, we conclude that local understanding of IL results in definitions aligned with the realities of specific societies. This in our view leads to more robust, contextualised information literacy education.

South Africa is in the last stage of the first demographic transition (FDT) – yet already depicts aspects of the second transition. The last stage of the FDT is characterized by lower levels of fertility closer to or at the replacement level of the average of 2.1 children per woman, and improvements in mortality displayed by declining infant and childhood mortality leading to increasing life expectancy at birth. The second demographic transition (SDT) is driven by lifestyle changes that are determinants of demographic patterns. Such lifestyle changes are declining marriage rates, increasing attention on human development, and thus changing family formation patterns. South Africa’s youth are at the centre of this transition. The population census of 2011 shows an age structure of South Africa that is characterized by a larger proportion of 20-35-year-olds. This resulted from a long period of declining fertility and to some extent improvements in mortality at all ages. This age structure, with adequate investments - is expected to yield a period of economic growth resulting from a reduced dependency ratio. However, improved health care, investments in human development, and higher employment opportunities are required to harness the benefit. This chapter aims to explore the national and provincial preparedness of South African youth to contribute to economic growth of the country. In particular, the chapter will focus on demographic factors such as sex ratio; youth mortality and morbidity; and youth fertility levels as these factors are highly correlated with human development.

In the past decade internal communication began to take on a new identity as it supports the many change efforts underway in organizations today. Change communication – how internal messaging effects individual behavior change – is a key element for an organization undergoing transformation. Although research points to the need to communicate during change, very little information is available on what the outcomes are of an internal communication strategy that can positively influence individual behavior change during transformation. This chapter enhances current knowledge on this topic by investigating the relationship of awareness and understanding of change messages to individual behavior change through the case study examination of the intentional organizational transformation experienced in a large, consumer packaged goods (CPG) company.

Australian universities have a rich history for enabling, promoting and evaluating innovation and excellence in learning and teaching. Universities have used this practice to respond to drivers from government and the changing global educational environment, as well as accommodating for the characteristics of Australian universities such as scale, equity of access and the balance of domestic and international students. Often through institutional collaborations, educators have challenged pedagogical practices and introduced and tested innovative ways to enhance student learning, which has contributed to an international reputation for quality learning and teaching. However, the recent removal of specific government funding to support innovation, the increased emphasis on student success and employability outcomes and the threat of performance-based funding means that Australian universities will need to commit to the ongoing development of learning and teaching and demonstrate the potential for learning gain.

To gain a better understanding of the impact of students’ home languages and cultural experiences on reading and writing instruction, the instructional methods and materials that best supported these students’ emerging bilingualism, and the contributions of their families in their utilization of their home languages and cultural experiences in a school setting. Mixed methods provided data on the literacy development in both home and school languages of three first-grade Latino students who were non-native English speakers enrolled in a school literacy intervention program for 12 to 20 weeks. The students’ confidence and motivation within their reading and writing instruction improved greatly with the encouragement of the use of their home languages and cultural experiences. All three students showed gains in speaking, reading, and writing in both their home and school languages. They made solid and useful connections between the languages and the texts, and drew upon their cultural experiences, which strengthened their reading and writing strategies in both languages. Involving the children’s families in lessons and in activities at school, and supporting their use of reading and writing at home, helped build relationships among the participants, families, and school faculty. This contributed to the beginnings of new understandings on the part of the school’s teachers and administration. Students need to have the space to use their home languages and cultural experiences in school, and I describe how educators in varied educational settings can replicate the same kinds of methods, materials, and support I offered to these students. I also describe suggested ways that teachers and administrators could include the knowledge of emergent bilingual families within the life of the school to further expand all students’ learning and promote social justice in the classroom setting.

Offshoring is the process of using unaffiliated foreign companies or affiliated offshore entities (AOEs) to manufacture goods or perform services. The Big 4 public accounting firms offshore tax services (Houlder, 2007) and, more recently, have started to offshore audit tasks of their U.S.-based clients to AOEs located in India (Daugherty & Dickins, 2009). While the benefits of offshoring might be substantial, there are also costs associated with moving domestic work to foreign locations. One of these costs may be greater damage awards in lawsuits involving an audit failure where audit tasks were performed overseas as opposed to the United States. This study investigates that possibility by experimentally examining the effect of offshoring audit tasks requiring different levels of judgment on the amount of damages awarded by potential jurors as a result of an audit failure. The results show potential jurors awarded greater damages against the auditor when audit tasks were performed offshore than when they were performed in the United States. There was no effect of the level of judgment of the audit task on damages awarded. Since this study examines offshoring to only one location, India, results may not be generalizable to other offshore locations.