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The purpose of this paper is to explore how firms organize to engage in nonmarket strategy. To achieve this end, we explore the organization of nonmarket strategy via a formal model of the firm. The model is motivated by a qualitative study of the organization of nonmarket strategy of 25 large, US firms. Firms either integrate nonmarket strategy activities throughout the firm or create stand-alone business units that specialize in nonmarket strategy activities. We find that the advantage of integration over specialization is U-shaped in the importance of nonmarket strategy to the firm’s market strategy. We identify several other factors that predict the advantage (and disadvantage) of integration over specialization. The value of this paper is that it is (to the best of our knowledge) the first to identify the factors that should cause a firm to either integrate or specialize the organization of its nonmarket strategy. It also develops an original typology of the organization of nonmarket strategy.

This chapter explores new and emerging dimensions in our understanding of how information behaviour develops in early childhood. Spink (2010) proposed that information behaviour — when we engage in behaviours to make sense of, seek, avoid, forage, use and organise information — is (1) shaped by both instinctive and environmental dimensions that are as essential to the lives of our prehistoric ancestors as they are for people today and (2) emerges in early childhood. This chapter explores what we currently know about the development of cognitive, language, social and information behaviour abilities in early childhood. Drawing on research from cognitive and developmental psychology, and findings from two studies of different aspects of young children's information behaviours, including Web searching (Spink, et al., 2010) and library information categorisation (Cooper, 2004), the chapter discusses information behaviour development in early childhood. The connection between general cognitive development and information behaviour are discussed, and further research suggested.

Research into the autonomous use of MP3 audio recorders by students in UK higher education demonstrated that students were innovative in their autonomous use of the devices. They used them to capture learning conversations from formal and informal situations to personalise and enhance their learning. However, today smartphones and other smart devices have replaced the necessity for students to carry multiple mobile devices including MP3 recorders. This chapter builds upon the earlier work and presents a small qualitative study into how students are autonomously using their smart devices to support their learning. The research explores the hypothesis that students are being innovative in the ways in which they are using their smart devices to support their formal and informal learning. The study involved five students who own smart devices who were invited to discuss their ownership of smartphone and tablet technologies and the ways they used them in their studies. The students first completed a short questionnaire and were then interviewed in small groups. The results agree with previous research into student use of smart devices and describe autonomous engagement facilitated by personally owned smart technologies. The study identifies continuous patterns of pervasive engagement by students and concludes that more thought should be given to disruptive innovation, digital literacy and employability.

The introduction to Volume 17 of Research in the Sociology of Work: Workplace Temporalities, reviews prior literature and issues in the studies of time at work. It provides a brief summary of the chapters in this volume and addresses some of the major themes, particularly those with which sociologists might be unfamiliar, since this volume is, quite deliberately, interdisciplinary. The chapters in this volume demonstrate the complexities of workplace temporalities in the new economy and suggest that incorporating inquiry about time will inform understanding not only of the contemporary workplace, but also of social life more broadly.

Hong Kong is a significant market with a strong economy, unique geography, and ongoing trade activities in the Asia Pacific region. This city keeps changing after the sovereignty returned to China 1997. Facing this historical change, how do Generation Z adopt these changes? This chapter draws a comprehensive picture of the context for Generation Z in Hong Kong, including political issues, their communication with families and peers, their opinions on consumption, and their preferences in relation to jobs. Instead of saying that ‘they are too young’, we try to understand more about this generation and its specific characteristic

SA has been described as “generating purposeful behavior.” that is, behavior that is directed toward a task goal (Smith & Hancock, 1995). It involves being aware of what is happening around you and understanding what occurring events mean with respect to your current and future goals. Endsley (1995) has formally defined SA as the “perception of elements in the environment within a volume of time and space, the comprehension of their meaning and the projection of their status in the near future” (Endsley, 1995, p. 36). SA has been hypothesized as being critical to operator task performance in complex and dynamic operations (Salas, Prince, Barker, & Shrestha, 1995), like tasking and controlling remotely operated systems. Operators in remote control of ground vehicles need to be aware of where the vehicle is, what the vehicle is doing, and how activities as part of the overall task lead to accomplishment of mission goals. They must also consider the health of the overall system and how the environment affects vehicle status and the ability to complete tasks. In studying robot control in simulated USAR operations, Drury, Scholtz, and Yanco (2003) observed that most of the problems encountered when navigating robots resulted from the human's lack of awareness of these elements.

Leadership and management are concepts regularly used in organizational change and reform literature. This is particularly evident in educational settings and oftentimes understood as interchangeable. The school administrator is considered a leadership position, as is department chair in an institution of higher education. Yet, most are engaged daily in management tasks with little to no time spent on leadership (Bush, 2008). In higher education, the complex role of department chair necessitates a multi-task oriented individual (Hecht, Higgerson, Gmelch, & Tucker, 1999) who can both serve and coordinate multiple constituencies and ultimately balance the role of chair with the continuing roles of teacher and scholar. Although they are pulled in many directions there may be no more important leadership position in the institution for those interested in affecting the future of young people as well as their colleagues. In this chapter we discuss the commonalities and differences between leadership and management across the PreK-16 continuum; present the general roles and responsibilities of school-based administrators and university-level department chairs, and; compare leadership readiness and transition processes of school-based and university-level department chairs. Implications for theory and practice are presented.