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The purpose of this paper is to examine the factors that have influenced the use of implicit (naïve) techniques in property portfolio diversification evaluation in the Nigeria property market. This is necessitated by the need to look at the ways by which the property portfolio diversification evaluation practice in the market could be made to improve and adjust to ever changing global trends in this area.

The authors of this paper administered questionnaires, backed up with interviews, on 28 institutional property investors and 128 real estate practitioners in three locations (commercial nerve centres) of the country, namely, Lagos, Abuja and Port‐Harcourt metropolitan areas. Data were analysed with the use of frequency distribution, mean and standard deviation measures, relative importance index and Pearson Chi‐Square test.

The results of the study in this paper revealed, among others, that lack of time series data and the small size of many of the investors' portfolios in Nigeria encouraged the use of implicit analysis in their property portfolio evaluation techniques. The study also showed that investors and practitioners detest complex calculations and were using traditional evaluation techniques because they considered the methods as needing no pre‐requisite knowledge before they could be used.

The study in the paper concluded that there is the need for a restructuring of the Nigerian real estate education and portfolio evaluation practice and the use of a micro‐real estate specific data derived from local market information to develop property performance indices towards building up functional real estate indices at the regional and national levels.

This paper is a pioneering attempt at establishing the factors that influenced the use of implicit techniques in property portfolio diversification evaluation in emerging property markets like Nigeria.

This research distinguishes between abstract brand concepts built through the development of diverse product portfolios (i.e. portfolio abstractness) and those built through establishing human-like images (i.e. image abstractness), and investigates the joint effect of the two types of brand abstractness on building brand equity.

The three studies presented use experimental design with participants in a laboratory setting and members of an online participant panel.

Three studies demonstrate that while building abstractness by expanding a brand’s product portfolio can generate favorable brand evaluations, this positive effect is marginal compared to when the brand is imbued with human-like characteristics. Furthermore, the favorable effects on brand equity because of abstractness associated with a human-like brand image are evident in protection from brand dilution in the face of negative publicity.

The findings suggest that a consideration of different forms of abstractness is key to unlocking the complexities of understanding customer-based brand equity.

This research shows that although building abstractness through a diversified product portfolio or a symbolic, human-like brand image can favorably impact customer-based brand equity (i.e. attitudes and responses to negative publicity), the former strategy has a marginal effect compared to the latter.

This is the first research to conceptualize brand abstractness as stemming from broad portfolios or from human-like brand images. Additionally, it provides a holistic understanding of how these two forms of abstractness jointly influence brand evaluations and responses to negative publicity.

Evaluating preservice teachers’ performance is essential for quality teacher education programs. Since the 1980s, China has explored a new, more appropriate and effective evaluation system in teacher education. Traditional assessment systems have shortcomings, such as being one-shot, single measures, with more emphasis on quantitative than qualitative assessments. These limitations affect students’ learning motivation and progress, and subsequently the quality of teachers and teacher education. Under China’s New Curriculum Reform, preservice teacher evaluation is being adapted accordingly. Thus, more effective and easy-to-implement evaluation methods will be examined. Portfolios are a relatively new assessment tool, originating in the West. An increasing number of teacher education programs in China has adopted portfolio assessment, but efforts are needed to improve its implementation. Standards, for example, are necessary to measure its effectiveness. This chapter reviews the teacher knowledge literature and how it relates to portfolio building, describes and explains the use of portfolios in teacher education, and then shows a typical portfolio template and its content to illustrate its use in China. Finally, the issues and challenges encountered while using portfolio assessment are discussed. Any lessons for international teacher education programs experiencing similar assessment issues with their evaluation systems are shared.

This paper aims to describe the development of a Librarianship Portfolio for the purposes of permanent status evaluation and rank promotion at a small private university with a unionized faculty.

The Librarianship Portfolio was conceived and based on teaching portfolios and evaluative documents at other colleges and universities and is also a direct result of collective bargaining negotiations.

Interest in outcomes assessment and evaluation is increasing in the educational institutions where academic librarians work. One assessment strategy that has been developed for teaching faculty is the professional teaching portfolio. Librarians have not widely adopted this type of documentation for the purposes of tenure evaluation or work performance assessment.

Portfolios such as this one can serve as a basis for collecting documentation and highlighting excellence in job performance at other academic libraries, whether or not librarians are faculty or belong to a union.

The Librarianship Portfolio as described here is a unique creation in job performance evaluation.

The author proposes the broad use of a Librarianship Portfolio in performance evaluation of librarian work performance and promotion decisions, and a rubric is formulated to guide managers in its use.

The librarianship portfolio and rubric offer a flexible and significant alternative to many performance evaluation techniques. Tailored to a broader array of institutional types and employment situations these tools can provide both management and employees with collaborative and substantive information about professional performance and appraisal.

The librarianship portfolio itself and the proposed rubric offer the library world a structured, summative and collaborative process for performance evaluation of work performance. They offer employees a means of ‘looking their best’ to the management, and the management a calibrated and clear method of feedback.

The librarianship portfolio discussed as well as the rubric proposed are original formulations and tools, based on well-established and effective evaluative techniques.

The purpose of this article is to assist facilities asset managers who are dealing with regulatory environments pertaining to earthquakes and buildings. These professionals can learn a great deal from the successes and short-comings of a case study programme from the Auckland Council Property Department (ACPD), which manages the public facilities portfolio for the largest local administrative region in New Zealand in both population and landmass.

ACPD has initiated its response to New Zealand’s earthquake mitigation mandates by identifying buildings most at risk to an earthquake in its large and varied portfolio through the use of a rapid building evaluation programme strategically targeted to vulnerable building types with consequential attributes, including service type, number of occupants, floor area and geographic location.

ACPD was able to rapidly cull down its portfolio of approximately 3,500 buildings to just over 100 “high-exposure” buildings in urgent need of evaluation, set priorities for future evaluations, estimate needed operational and capital expenditures for long-term planning and provide useful information to more general facilities management decision-making processes.

A number of major cities around the world in areas of high seismicity have enacted ordinances mandating seismic retrofitting. However, much of the existing guiding literature regarding earthquake-related portfolio evaluations and costs pertains to specific scenarios involving real or hypothetical earthquakes. This case study, in contrast, details the approach taken by a public portfolio owner responding to legal mandates and attempting to quantify and reduce its life-safety risk exposure across a large portfolio as efficiently as possible using readily available information, a rapid building evaluation programme and best-practice predictive models for consulting and construction work.

The purpose of this paper is to determine the most fair, authentic, and reliable elements to include in a portfolio of faculty work, specifically at teaching-centered institutions.

This paper examines and evaluates relevant literature pertaining to faculty portfolios of work and recommends portfolio formats for teaching-centered institutions.

The author concludes that the four most essential components of a faculty member’s portfolio at a teaching-centered university are mindful student evaluations, critical peer evaluations, a sample of teaching materials, and evidence of collegial behavior.

This paper is valuable for administrators, deans, and department chairs who are evaluating their current rank, tenure, and promotions criteria and processes.

The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future.

The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students’ perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared.

Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work.

This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students’ learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context.

One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results – objectives and competences – acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices – focused on some aspect of the learning – as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own.

The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper’s findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools.

In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education.

The electric utility industry, unlike most other technology‐intensive industries, does not spend much money or effort on research and development. Many utilities do not possess an in‐house R&D facility, nor is there an R&D line item in their budgets. Over the last several decades the rate of change in the electric utility industry has been very slow and in‐house R&D efforts have not been required. As the rate of change in the industry is beginning to change, the need to pursue R&D is increasing. The electric utility industry is responding to this increasing requirement by increasing R&D budgets, and in some cases re‐initiating the R&D process within individual utilities. The purpose of this paper is to focus on R&D portfolio management efforts of various actors from different industrial sectors, to find out the best practices by using benchmarking method.

The paper used case study approach and on‐site interviews as research methods.

The authors found that R&D management is in its infancy in the electric utility sector, while the methods established in the manufacturing sector are applicable there.

This study is exploring R&D management in the electric utility sector and contributes to the service innovation research stream.

Through a portfolio choice model, the study empirically examines the influence of the heuristic simplification through peak-end rule (PER) and the associated neglect of the duration of the experience. The portfolio strategy adopted involves optimizing portfolios to capture the impact of heuristic-driven investors' experience of good and bad states. The study attempts to validate PER in an empirical context and is expected to generate trading rules, which would exploit pricing errors emerging out of the use of heuristics by investors.

The empirical approach adopted in the study primarily examines returns to portfolios sorted according to various hedonic evaluation rules. Behavioral portfolios are constructed using hedonic experiences as conditioning variables.

The results imply that there is continued investor demand for such assets in the short run. An equal weight portfolio based on a three-month hedonic evaluation earns an average monthly return of 2.77% over the next 12 months.

The authors’ study may perhaps be the first attempt to use the peak-end heuristic in portfolio construction.