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This paper aims to examine for differences in potentially productive fear versus all other fear scores comparing adolescents and young adults with intellectual disabilities versus their typically developing peers without intellectual disabilities while statistically controlling for chronological age.

The authors examined for differences in potentially productive fear scores versus all fear scores comparing adolescents and young adults with intellectual disabilities versus their typically developing peers without intellectual disabilities.

Results of the current study highlight the importance of examining and statistically acknowledging the form of the relationship between age and fear. As previous research has indicated the relationship of age with fear, this form of the relationship should be acknowledged in subsequent analyses. Results also present a conceptualization of fear with some fears being considered as potentially productive fears as it relates to independent living.

As previous research has indicated the relationship of age with fear, this form of the relationship should be acknowledged in subsequent analyses. Finally, results present a conceptualization of fear with some fears being considered as potentially productive fears as it relates to independent living as an outcome.

The current study presents a conceptualization of fear with some fears being considered as potentially productive fears as it relates to independent living as an outcome.

Results support that potentially productive fears can be considered fears that can be used to promote learning that leads to independent living outcomes such as safety and security.

Failure as an integral part of the entrepreneurial process has recently become a hot topic. The purpose of this paper is to review this debate as expressed both in research on entrepreneurship and in the public discourse, in order to understand what kind of failure is being incorporated into the entrepreneurship discourse and what is being repressed.

The research design is twofold: an empirical investigation modelled as a discourse analysis is followed by a psychoanalytically inspired deconstruction of the identified hegemony. Where the discourse analysis treats what is omitted, the purpose of the psychoanalytic analysis is to point out more concretely what is being repressed from the hegemonic discourses that the first part of the paper identified.

The paper identifies a discursive shift from focusing on entrepreneurial success while at the same time negating failure, to embracing failure as a “learning experience”. Second, we trace this “fail better”-movement and identify a distinction between the “good failure” from which the entrepreneur learns, and the “bad failure” which may also imply a moral breakdown. Finally, the paper attempts to deconstruct this discourse deploying Kristeva's idea of the abject. The paper argues that the entrepreneurship discourse seeks closure through abjecting its own, real kernel, namely: the everyday, common, entrepreneurial failure. This image comprises the abject of entrepreneurship, and abject which does becomes visible, however, rarely: Bernie Madoff, Jeff Skilling, Stein Bagger.

This paper fulfils an identified need to study the darker and unwanted sides of entrepreneurship and extends our understanding of failure in entrepreneurial processes.

This chapter reports on the design-based research study aimed at the re- and codesign of the third-year course “Introduction to Biostatistics,” part of the Bachelor program in Medicine. The authors aimed to make teaching more interactive, student-based and future-proof by empirically testing theoretical assumptions during iterative studies, including both quantitative and qualitative results from the perspective of the students and the teacher. The authors’ conclusion is that teacher–researcher collaboration can be an effective approach for professional development and improving innovative practices. At the same time, it allows to get a better theoretical understanding of effective teaching and learning practices. The authors hope that this chapter can inspire others to transform toward a progressive institution and looking for concrete innovative classroom practices in the context of innovative learning spaces.

This paper aims to lay out the goals and challenges in using information for ambitious learning practices.

Through a review of the literature, the authors integrate across learning, information sciences and instructional design to identify challenges and possibilities for information searching and sense-making in ambitious learning practices (ALPs).

Learners face a number of challenges in using information in ALPs such as a problem-based learning. These include searching and sourcing, selecting information and sense-making. Although ALPs can be effective, providing appropriate scaffolding, supports and resources is essential.

To make complex ALPs available to a wide range of learners requires considering the information literacy demands and how these can be supported. This requires deep understanding and integration across different research literature areas to move toward solutions.

This paper investigated the effect of productive failure (PF) as an instructional strategy in computer-supported collaborative learning (CSCL) groups using Facebook and a discussion forum. PF is an instructional mode design that advocates the delaying of support for the learners during learning — the more they struggle, and even fail, while trying to master new information, the better they are likely to recall and apply that information later. PF has been used successfully in the classroom. However, it is not known whether the use of a PF instructional modewith adult learners in CSCL groups such as Facebook and discussion forums will produce such a positive effect. A discussion forum is an important platform used to deliver teaching and learning via the Web, while the use of social media, especially Facebook, for teaching and learning has gained prominence lately. This paper reports an initial study that compares a ‘productive failure’ instructional design in CSCL groups through Facebook and a discussion forum. Five Facebook and five discussion forum groups participated in the study. Both groups solved ill-structured complex problems in small groups without the provision of any support or scaffolding from their instructors. The findings suggest that the Facebook groups produced a variety of scope for discussion and deliberation for solving the problems and were more successful in sustaining the discussion compared to the discussion forum groups. Facebook groups also had a higher critical thinking ratio than the discussion forum groups. Based on these findings,the implications of a PF instructional design for adult learners are presented.

Blended pedagogy is an important delivery mechanism for open and distance learning. Here, face-to-face meetings in the blended pedagogy model remain as an important platform for teaching and learning. While there are many instructional techniques employed in faceto- face meetings, there is an urgent need to determine how face-to-face interactions in the blended pedagogy can be elevated to boost students' learning. This paper investigates whether productive failure (PF) as an instructional strategy boosts students' understanding of the subject matter in a face-to-face tutorial. PF instructional design advocates the delaying of support for learners during learning. The more they struggle, and even fail, while trying to master new information, the better they are likely to recall and apply that information later. Current research on the impact of PF treatments has shown that effective learning is achieved when learners are presented with a cycle of low structure, high structure and low structure activities. PF instructional design has been used successfully, especially in secondary schools in which learners have regular contact with the instructor. It is unknown whether the use of PF instructional design among adult learners in face-to-face interaction will yield such a positive effect. Can PF instructional design be used in tutorials that cater for adult learners resulting in fruitful learning outcomes? This paper reports an initial study of a quasi-experiment that compares a “productive failure” instructional design with a traditional “lecture and practice” instructional design for a 2-hour tutorial session attended by adult learners. A total of 17 adult learners participated in the study. Learners experienced either a traditional lecture and practice teaching cycle or a PF cycle, where they solved complex problems in small groups without the provision of any support or scaffolds up until a consolidation lecture by their teacher during the last hour of the tutorial. Findings suggest that learners from the PF condition produced a variety of problem models and methods for solving the problems but were unsuccessful in their efforts, be it in groups or individually. They also reported low confidence in their solutions. Despite failing in their group and individual problem-solving efforts, learners from the PF condition performed better than their counterparts from the lecture and practice condition on both knowledge and higherorder application problems based on the post-test. Implications of PF instructional design for adult learners based on these findings are presented.

The purpose of the framework here proposed is to introduce an industrial culture within the service organizations. Concepts such as employees empowerment, ownership, continuous improvement, together with the systematic implementation of quantitative methods builds the organizational basis for achieving operational excellence in services, reducing costs and increasing service quality. This has been deployed in two phases: a “hard” phase to support the design of the service and the construction of tangible and intangible elements of the service, and a “soft” phase to support the management, maintenance and improvement of the service delivery. All this has been applied to the hotel service sector where the interaction between tangible and intangible elements of the service are particularly evident.

The framework uses and integrates several methodologies. Quality function deployment (QFD) is largely used in order to support the “hard” phase of the framework. Kano's model of customer requirements has been integrated in the QFD structure by means of an original method developed by the authors, introducing a so‐called non‐quality priority number (similar to the failure modes and effects analysis' risk priority number) that in combination with a so‐called quality priority number drives the decisions for improvement towards operational excellence. Moreover, the “soft” phase of the framework introduces methods such as failure mode and effect analysis and total productive maintenance in order to improve the service organization's operational competence and culture, increasing at the same time the sense of ownership and the commitment for improvement of front line workers.

Through this paper, it has been shown that industrial methods for operational excellence can be adapted and transferred to the service sector with a potential for significant improvements in particular for those services with a high degree of tangible factors. Allowing in this way to achieve outstanding results also without significant investments.

This paper does not have the intention of describing the state‐of‐the‐art of service design and management, but rather it focuses on the transfer of industrial methods and techniques to the service sector.

The value of this paper is related to proposal of a global systemic approach to operational excellence in services, by means of which industrial methods for operational excellence are transferred to the service sector. Only few works in literature have tried to transfer industrial methods for operational excellence to services, however the main value of this paper is not – or not only – in the specific methods proposed, but in their integration in the systemic approach.

Addresses the issue of business failure. Identifies different types of business failure and provides a framework for further research into this aspect of strategic management. Draws from the management literature to describe the causes and processes of each of the failure contexts covered and provides case illustrations to contextualize them.

This paper aims to outline three ways in which a leader's behavior‐in‐context can be examined. As such it moves away from an emphasis on a leader's “performance and personality” and focuses on underlying contextual features which can lead to success or failure.

The paper examines some of the possible bases for dysfunctional leadership and concludes that such counter‐productive behavior may be contextually determined. Three ways of looking at executive behavior‐in‐context are used to highlight the need to look beyond a leader's style in order to assess their organizational achievements.

Any assessment of a leader's performance should be based on their behavior‐in‐context.

The paper offers ways in which executive appointments, succession decisions and performance appraisal can be enhanced by taking a closer and more nuanced assessment of the behavior of leaders.

The paper brings together three ways of re‐viewing leadership misbehavior and offers an alternative to an over focus on the personality of the leader as the core basis for success or failure.