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The flow topology for multi-disciplinary configuration (MULDICON) wing is very complicated and nonlinear at low to high angle of attack (AOA). This paper aims to provide the correlation between the unsteadiness and uncertainties of the flow topology and aerodynamic forces and moments above MULDICON WING at a medium to a higher AOA.

The experimental and computational fluid dynamics methods were used to investigate a generic MULDICON wing. During the experiment, the AOA were varied from α = 5° to 30°, whereas yaw angle varies between β = ±20° and Reynolds number between Re = 3.0 × 10⁵ and Re = 4.50 × 10⁵. During the experiments steady-state loading, dynamic loading and flow visualization wind tunnel methods were used.

The standard deviation quantified the unsteadiness and uncertainties of flow topology and predicted that they significantly affect the pitching moment (C_m) at medium to higher AOA. A strong correlation between flow topology and C_m was exhibited, and the experiment data was well validated by previous numerical work. The aerodynamic center was not fixed and shifted toward the wing apex when AOA is increasing. For a = 10°, the flow becomes more asymmetric. Power spectral densities plots quantify the flow separation (apex vortex, leading-edge vortex and vortex breakdown) over the MULDICON wing.

The application and comparison of steady-state and dynamic loading data to quantify the unsteadiness and uncertainties of flow topology above the MULDICON wing.

Organisations invest heavily in training and development initiatives (Miller, 2012). However, a small percentage of what is learnt by the trainees from training gets transferred to the job (Mackay, 2007). The purpose of this study is to extend previous findings and examine various organisational factors, which have not been studied sufficiently, that influence training transfer.

A conceptual model based on previous research work is hypothesised and tested. The sample included 123 full-time employees working at one of the major public sector organisations operating in India.

The result suggested that training transfer climate, training awareness, participation and involvement in training decision and training assessment mechanism were found to be positively and significantly related to perceived training transfer.

Typical limitations consistent with self-report measures (e.g. social desirability) apply to this study as well. Another limitation was the small sample size. Future studies should assess a large sample size. Future research may assess the extent to which not only trainees but also other training stakeholders, such as trainers and supervisors, feel accountable and responsible for training and its transfer. This would provide a stronger test of the accountability hypothesis. It would also be worthwhile to study the type of evaluation/assessment mechanism that would be more appropriate for training transfer.

Organisations should take care of these organisational factors for increasing the transfer of training at the workplace. Organisations can have better control over these factors compared to individual-related variables. Future research studies may also look at the role of evaluation/assessment feedback in training transfer. Finally, the mediating or moderating role of some of the organisational factors can also be considered for future research work.

This study is an attempt to add value to the present literature on training transfer by focusing on organisational factors. Most factors studied were neglected by previous research studies. Hence, this is a moderate attempt to add to the transfer of training literature.

Describes an exploratory investigation conducted to examine factors affecting the initial and sustained transfer of interpersonal skills training to the workplace. Demonstrates the ongoing role of trainee motivation in the immediate and longer term transfer of learned skills to work. Suggests that initial transfer of skills is an important prerequisite of subsequent skill application in the workplace. Concludes that factors which promote initial transfer of training, such as the perceived relevance/usefulness of the course, appear to have an indirect effect on later use of trained skills. Also concludes that, in the long term, individuals with more autonomy in their jobs are more likely to apply learned skills, perhaps because they are more able to create opportunities for using trained skills at work. This may be especially true for those with high levels of motivation. Discusses the implications of these findings both for individuals learning new skills, and for organizations optimizing the utility of their training provision.

The purpose of this study is to examine the mediating effect of motivation to transfer training in between five dimensions of organizational culture and training transfer.

This paper followed a positivist epistemology to understand the factors associated with training transfer. The descriptive and causal research design was used for data analysis. A proportionate stratified random sample of 150 faculties responded to a self-administered questionnaire. Hierarchical regression analyses were performed to examine the hypotheses.

The results show that motivation to transfer training partially mediates the relationship between the four dimensions of organizational culture (i.e. job challenge, communication, innovation and social cohesion) and training transfer. Further, the results also show the relation between trust and training transfer is fully mediated by the motivation to transfer training.

For better training transfer higher education sector ought to consider organizational related factors such as organizational culture, rather than only focusing on individual-related factors. The education sector would have strengthened each dimension of organizational culture to motivate the faculties for training transfer.

Organizational culture dimensions (job challenge, communication, trust, innovation and social cohesion) are the essential dimensions for training transfer which are less prioritized despite their importance.

In Latin America and the Caribbean, the access of students to higher education has presented an extraordinary growth over the past fifteen years. This rapid growth has presented a challenge for increasing the system resources and capabilities while maintaining its quality. As a result, the networked universities (NUs) organized themselves as a collaborative network, and they have become an interesting model for facing the complexity driven by globalization, rapidly changing technology, dynamic growth of knowledge and highly specialized areas of expertise. In this article, we studied the NU named Red Universitaria Mutis (Red Mutis) with the aim of characterizing the collaboration and integration structure of the network.

Network analytic methods (visual analysis, positional analysis and a stochastic network method) were used to characterize the organizational structure and robustness of the network, and to identify what variables or structural tendencies are related to the likelihood that specific areas of a university would collaborate.

Red Mutis is a good example of regional NUs that could take advantage of the strengths, partnerships, information and knowledge of the regional and international universities that form the network. Analyses showed that Red Mutis has a differentiated structure consisting of academic and non-academic university areas with a vertical coordination (by steering and management) of the different university areas.

The methodology could be used as a framework to analyze and strengthen other strategic alliances between universities and as a model for the development of other NU in local and global contexts.

Fieldbus has been used to control self drill drive screw (SDDS), spot clinching and self pierce riveting tools mounted to a single robot with a tool changer. This has reduced wiring complexity and enabled more robust cable dressing. The network, tool operation and tool changer are described.

This paper investigates the differences between staffing methods used in small and large organisations in north Cyprus. Possible reasons for small organisations preferring some methods over others are discussed, along with the general problems small firms face in recruiting employees. Our survey results show that small organisations are more likely to rely on informal methods of recruitment, but no significant relationship was found between the choice of recruitment method and human resource management outcomes such as employee turnover rate.

This study demonstrated that women EMBA graduates experience broadened perspectives. They “think more broadly”, “understand more comprehensively” and report the “life changing” outcomes expected by their sponsoring organizations. The focus was on the development of women managers from specialist perspectives to a more integrated generalist perspective. Personal development, and career development literatures provided the theoretical basis for this study. Data were collected using invited essays, and semi‐structured interviews. Evidence of change appeared in the essays and the interviews. The essays indicated graduates experienced increased confidence, cognitive flexibility, and broadened perspectives. The interviews indicated: greater self‐determination, more flexible approaches to roles, greater value of self and time, more process‐oriented, increased understanding of self and others, the meaning of success was competence, and that competence was valued over political gamesmanship.

To provide information on differences between recruitment methods and training practices used in SMEs and large organizations in Turkey, as a representative of a developing country.

A survey as designed by the Cranfield Network on International Human Resource Management (CRANET‐G) was used for this study. The survey aims to obtain data that is based on facts and it does not ask for information based on respondents’ opinions, attitudes or perceptions.

It provides information about recruitment methods and training practices used in organizations in Turkey. It suggests that, in Turkey, small businesses are more likely to rely on employment agencies, which are considered formal recruitment sources in order to fill managerial positions, contrary to the existing literature and theoretical propositions. Additionally, with regard to training practices, it shows that large organizations use more formal training methods compared with small‐and medium‐sized enterprises (SMEs).

This study only includes SMEs and large organizations in Turkey as a representative of developing countries, but the findings may have implications for other developing countries.

A very practical study which provides further insights for academics and managers of both large and small organizations.

This paper fulfils the need of further enhancing the research in the field of HRM in developing countries, and offers practical help to individual managers operating in the same settings as Turkey.

This paper reviews the literature on training needs analysis with the intention of organising conceptually the various approaches. It offers a way of going beyond simple descriptions to a quantitative approach. A simple yet comprehensive model is proposed which consists of four aspects focusing on four related questions: Who are the key initiators of the TNA studies? What are the levels of interest in the studies (i.e. organization, process, group and individual)? What methods of analysis are used? What is the intended outcome of the analysis? Based on these, four hypotheses are proposed. A literature search produced a total of 118 articles, of which 44 were randomly picked for detailed review. As expected, the literature was dominated by “supply‐led” players, i.e. trainers and academics, but with an unexpectedly strong emphasis on the “demand‐led” aspects of the organisation, especially its business results and growth.