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The purpose of this paper is to identify key developmental relationships for career‐spanning success and to examine relational models and support expectations associated with these relationships. The paper creates propositions associating developer‐protégé schema congruence and incongruence to relevant outcome variables.

Study 1 employed qualitative coding of developers identified in 77 hall of famer induction speeches and Study 2 used a cross‐industry survey of 425 respondents to assess the relational model and support expectations associated with the seven most highly‐cited developer roles from Study 1.

Study 1 identified these highly‐cited developer roles as a CEO, manager, work teammate, friend, spouse, parent, and unmet hero/idol. Study 2 described the expected relational models associated with these roles and found significant differences in the relational model and support expectations associated across roles.

While study 1 focused on a primarily male sample using retrospective data, it generalized and extended previous research on key developer roles for extraordinary career achievement. Based on the key findings from study 1, study 2 surveyed respondents regarding developer role expectations rather than expectations of particular developer‐protégé relationships.

These findings identify how and with whom protégés should consider initiating and fostering key developmental relationships to enhance their networks while broadening and deepening organizations' understanding of the importance of their members having a variety of organizational and non‐organizational developers.

These findings challenge the notion that developer‐protégé relationships fit a “one size fits all” reciprocal exchange motif as it is the first study to explore expectations associated with key developer relationships using relational models theory.

The purpose of this paper is to investigate how the changing of institutional logics in an established field shapes the developmental networks of high‐achievers.

This research combines time series analysis of more than 80 years of historical data (1922‐2004) with qualitative analysis of induction speeches of 99 hall of fame players from the same period.

Findings indicate that a change in field logics from a more staid “insular” logic to a market or more business‐oriented logic coincided with changes in key players' developmental networks. In particular, the key players' self‐identified developmental relationships become both more numerous and more diverse in nature. Results of the time series analysis connect the shift in logic with the late 1950s which was an important time in Major League Baseball's history. It was during this period that, for the first time, each team had at least one African American player on their roster and each team had an average of at least one full‐time scout based in a country outside the USA – both indicators of MLB's increasingly global search for talent.

The study focuses on extraordinary career performers (versus all performers) in an all‐male professional sport where the nature of the sport and the number of organizations remains relatively stable over time.

These findings show how changes to industry level logics can affect individual level changes in mentoring and developmental networks. In particular, they demonstrate how organizations can create and remove potential developer roles as their respective logics change from era to era.

This is the first known study to explore the effect of macro level changes on mentoring and developmental networks at the individual level.

Team teaching in higher education requires a great deal of coordination and commitment from both the professors teaching together, as well as administrators coordinating courses. Given the difficulties in logistics, it is not surprising that many teams give up on team teaching after only one or two semesters. The literature and lived experience by the authors verify the benefits that come from team teaching: multiple perspectives on the course material, more than one-course delivery method, greater attention from students used to just one instructor, and a greater level of energy in the room and on-line when more than one presenter shares the lecture time. Team teaching (or co-teaching as it is also referred to), in the Service Management Specialization at the Gustavson School of Business in Victoria, Canada, is sharing a cohort of students across three classes, and while each professor is responsible for separate course topics, each makes the time to integrate topics and share time in the classroom together multiple times during the semester.

The authors have been part of a team delivering curriculum this way for over 20 years, and this chapter examines how the material is organized and delivered to team teaching success. Critical elements include funding to support team teaching, commitment from professors to coordinate together, willingness to share materials, and building bridges from class to class to enable students to follow and integrate learnings. Team teaching has resulted in greater cohesiveness among faculty teaching in the program, higher teaching evaluations than professors experienced in solo teaching, and students who feel better prepared to tackle complex business problems that cross the interdisciplinary boundaries of marketing, operations, and talent management.

The concept of integrating curriculum is being advocated in many institutions of higher education to solve problems that present-day curriculum development is facing. Several models of integrating curriculum can be found in the world of academia. However, there is little consensus among academics as to how we can define the concept and what would be the correct approach to implement integrative curricula. The concept ranges from traditional lecturer-driven discipline-based content to object-driven interest-based student exploration of the pedagogy. In the global context, curriculum needs to be sustainable in nature that would replace the rote method of learning and enhance the problem-solving and critical thinking skills of the students. There is a need to differentiate between reliable and relevant information and suggest alternative facts to create innovative thinkers in a world that offers open access to knowledge. Education in the present century is profoundly impacted by technology and globalization and students need all the skills to navigate through a challenging and ever-changing environment. Yet, concerns remain as to how to implement teaching–learning methods that address the multidimensional needs of the students and at the same time maintain a quality standard. Educators are now determined to impart knowledge that is exploratory, relevant, integrative and meaningful, and are anchoring content across disciplines. The approach is more focused on integrating students’ experiences across teaching and learning activities of academic programs, construction of knowledge, and a range of competencies and capabilities in a meaningful and student-centered manner. This book volume will speak about interventions and case studies that are transforming learning from simple classroom learning to learning that can impact the sustainable development of society with a human dimension and creating a caring culture.

Remarks on the parallel in the basis of the riches of the aristocracy and plutocracy. Illustrates the argument from the history of the development of the cotton textile industry, the underpinnings for its growth being the inventions prior to and during the eighteenth century. Exemplifies the part of inventions as the begetter of plutocratic wealth. Sir Richard Arkwright, notably, was its salacious issue.

Develops an original 12‐step management of technology protocol and applies it to 51 applications which range from Du Pont’s failure in Nylon to the Single Online Trade Exchange for Auto Parts procurement by GM, Ford, Daimler‐Chrysler and Renault‐Nissan. Provides many case studies with regards to the adoption of technology and describes seven chief technology officer characteristics. Discusses common errors when companies invest in technology and considers the probabilities of success. Provides 175 questions and answers to reinforce the concepts introduced. States that this substantial journal is aimed primarily at the present and potential chief technology officer to assist their survival and success in national and international markets.

Following the World Trade Organization (WTO) ruling favoring Brazil over U.S. cotton growers, the debate continues over the impact of U.S. farm policy. For U.S. cotton policy, the price impact depends on several factors, including the extent to which it is decoupled from production. The impact on world cotton prices under decoupling (the loan rate is used in supply response analysis) is much less than under coupling (the target price is used in producer production decisions). Also, the welfare impacts are very different. Using cotton as an example, the welfare cost of U.S. cotton policy is much less under a decoupled program.

The purpose of this paper is to investigate the effect of char on the flame retardancy of fabrics by a cone calorimeter, which is an important factor to compare the flame retardancy of different fabrics.

Cone calorimeter measurements were carried out in a Fire Testing Technology (UK) apparatus at the heat fluxes of 50 and 75 kW/m². Fabrics with one and three layers were employed, with the name of cotton1, cotton3, FR cotton1, FR cotton3, PMIA1 and PMIA3. The dimension of the fabric was 100×100 mm². A cross-steel grid was used to prevent the fabrics from curling during burning. The distance between the bottom of the cone heater and the top of the sample was 25 mm.

This work was generously supported by National Key R&D Program of China (Project No. 2017YFB0309000), Natural Science Foundation of Shandong Province of China (Project No. ZR2019BEM026), Natural Science Foundation of China (Project No. 51803101) and China postdoctoral science foundation funded project (Project No. 2018M632619).

The present research provides insight into the effect of the char formation on the flame retardancy of the fabrics, and a method to comprehensively investigate the char influence in the flame retardancy of the fabrics by a cone calorimeter is proposed.