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This study conducted a factor analysis of Page and Wong’s servant leadership instrument and reduced the 99‐item scale to 20 items yielding three factors: vision (0.97 Cronbach alpha), empowerment (0.89 Cronbach alpha), and service (0.94 Cronbach alpha). While this study only confirmed three of the original 12 factors sought by Page and Wong the results indicate that Page and Wong’s instrument has merit and deserves further development and modification.

The BEKK GARCH class of models presents a popular set of tools for applied analysis of dynamic conditional covariances. Within this class the analyst faces a range of model choices that trade off flexibility with parameter parsimony. In the most flexible unrestricted BEKK the parameter dimensionality increases quickly with the number of variables. Covariance targeting decreases model dimensionality but induces a set of nonlinear constraints on the underlying parameter space that are difficult to implement. Recently, the rotated BEKK (RBEKK) has been proposed whereby a targeted BEKK model is applied after the spectral decomposition of the conditional covariance matrix. An easily estimable RBEKK implies a full albeit constrained BEKK for the unrotated returns. However, the degree of the implied restrictiveness is currently unknown. In this paper, we suggest a Bayesian approach to estimation of the BEKK model with targeting based on Constrained Hamiltonian Monte Carlo (CHMC). We take advantage of suitable parallelization of the problem within CHMC utilizing the newly available computing power of multi-core CPUs and Graphical Processing Units (GPUs) that enables us to deal effectively with the inherent nonlinear constraints posed by covariance targeting in relatively high dimensions. Using parallel CHMC we perform a model comparison in terms of predictive ability of the targeted BEKK with the RBEKK in the context of an application concerning a multivariate dynamic volatility analysis of a Dow Jones Industrial returns portfolio. Although the RBEKK does improve over a diagonal BEKK restriction, it is clearly dominated by the full targeted BEKK model.

I synthesize the extant experimental literature examining auditor evaluation of others’ credibility published in six top accounting journals over the last three-and-a-half decades. I adapt the original definition of credibility by Hovland, Janis, and Kelley (1953): the extent of perceiving someone as competent and trustworthy. Audit guidance requires auditors to consider credibility of management, internal auditors, and staff, yet the research literature on auditor evaluation of others’ credibility is fragmented and scarce, limiting our understanding of determinants and consequences of auditor evaluations. I develop a framework for analysis of research on auditor evaluation of others’ credibility and review extant literature by types of examined effects (determinants of credibility vs. consequences of credibility) and by examined credibility components (competence, trustworthiness, or both). Throughout the literature review I suggest areas for future research.

Discrimination, by definition, is deliberate denial of access to goods or services to an in dividual based on a physical or lifestyle characteristic of that individual. Despite the social progress that has been made in the past forty or fifty years toward treating all people equally, discrimination has not gone away and is still prevalent in businesses in the service industry. One section of the service industry that has experienced a lot of recent controversy over discrimination is the restaurant business.

Notwithstanding heightened awareness of the issues faced by homeless people, the notion that homelessness is the result of individual failings and weaknesses persists. The purpose of this paper is to challenge that perception by giving voice to this marginalised group and exploring the mechanisms through which they made and remade as homeless and may be protected.

Semi-structured interviews (n=23) were carried out with a sample of homeless people who had accessed a range of homelessness services in the study area.

It is argued that largely deprived of the private sphere, which arguably renders them in most need of public space, homeless people find themselves most subject to scrutiny, surveillance, social disapprobation and exclusion.

The authors reiterate that rather than simply being associated with rooflessness, homelessness is as a function of ongoing geographical marginalisation and social alienation.

The authors suggest that dedicated spaces for homeless people to occupy during the day continue to be in need of development because, whilst not unproblematic, they can disrupt processes associated with homelessness.

Further resources should be directed towards homelessness and the issues that arise during daytime for homeless people.

The paper supports the literature which highlights the spatial practices by which stigmatised groups come to be separated from mainstream society.

The purpose of this paper is to examine the characteristics and usefulness of opinion leaders and market mavens in relation to theatre guides as a way for theatres to develop new audiences.

Surveys and a small number of in‐depth interviews are conducted within a sample of 1,200 theatre patrons. A univariate analysis of variance analysis determines degrees of correspondence between levels of opinion leadership or mavenism and reported influential behaviour.

Opinion leaders are much more useful in the process of audience development than mavens given their propensity to engage in positive reinforcement behaviours particularly in their roles as theatre guides.

While the level of mavenism is related to provision of general market information, it is not related to diffusion of performance‐specific information. Also, the portrayal of opinion leaders as living in a “closed world” unlikely to be an effective cultural influence on non‐attendees, is not supported. A further limitation is that it could not gauge the effectiveness of the self‐reported influential behaviour of non‐attendees. Further research should measure the effectiveness of opinion leaders based on how many of the non‐attendees they influenced came to the theatre.

Theatres should identify opinion leaders and encourage their natural “guide” behaviour with targeted incentives and information as a method of building new audiences and developing new relationships.

This paper will help theatres to use their resources more effectively to increase audience attendance. Further, the identification and establishment of theatre guides based on the characteristics of opinion leaders is within the capability of all arts organizations.

A quiet but exciting revolution has been going on in Aberdeen for the past two years. At its heart has been a shift in the balance of power between users of mental health services, commissioners and professionals. Rob Hughes describes the process ‐ how it started, what happened along the way, and also offer some thoughts on the lessons to be learned for the future.

This paper aims to provide a review of the two often-confusing learning theories: constructivism and constructionism. It then presents their similarities and differences by identifying various learning dimensions of the two philosophies. The authors then develop a teaching-learning framework that integrates those dimensions. The authors have also implemented the framework in two information technology (IT) courses and obtained students’ feedback that relate to various learning dimensions of both of the two philosophies.

The authors review existing literature to understand the difference between constructivism and constructionism and develop a list of learning dimensions that can be applied to classroom education. They then discuss the background information or tools necessary to develop a teaching-learning framework and apply that framework through a case study. They finally present the results.

A constructivist teacher sets up the learning environment for students that fosters individual learning and presents a problem to be solved, while the students go on their own way to produce a personally meaningful artifact without any further teacher’s intervention. On the other hand, the constructionist teacher sets up the environment for collaborative learning for students, then he or she defines the problem to be solved and the meaningful end product to be developed, and then guides them to reach towards the goal. Student assessment supports this difference.

Researchers and teachers should look carefully which methodology they are discussing and which one they are applying. They can further the authors’ research in a different angle than the authors did by finding the learning dimensions.

Teachers should use constructionist approach to set up their classroom and guide their students throughout the course time, such that students can work collaboratively on a project to learn the important concepts to be developed. They should also use appropriate tools and technologies that enhance classroom activities and learning. Teacher should act as a guide/facilitator or a project manager to plan for the classroom/project and monitoring and controlling project/class throughout the semester.

Understanding the critical differences between the two learning philosophies, educators in all levels should be clear how to set up their classrooms – from kindergarten to university education, such that all students can develop their knowledge not only through personal cognition but also through interaction with others. A collaborative environment produces knowledgeable people in the society with better understanding and respect toward each other.

Collaborative learning environment provides a better learning opportunity over personal cognition – a major enhancement in constructionism over constructivism. Sharing the creation process as well as the product, and the use of various tools and technologies in the development process, provide a better understanding of a subject matter. The discussions and results presented here might bring some insights to the instructors who might be contemplating to implement the educational philosophies of constructivism or constructionism, or intermixing of the two in their classrooms.