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This study seeks to conduct an empirical analysis of the association between the dimensions of O'Reilly et al.'s organizational culture profile (OCP) measure with the extent of use of total quality management (TQM) practices, measured using Kaynak's four core TQM practices (quality data and reporting, supplier quality management, product/service design, process management). In addition, the study examines both the direct and indirect association of Kaynak's four core TQM practices with operational (quality and inventory management) performance.

The study uses data obtained from a survey of 364 business units encompassing both the manufacturing and service industries in Australia.

The findings suggest that the cultural dimension teamwork/respect for people is the most important factor in enhancing the use of TQM practices, while more outcome oriented and innovative business units were also found to use TQM practices to a greater extent. While all four TQM practices were found to be interrelated, only three of the factors (supplier quality management, process management, and quality data and reporting) were found to help to achieve the operational performance goals.

A major implication of this study is that managers need to recognize the interdependencies between the core TQM practices and their relationships with operational (inventory management and quality) performance. Furthermore, the findings assist organizations by providing guidance as to the organizational culture that is conducive to TQM, thereby contributing to the achievement of desired operational outcomes.

The paper uses O'Reilly et al.'s OCP to empirically examine the association between organizational culture and TQM. In addition, the paper provides an insight into the multidimensionality of TQM practices and their effect on operational performance in Australia.

The purpose of this study is to investigate the approach required to conduct an efficient and effective audit of EDI systems. An audit approach proposed by Wu and Hahn (1989) is employed to examine, at a conceptual level, IS managers’ and CIS auditors’ perceptions of the audit approach necessary to evaluate internal controls in EDI systems. Wu and Hahn’s approach is based on a broader control concept and uses a control‐complexity/control‐point orientation to evaluate organisations’ internal control systems in dynamic computerised environments. Findings based on data from a sample of IS managers and CIS auditors showed general agreement with the audit approach proposed by Wu and Hahn and moderate consensus between the IS managers and CIS auditors regarding this approach.

This paper compares how women leaders in four US industries–higher education, faith-based non-profits, healthcare and law–experience 15 aspects of gender bias.

This study used convergent mixed methods to collect data from 1,606 participants. It included quantitative assessment of a validated gender bias scale and qualitative content analysis of open-ended responses.

Results suggest that, while gender bias is prevalent in all four industries, differences exist. Participants in higher education experienced fewer aspects of gender bias than the other three industries related to male culture, exclusion, self-limited aspirations, lack of sponsorship and lack of acknowledgement. The faith-based sample reported the highest level of two-person career structure but the lowest levels of queen bee syndrome, workplace harassment and salary inequality. Healthcare tended towards the middle, reporting higher scores than one industry and lower than another while participants working in law experienced more gender bias than the other three industries pertaining to exclusion and workplace harassment. Healthcare and law were the two industries with the most similar experiences of bias.

This research contributes to human resource management (HRM) literature by advancing understanding of how 15 different gender bias variables manifest differently for women leaders in various industry contexts and by providing HRM leaders with practical steps to create equitable organizational cultures.

As the Australian working class continues its decline, sociological and historical scholarship has begun to focus more on the middle class. The purpose of this paper is to explore the historiography and social theory concerning the middle class, and argues that the ways in which middle class families use schools have been a powerful force in the formation of that class.

This paper reviews the author’s own work on this topic, the work of other scholars, and suggests a number of social practices that middle class families employ as they school their children.

The ways that many families operate in relation to the schooling of their children constitute a significant set of social class practices, that in turn assist in the continuing formation of the middle class itself. The social and policy history of schooling can expose the origins of these practices.

This paper originated as an invited key-note address. It retains characteristics associated with that genre, in this case putting less emphasis on new research and more on a survey of the field.

In the early twenty-first century, the relevance of social class analysis for understanding a great range of social and historical phenomena is in retreat. This paper argues the continuing importance of that kind of analysis.

This chapter presents a combined approach of social and open data to evaluate a hybrid education model with online and face-to-face classes. The study consists of a sample of 310 students from the UPIITA-IPN college. Thus, a grouping model was applied based on each student's profile and academic performance in various subjects to identify patterns and learning styles. In addition, a social sensor of emotions was implemented to measure reactions in online and face-to-face classes. It helped to identify which strategies and methods are most significant for student performance. Data were collected from forms and the Twitter social network, filtering data by general opinions about learning and experiences in class. Considering trends and patterns, we identified four types:

Pattern (1) personalization of learning: This group stood out because online teaching allows you to work at your own pace and on your own schedule. In addition, a trend toward a more individualized learning approach or the versatility of personalizing learning was observed. Pattern (2) an excessive number of channels and information: This group of students was characterized by feeling overwhelmed by the amount of information they must process in an online environment, in addition, to using various communication channels (messaging, Classroom, Zoom, Teams, email, among others) this was associated with a feeling of isolation and a lack of commitment. Pattern (3) inequality and asynchronous learning: Students with difficult access to adequate resources at home (connection, own computer, etc.). They were characterized by not being able to have the same performance in the different learning activities and expressed that the content must be adapted to the individual needs of the students. Technical problems, such as Internet connection failures or problems with electronic devices, interrupted the learning process and generated frustration for students and teachers. Pattern (4) lack of social interaction: This affected the student's ability to develop social and emotional skills. Moreover, it generates difficulties for the students to collaborate, slowing the development of social and emotional skills. It concluded that a hybrid model is successful, having schemes combined with 65% face-to-face sessions and 35% online.

The compulsive buying (CB)behaviour has become topics of increasing interest to researchers and policy makers, particularly because researches have shown that it can influence consumer behaviour and well-being. However, a clear picture of how this phenomenon arises has proven elusive. Using the adolescents perceived level of stress as an integrative framework, the purpose of this paper is to derive hypotheses from two theoretical perspectives (the stress and CB behaviour), and uses a survey of adolescents (15-18) year in India to test the hypotheses.

The present study is the first to experimentally manipulate important stressors in the lives of adolescents, i.e. familial and non-familial; and measures its impact on CB among a sample of 15-18-year old adolescents. Next, the authors investigate the relationship between CB and post-purchase regret and then whether gender moderates the stress-CB relationship.

The present study finds that adolescents increasingly turn to CB in an attempt to cope with heightened levels of stress due to familial and non-familial factors. Surprisingly, findings reveal that non-familial factors are not a major source of stress among adolescents. Gender was not found to moderate stress-CB relationship. Both boys and girls were found to respond to higher levels of stress with higher incidences of CB. Results suggest that CB behaviour is a common coping strategy for adolescents from both genders. The findings indicate that one’s experiences and circumstances in adolescence are related to their CB behaviour, thus a framework has been used to elucidate them, have important implications for theory and practice.

The study makes some inimitable and significant contributions to the literature. It portrays one of few studies to investigate CB during adolescence period – a hard to reach population. Here authors experimentally manipulate stress levels to investigate its impact on CB. The study’s findings in regard to gender’s impact on the stress-CB relationship suggest that CB begins during adolescence period and is a common coping strategy for both boys and girls.

Although there are a number of hybrid tropes and cross-over conventions that relate to contemporary action cinema, broken down to its most rudimentary components, the genre places its cinematic hero in scenes of ritualised violence or conflict, with the intent of showcasing both athletic mastery and aesthetically pleasing physiques for interested and invested audiences. In as much as it is difficult to define the contemporary genre, the role of the action hero is clear in all permutations. Indeed, there is little question or query about who or what makes for a popular and long-standing action star. After all, names such as Stallone, Schwarzenegger and Statham have become inextricably linked to the genre in question. While there is much to consider here in relation to the muscles and power of these hard-bodied heroes in sweaty vests or form fitting t-shirts, there is another iteration of masculinity, a different and more agile physique, a more refined sartorial code, that has quietly overtaken these macho figures as the site of contemporary action, and that figure is Keanu Reeves. With this in mind, this chapter will examine the ways in which popular media reviewers foreground star image, acting, movement, the body and performance in order to position Reeves as an action star removed from the physical excesses of bulkier, slower and less agile men who continue to perform in the genre around him.

A story that Robert told in class during this research exposes the tension of simultaneously studying literacy and identity when submission and control are also processes at work in the story. There are two pieces of this story. In the first part of the story, Robert relates the narrative. The second part consists of the details of the story he told. Both pieces can be used to illustrate different elements of the tension between studying literacy and identity as a single construct labeled literate identity. In addition to suggesting a metaphor for literacy and identity, Robert's story navigates the constructs of submission and control that Wong (2008) discusses in terms of the aesthetic of motivation. The tension between submission and control when coupled with an exploration of literacy and identity has implications for the notions of resistance to literacy in the field of boys' literacy as well as the being and doing of literacy for the boys in this study.Our class began with the students congratulating Robert on his storytelling. When I inquired further, I found out that Robert had started to tell the legend of Cupid and Psyche in a previous class, but he had run out of time. The rest of the students expressed interest in hearing the story, either for the first time, or to know the end. Initially, his telling ebbed and flowed. He apologized for his lack of fluency and explained he was trying to provide us the parts of the story we would find the most interesting. Eventually he settled into a rhythm and finished 50 minutes later. (Reconstructed field note, December 2009)