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Intrinsic motivation occurs due to positive reactions that arise directly from engagement in work activities. Scholars have asserted that intrinsic motivation plays an important role in organizational phenomena such as creativity (George, 2007), leadership (Piccolo & Colquitt, 2006), and performance (Gagné & Deci, 2005). We review the research literature on intrinsic motivation and provide an overview and integration of the leading theories. We then develop a conceptual model in which positive affect serves as a primary cause of intrinsic motivation. We discuss how affect alone may induce intrinsic motivation, how affect may lead to nonconscious experiences of intrinsic motivation, and how affect and cognitions may work in concert to produce the strongest and most persistent intrinsic motivation experiences. We conclude by suggesting new avenues for research that might be pursued using this cognitive–affective model of intrinsic motivation.

Much rhetoric around the construct of a work-ready graduate has focused on the technical abilities of students to fulfill the expectations of the future workplace. Efforts have been made to extend from the technical skills (e.g., skills in calculation for engineers) to include soft or behavioral skills (e.g., communication). However, within previous models of understanding of the work-ready graduate there has been little done to explore them as critical moral agents within the workplace. That is, whilst the focus has been on being work-ready, it is argued here that in current and future workplaces it is more important for university graduates to be profession-ready. Our understanding of the profession-ready graduate is characterized by the ability to demonstrate capacities in critical thinking and reflection, and to have an ability to navigate the ethical challenges and shape the organizational culture of the future workplace.

This chapter aims to explore a movement of thinking away from simply aspiring to develop work-ready graduates, expanding this understanding to argue for the development of profession-ready graduates. The chapter begins with an exploration of the debates around the characteristics of being work-ready, and through a consideration of two professional elements: professional identity and critical moral agency, argues for a reframing of work-readiness towards professional-readiness. The chapter then considers the role of work-integrated learning (WIL) in being able to support the development of the profession-ready graduate.

VINE is produced at least four times a year with the object of providing up‐to‐date news of work being done in the automation of library housekeeping processes, principally in the UK. It is edited and substantially written by Tony McSean, Information Officer for Library Automation based in Southampton University Library and supported by a grant from the British Library Research and Development Department. Copyright for VINE articles rests with the British Library Board, but opinions expressed in VINE do not necessarily reflect the views and policies of the British Library. The subscription to VINE is £17 per annum and the period runs from January to December.

Isolation, large distances and geophysical adversities have influenced common perceptions, and with this have reinforced Northern Australia’s (aka Capricornia’s) image as a difficult and unattractive environment. This representation of ‘otherness’ often is contradicted by the fascination of tourists during their temporary encounter with the ‘North’ and its atmosphere. They appreciate its natural beauty and culture, which in their imagination represents the ‘real’ Australia. Thus, the region’s atmosphere is constructed by aesthetic values defined through social and cultural sensemaking of the place. This chapter explores the atmosphere of northern regions of Australia by adopting a historical, geographical and imaginative perspective to better understand the perceptions that define and distinguish the region from the rest of Australia. Through an auto-ethnographic account of travelling along the Gibb River Road in Western Australia’s Kimberley region, the authors accentuate the atmospheric dichotomy and inbuilt contradictions of tourists’ contemporary quest for ‘otherness’.

Partnerships and collaborative projects between universities and colleges in higher education have the potential to increase diversity in education and can prepare students for international experiences in the workplace. With this in mind and through the Erasmus plus program, this chapter sets out to discuss the collaborative project between Institute of Technology Carlow, Ireland and Satakunta University of Applied Sciences, Finland, with international business students. The academic objective of the project was for the students to research and compare the marketing of a similar product in both countries. Underpinning this was the objective of providing the students with experience on working online in international teams, and thus preparing them for their career in international business while further engaging them with the module content.

Many challenges were identified during and after the project was complete. There were communication issues and cultural differences identified throughout. From the lecturers viewpoint, there was a need for clear, concise, hands on instruction from start to finish.

These challenges, however, were outweighed by the many benefits to the project. This project offered the students and lecturers with the opportunity to network, learn, gain experience, liaise and collaborate with new cultures. It presented them with a chance to develop their knowledge on international business, culture and communication.

The purpose of this paper is to reflect back over his career as a management and business historian so far as to consider opportunities for the future of management and business history as a disciplinary area.

The paper consists of two segments – the first half is an auto-ethnographic personal reflection looking at the author’s research journey and how the discipline as experienced by the author has evolved over that time. The second half is a prescriptive look forward to consider how we should leverage the strengths as historians to progress the discipline forward.

The paper demonstrates opportunities for management and business history to encompass new agendas including the expansion of the topic into teaching, the possibility for the advancement of empirical contributions and opportunities for findings in new research areas, including the global south and public and project management history.

The paper demonstrates that historians should be more confident in the disciplinary capabilities, particularly their understandings of historic context, continuity, change and chronologies when making empirical and theoretical contributions.

Considers the resource‐constrained project scheduling problem where cash inflows and outflows are tied to the occurrence of events. The objective is the maximization of the project net present value (NPV) as well as the minimization of project tardiness in the presence of a project due date. Develops hybrid scheduling rules with both NPV and tardiness considerations to enhance both objectives. Experiments extensively with a set of benchmark problems originally designed for the objective of minimizing the project duration. Demonstrates that thje hybrid rules developed here are superior in performance with respect to both objectives when compared with well known rules which are developed for the two objective of minimizing the project duration. Demonstrates that the hybrid rules developed here are superior in performance with respect to both objectives when compared with well‐known rules which are developed for the two objectives taken individually. Furthermore, the iterative algorithm improves the performance of all tested rules significantly.

In this chapter, we draw upon our experiences as members of Victoria University of Wellington’s Human Ethics Committee (VUW-HEC) to discuss some of the issues that arise when researchers are asked to discuss the Treaty of Waitangi¹ in ethics applications. Victoria University of Wellington (VUW)’s Human Ethics Policy states that researchers have a responsibility to ensure that research conforms to the University’s Treaty of Waitangi Statute. This statute outlines the principle-based framework VUW has adopted to meet its obligations to the Treaty derived from the Education Act 1989 and other non-statutory sources. Accompanying the Human Ethics Policy is a Human Ethics Guidelines document providing researchers at VUW with information about how they can align their research with Treaty principles, such as those of partnership, protection, and participation. Researchers are encouraged to read these documents before completing the ethics application, which contains a mandatory question asking them to explain how their research conforms to the University’s Treaty of Waitangi Statute. During our time on VUW-HEC, we have observed that this question can be difficult for researchers to engage with in a meaningful way. In this chapter, we do not discuss the specifics of applications or VUW-HEC meetings; instead, we draw on our collective experiences to consider how well our university’s ethics application process creates space for researchers to engage with ‘that Treaty question’.

This chapter describes the pivotal shift occurring in our national research psyche whereby Indigenous epistemology is increasingly recognised as both valid and enriching. Two key contentions emerge from a description and discussion of this shift. First, ethics review bodies must evolve to incorporate a wider knowledge framework, one which conscientiously locates Indigenous knowledge and which empowers researchers to appropriately traverse Aotearoa New Zealand’s cultural terrain. The second contention argues that there are ethical responsibilities to address inequities, based on our shared Treaty partnership, and that ethics review bodies should instantiate consideration of inequities within their oversight roles. This chapter sets the scene by describing the current shift away from Western homogeneity to cultural diversity in education, noting the formal higher learning undertaken by Māori prior to colonisation, alongside current Māori educational achievement and the goal of success as Māori. The emerging recognition of mātauranga Māori (Indigenous epistemology) is exemplified by Ngā Pae o te Māramatanga and Vision Mātauranga. However, this shift has not yet reached all parts of the New Zealand research community, and we argue particularly so for ethics review processes. Possible solutions are posed, and four cultural markers are offered as supporting foundations for professionals in the field as they traverse epistemological landscapes that are more attuned to Indigenous realities.

The need to make the war effort successful encouraged the government to seek as many ways as possible to mobilise resources. The use of the skills of advertisers was recognised in political circles and during the period of Asquith's premiership Le Bas had a major influence. The greatest campaign was to recruit men for the army.