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Management educators often seek out innovative ways to introduce theories and concepts in such a way that students are more engaged and connected with the course material. A meme is an image juxtaposed with short text that elicits emotional responses from its readers and is now a staple in social media. Examples include: grumpy cat, success kid and distracted boyfriend. The authors have successfully used memes both online and in-person as a teaching tool. This paper aims to describe how the authors have used memes and some of the best practices and lessons learned from this experience.

Students in a training and development undergraduate course and an organizational behavior MBA course were tasked with creating and presenting memes that reflected the subject matter in their respective courses.

Their fellow students were successful in identifying the course theory or concept when these student presenters presented their memes in class. This suggests that this type of activity is helpful for students to apply a key course concept or theory in a way that was fun and interactive. Follow-up feedback from the students indicated that they enjoyed this type of activity and felt that it aided in their retention of course material.

While memes are quite popular in social media, there is a paucity of academic articles on the application of memes for teaching management concepts. This article guides instructors on how the authors have used memes in the classroom and offers some suggestions for doing a debrief afterward.

Clinical practice provides teacher candidates with opportunities to link teaching and learning theory to practice in a supported environment with strong mentorship through their initial phases of teaching. Teacher candidates wait in anticipation for the opportunity to get into classrooms to work alongside veteran teachers to promote student learning and achievement. This article presents one educator preparation program’s (EPP’s) innovative program that spans the boundaries of the USA to provide teacher candidates with a two-week intensive full-time clinical placement in schools located in the Cotswold Region of England.

Highlighted in this piece is the program’s partnership history, design, structure, connection to the nine essentials, assessment of program goals, and a synthesis of the literature on global education and its value in educator preparation.

Highlighted in this piece is the program’s partnership history, design, structure, connection to the nine essentials, assessment of program goals and a synthesis of the literature on global education and its value in educator preparation.

This article highlights one university’s innovation that places teacher candidates in the classroom for a two-week full-time immersive clinical experience in various schools in England. As early as their sophomore year, teacher candidates can participate in this study abroad program and do so while developing their own cultural competence and global citizenship.

Although brand risk management (BRM) is widely acknowledged as critical concern of business leaders, there exists little empirical evidence regarding what activities firms could do to make their brand secured in the increasingly competitive market. Moreover, previous studies find out the important role of innovation stimulus in firm performance, but little attention is paid on how firm's innovation stimulates the firm's brand security. This study aims at exploring the impacts of BRM activities on brand security with the innovation stimulus as a moderator.

Mixed method is applied in conducting this research. In the qualitative research, an interview with managers of 20 large-size foodstuff companies in Vietnam is conducted to obtain insights into their understanding BRM activities and brand security as well as the role of innovation stimulus in managing brand risk and developing measurements for new constructs. In the quantitative research, a sample of 258 respondents is collected for the tests of reliability and validity as well as all hypotheses using SPSS software.

The authors’ findings show that the level of implementation of BRM activities influences the brand security with the moderating effect of innovation stimulus. Specifically, four dimensions of BRM activities including: strategy, personnel, processes and investment have direct, positive and significant impact on brand security. Innovation stimulus including innovation in leadership and innovation in knowledge management could serve as a moderating variable.

The findings of the current study have contributed to BRM literature by highlighting the importance of the implementation of BRM activities and the key role of innovation stimulus in ensuring the brand security, on which previous studies have paid little attention. The study suggests some guidance for firms about how to improve the innovation stimulus in enhancing the effectiveness of BRM activities and, as a result, increasing the brand security of the firm.

This paper examines the relationship between work, resilience and sustainable futures for organisations and communities by considering the nature of work-related problems (WRPs) and the work-based research designed to investigate them. The authors explore the axis of work environment > work-related problem > resilience > sustainable futures as it might be impacted by work-based research.

The paper introduces two current real-world examples, one in Australia and one in Asia, of work-based research projects associated with higher education aimed at promoting resilience and sustainability, and discusses the research problems, questions, designs, methods, resilience markers and sustainability markers used by these projects.

Work-based research, when conducted rigorously using mixed methods, may contribute to increased resilience of organisations and communities and thereby seeks to promote more sustainable organisational and social futures.

Work-based research conducted in higher education seeks to investigate, address and solve WRP, even when such problems occur in unstable, changing, complex and messy environments.

Resilience and sustainable futures are ambiguous and disputed terms, but if work-based research can be brought to bear on them, organisations and communities might better adapt and recover from challenging situations, thus reducing their susceptibility to shock and adversity.

While resilience and sustainability are commonly referred to in the research literature, their association to work, and specifically problems associated with work, have yet to be examined. This paper goes some of the way to addressing this need.

At Embry-Riddle Aeronautical University, an annual short-term, research abroad non-credit program was created in 2012 as a core component of the undergraduate research initiative that achieves learning outcomes in a meaningful way. The paper aims to discuss this issue.

In order to describe, and analyze the short-term research abroad activity, an instrumental case study design was created. The instrumental case study was chosen as a means of allowing the facilitators/authors to communicate how they attempted to assure that the program was educative. In order to determine if the program was in fact educative and that it met its goal of being an effective research experience the authors utilized two additional research methods. The first was a document analysis of the participant’s research artifacts. Each participant was required to communicate their findings by writing a paper that was submitted for publication to an applicable research journal.

The study found that an experiential education as a pedagogical framework coupled with a short-term research abroad activity can lead to a substantive educative experience, where the authors described and analyzed attempts to ensure that the short-term research abroad program was educative, it also describes the educational assessment findings which describe what was found when the authors tested whether they, in fact, met this goal.

During the design phase of the short-term research abroad program, the authors turned to experiential education as a principle for how they would ensure that the program was grounded in an acceptable educational theory. Experiential education is a widely accepted educational practice used in experiences such as co-ops and internships, study abroad, undergraduate research and service learning.

To frame the short-term cultural research abroad program as something from which student could learn the authors utilized the National Society of Experiential Education’s (2013) list of eight principles of good practice. In order to safeguard that an activity is educative, an assessment or an evaluation of a demonstrative artifact is essential. In assessing the final artifact against a rubric or some other non-biased or less biased criteria, an educator can ensure that the student has gained new knowledge in the form of student learning outcomes (SLOs). In addition, the educator can use the results of this assessment to modify many different aspects of the experience ranging from the timing, the modality, the pre-work, even the learning outcomes themselves.

Given financial and curriculum inflexibility of some students, Universities and faculty could achieve attainment of research-based, program agnostic, SLOs by offering short-term study abroad alternatives to the traditional semester or year-long experiences. With graduates looking to enter the job market where businesses are more globalized and executive’s recognition of a need for more international experience, carefully constructed short-term study abroad programs are meaningful avenues to build those credentials.

Such offerings can be constructed as customized experiences to achieve highly integrated skills across all degree programs.

This study aims to ascertain the personal characteristics of a group of successful academic entrepreneurs in a South African university enterprise and the prevalent barriers and enablers to their entrepreneurial endeavour.

The authors used a Delphi process to identify and rank the characteristics, enablers, barriers and behaviours of entrepreneurial academics, with a Nominal Group Technique applied to establish challenges they encounter managing their enterprise and to propose solutions.

Perseverance, resilience and innovation are critical personal characteristics, while collaborative networks, efficient research infrastructure and established research competence are essential for success. The university’s support for entrepreneurship is a significant enabler, with unnecessary bureaucracy and poor access to project and general enterprise funding an impediment. Successful academic entrepreneurs have strong leadership, and effective management and communication skills.

The main limitation is the small study participant group drawn from a single university enterprise, which complicates generalisability. The study supported the use of Krueger’s (2009) entrepreneurial intentions model for low- and middle-income country (LMIC) academic entrepreneur investigation but proposed the inclusion of mitigators to entrepreneurial activation to recognise contextual deficiencies and challenges.

Skills-deficient LMIC universities should extensively and directly support their entrepreneurial academics to overcome their contextual deficiencies and challenging environment.

This study contributes to addressing the paucity of academic entrepreneur research in LMIC contexts by identifying LMIC-specific factors that inhibit the entrepreneur’s movement from entrepreneurial intention to entrepreneurial action.

Industry 4.0 (I40) is an open window of opportunity for Turkey, a developed country, to eliminate technological dependence and produce with maximum productivity. However, I40, which corresponds to the fourth wave of industrial revolutions, brings both opportunities and challenges. In this context, this study aims to reveal the foresight of managers in the Turkish white goods industry (TWGI) regarding the advantages and challenges of I40 and compare them with the literature.

The Delphi method was used for the study. Data were collected from managers of companies that are members of the White Goods Suppliers Association (BEYSAD). Seventy managers from 55 companies participated in the first round, and 19 managers participated in the second round of Delphi.

The results show that the most frequently cited advantages are productivity/resource efficiency, data and information-enabled effectiveness/productivity, quality 4.0 and competitiveness/strategy. The most frequently mentioned challenges are financial resources/investment, employee qualification/training, technical/processual challenges and organizational transformation/leadership.

The sample was limited to the managers of the TWGI.

Players in similar ecosystems and policymakers should consider the advantages and respond to potential challenges when creating roadmaps, taking the necessary steps and positioning themselves in the marketplace. In particular, the TWGI – Turkey’s showcase in international markets – should consider the undeniable benefits of the I40 transition to increase innovation.

The findings for the first time highlight the advantages and challenges of I40 in an industry in Turkey, and they will benefit the TWGI, which is among the leaders in Turkey in terms of digital maturity and innovation in its journey to I40.