Search results

As the world struggled to come to grips with the Covid-19 pandemic, over twenty scholars, practitioners, and global leaders wrote brief essays for this curated chapter on the role of global leadership in this extreme example of a global crisis. Their thoughts span helpful theoretical breakthroughs to essential, pragmatic adaptations by companies.

The purpose of this paper is to clarify the influence of linguistic profiling on perceived employability. In doing so, we recognize multiple factors that can contribute to this relationship. Using the systems theory framework (STF) of career development, we categorize these factors based on whether they primarily reside within the societal system, the organizational system, or the individual system. Subsequently, we construct and present an open systems model that depicts the influence of linguistic profiling on perceived employability in context with other societal, organizational and individual factors.

The STF provides a theoretical perspective on how to contextualize linguistic profiling and perceived employability within the scope of career development. We employed an integrative literature review method to locate existing research studies that investigated the influences of linguistic profiling and perceived employability. The literature search process, coupled with inclusion and exclusion criteria, resulted in 46 publications retained for analysis.

Findings provided evidence of language ideologies that contribute to linguistic profiling globally. Linguistic profiling usually results in reduced perceived employability. There was variation in the research findings based on the context of the research studies. The context consisted of the societal, organizational and individual systems in which the research study was conducted. Findings supported our construction of an open systems model of the influence of linguistic profiling on perceived employability, which is rooted in the STF.

This study highlights the negative influence of linguistic profiling on perceived employability. It also demonstrates how the STF can be used to contextualize the linguistic profiling problem within societal and organizational systems.

Industrial concentration is broadly defined as: a few firms controlling a substantial share (assets, revenues) of the market. In the banking sector, this paper shows that the largest 50 banks in the world control about 50 percent of assets of the largest 1,000 banks. Two well known indexes of concentration were used (the Herfindahl and Theil’s entropy) to check the levels of concentration between 1990 and 2002. For purposes of robustness, the world’s largest 100 banks were also investigated. It was found in both cases that the concentration in 2002 was statistically significant as compared to concentration in the previous decade

The evaluation of minority children for special education by law should be nondiscriminatory. To be in compliance with federal mandates such as the Individuals with Disability Education Act (IDEA), No Child Left Behind (NCLB), and Public Law 94-142, minority children who are also English language learners (ELLs) should be assessed in their native language or other appropriate mode of communication. During assessment, the child's language skills in terms of both Cognitive Academic Language Proficiency (CALP) and Basic Interpersonal Communication Skills (BICS) should be considered. Assessments like the Woodcock-Munoz and Student Oral Language Observation Matrix (SOLOM) can be used to determine the child's dominant language and proficiency in both their first (L1) and second (L2) languages. Models such as that proposed by Olvera and Gomez-Cerrillo (2011) which includes procedures for formal and informal assessments, as well as data collection and observation, can help guide a school psychologist or diagnostician when assessing a bilingual child. One main goal of this type of evaluation is to distinguish academic delays caused by a learning disability from those caused by a lack of proficiency in English. Cautions with respect to the testing of ELLs are highlighted.

Advances in Econometrics is a series of research volumes first published in 1982 by JAI Press. The authors present an update to the history of the Advances in Econometrics series. The initial history, published in 2012 for the 30th Anniversary Volume, describes key events in the history of the series and provides information about key authors and contributors to Advances in Econometrics. The authors update the original history and discuss significant changes that have occurred since 2012. These changes include the addition of five new Senior Co-Editors, seven new AIE Fellows, an expansion of the AIE conferences throughout the United States and abroad, and the increase in the number of citations for the series from 7,473 in 2012 to over 25,000 by 2022.

The purpose of this paper is to examine the impact of college leadership experiences on the leader self-efficacy development of freshmen in two historically black institutions (HBIs).

Data were collected in two phases from 200 freshmen to assess their leader self-efficacies at the beginning and end of a 16-week semester. The authors developed an eight-item questionnaire to measure college leadership experiences and adapted the 22-item leader efficacy questionnaire developed by Hannah and Avolio (2013) to measure self-efficacy.

The result of the structural equation modeling revealed that college leadership experiences have a significant positive impact on college leader self-efficacy. Moreover, college leadership experiences significantly mediated the effect of high school leadership experiences on college leader self-efficacy. Pre-college leader self-efficacy had a significant positive effect on college leader self-efficacy but an insignificant effect on college leadership experiences. The findings indicated that holding leadership positions and volunteering in the first semester of college were positively and strongly related to college leadership experiences.

First, this study will empirically examine the causal relationships between college leadership experiences and leader self-efficacy by controlling for the effect of the pre-college leader efficacy. Without controlling for the pre-existing differences among participants, the effects of college leadership experiences on leader self-efficacy development may be overestimated. Second, despite self-efficacy being a critical component in leadership models and being important in boosting leaders’ confidence, only limited research uses well-defined conceptual leadership models in studying student leader self-efficacy. This study fills the gap by using a contemporary conceptual model that encompasses the key leadership variables necessary in assessing the student leadership development.

The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.

Using Kolb’s experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb’s learning styles in both text-graph (TG)-based and AR-based learning settings.

The findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.

These results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an “abstract” approach (convergers and assimilators) outperform those with a “concrete” approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.

Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to definitional overlap with other constructs such as global leadership and cultural intelligence. This overlap has created complexity for research that attempts to understand GM in isolation. Lack of clear boundaries in defining and conceptualizing this construct challenges researchers who are attempting to capture fully what constitutes GM. Our work seeks to better understand and explain what underlines the individual GM construct and how does this impact the development of global competencies in individual managers.

We systematically review and analyze the individual GM literature thematically to provide an overview of the extant research from a broad array of scholarly sources dating from 1994 to 2017. Our work offers a thematic analysis that provides a visual guide to GM by tracking the corpus of individual-level GM studies. We categorize the research according to its theoretical groundings and basic concepts and proceed review how GM has been operationalized at the individual level and measured. Next, we integrate major dimensions in the GM research and propose a framework to enhance understanding of the phenomenon. Finally, we discuss the implications of our review for the development of GM for practitioners, coaches and trainers.

Post-structural autoethnography is untidy. Our ability to write about our own experience is hindered both by the very idea of “the self” as well as by the hope that, even if such a thing exists, we could possibly know it. Rather than abnegate self-writing, however, in this chapter the author uses the construct of story-as-identity in order to create a kind of map of the self – a map that can be used to trouble tidy notions of the autonomous “I”. Specifically operating out of a context of racial identity, the author – a white man – (re)tells several stories from his experience, introducing three questions that are central to the idea he is calling narrative mining: a method to get behind the paradox of post-structural autoethnography (Gannon 2006) and the barriers to autoethnography (Wamsted 2012). In this act, he is accessing something close to an authentic self – not what we say we believe about who we are, but something approaching our actual operating systems. Two stories are (re)told – the story of his first racial memory and the story of his first black friend – and a demonstration of how autoethnographers could trouble tidy notions of the self is provided in the form of an exploration of the three questions. The chapter closes with a look at how narrative mining could be of benefit not only to autoethnographers but also to the education community writ large; operating in alterity is a fundamental skill for the public school teacher, and this method could be a powerful tool for both pre- and in-service teachers.