Search results

Work values are an important characteristic to understand gender differences in career intentions, but how gender affects the relationship between values and career intentions is not well established. The purpose of this paper is to investigate whether gender moderates the effects of work values on level and change of entrepreneurial intentions (EI).

In total, 218 German university students were sampled regarding work values and with EI assessed three times over the course of 12 months. Data were analysed with latent growth modelling.

Self‐enhancement and openness to change values predicted higher levels and conservation values lower levels of EI. Gender moderated the effects of enhancement and conservation values on change in EI.

The authors relied on self‐reported measures and the sample was restricted to university students. Future research needs to verify to what extent these results generalize to other samples and different career fields, such as science or nursing.

The results imply that men and women are interested in an entrepreneurial career based on the same work values but that values have different effects for men and women regarding individual changes in EI. The results suggest that the prototypical work values of a career domain seem important regarding increasing the career intent for the gender that is underrepresented in that domain.

The results enhance understanding of how gender affects the relation of work values and a specific career intention, such as entrepreneurship.

The purpose of this paper is to explore the relationship between HRM practices and entrepreneurial orientation (EO) in large established firms. More specifically, the purpose is to add to the understanding of the influence of HRM practices on EO.

An e-mail survey was distributed to a sample of Swedish and German manufacturing firms in high-tech and medium high-tech manufacturing industries, and firms in knowledge-intensive services sectors, with more than 250 employees. In total, 810 surveys were distributed, with a response rate of 12.7 per cent.

The results show that an emphasis on entrepreneurial aspects leads to an increased EO only in the case of training and development. A conclusion therefore is that it seems difficult to recruit personnel or to use appraisal and rewards as to create EO on a firm level.

The study indicates that firms aiming to increase their EO should make sure to emphasize entrepreneurial aspects during staff training and development activities.

This empirical study paves the way towards a better understanding of the link between HRM practices and EO. The results should be of interest for both HR professionals and researchers interested in understanding this important relationship.

Artificial intelligence (AI) has gained significant momentum in recent years. Among AI-infused systems, one prominent application is context-aware systems. Although the fusion of AI and context awareness has given birth to personalized and timely AI-powered context-aware systems, several challenges still remain. Given the “black box” nature of AI, the authors propose that human–AI collaboration is essential for AI-powered context-aware services to eliminate uncertainty and evolve. To this end, this study aims to advance a research agenda for facilitators and outcomes of human–AI collaboration in AI-powered context-aware services.

Synthesizing the extant literature on AI and context awareness, the authors advance a theoretical framework that not only differentiates among the three phases of AI-powered context-aware services (i.e. context acquisition, context interpretation and context application) but also outlines plausible research directions for each stage.

The authors delve into the role of human–AI collaboration and derive future research questions from two directions, namely, the effects of AI-powered context-aware services design on human–AI collaboration and the impact of human–AI collaboration.

This study contributes to the extant literature by identifying knowledge gaps in human–AI collaboration for AI-powered context-aware services and putting forth research directions accordingly. In turn, their proposed framework yields actionable guidance for AI-powered context-aware service designers and practitioners.

Since teaching practice is the most important within-school determinant of student learning outcomes, a deepened understanding of how and why school leadership contributes to effective teaching is needed. This article aimed to systematically review the knowledge that has been accumulated about the indirect relations between school leadership and instructional practices.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the selection of relevant articles from the databases Scopus and Google Scholar. Twenty-six published works met the eligibility criteria and were included in the narrative synthesis and content analysis.

The most frequently measured mediators of the effects of school leadership on teaching practice were teacher collaboration, professional learning and teacher self-efficacy. Most studies simultaneously modeled multiple mediated pathways from school leadership to teaching practice. However, only a few analyzed studies used time lags when examining relationships between constructs.

This is the first study to systematically review knowledge on pathways through which school leadership is related to classroom instruction. Thus, this review provides a comprehensive understanding of processes through which school leadership achieves its effects on instructional practices.

Digital transformation (DT) projects are complex and often unsuccessful. While researchers have suggested many guidelines and best practices on how to successfully roll out DT projects and how they are spread among a large number of scientific papers. The aim of this paper is to synthesize these guidelines into clear overviews.

A systematic literature review was conducted on both Scopus and Web of Science to search for papers suggesting DT guidelines or best practices. In total, 150 papers dealing with DT and guidelines were fully analyzed.

Eight main DT guidelines were found and each one was expanded with several best practices on how to implement these. The results are eight tables giving an overview of the commonly agreed-upon best practices for each DT guideline.

These overviews are useful for both researchers and practitioners, to guide future work and to be inspired respectively. This paper calls for more research on how these guidelines are followed in practice, how these differ per industry and what their impact is on the overall success of DT projects.

The synthesis of DT guidelines organized into an accessible format has not yet been conducted before, and can serve as a seminal pinpoint for future research.

This chapter analyses the moves global brewery companies undertake towards the distribution of decision-making authority in their multinational organization and the likelihood of newly acquired subsidiaries to influence these moves. In this consumer goods industry, brands are suggested to be the primary subsidiary-specific resource to influence these distribution processes. Empirically, this chapter explores three European acquisitions of the Dutch brewery corporation Heineken in Switzerland, Slovakia, and France. We explore whether differing brand value (regional/international, standard/premium) has had an impact on the subsidiaries’ ability to maintain a certain degree of decision-making authority after the take-over. The results of our case studies show, however, that the ownership of valuable brands may not be considered as a critical resource for subsidiaries here.

This study aims to structure a model for integrating social value into strategic management based on identifying the critical success factors (CSF) for such integration in the investigated companies.

This research was based on the actor–network theory. Through a rigorous approach to the case study methodology in a two-stage process lasting 21 months, we carried out this study.

Companies that use the polyhedral social accounting model in their strategic management processes do so without a reference model. We identified CSF for integrating social value, which was incorporated into a protocol model based on stakeholder theory and the use of social accounting.

Practitioners can use the proposed model to maintain the alignment of strategic performance and purpose. Using social accounting based on indicators and financial proxies allows managers to incorporate social value into strategic management in terms of financial value.

The institutional demand for social information is based on the growing sensitivity of companies. Aligning social values with business strategies contributes to social sustainability.

This study focuses on an unresearched emerging phenomenon. Since the first approach to stakeholder theory, the development of a stakeholder-oriented strategy has faced the lack of a stakeholder accounting system. The polyhedral model of social accounting could help overcome this problem as it provides information that allows a novel and innovative method to make a stakeholder-oriented strategy effective.

Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design.

This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning.

Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary.

This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.

The purpose of the paper was twofold: to review established literature to define and classify BIM; and to identify gaps in current BIM literature with respect to stakeholder competency. Construction projects adopt innovation to address client requirements. Building information modelling (BIM) has been cited as one such innovation. However there is concern that the industry lacks the mechanisms to effectively implement BIM. It is proposed that the problem lies in that BIM is currently being delivered as a project rather than an innovation; and the failure to address stakeholder competency as the key delivery agent of BIM.

A qualitative study using literature and gap analysis techniques was undertaken to establish the “state of the art”. Using an established Competency Framework 31, studies on BIM were assessed. A matrix was developed aligning the BIM studies with the Competency Framework and the findings systematically evaluated to identify gaps in the current literature.

BIM was defined as a technical innovation and classified as a “System” of multiple innovations. Aligning the literature identified that BIM literature has largely focussed on strategic competence with some evidence of technical competence. However, there was scant investigation of information and communication competence which ranks as the most critical competency for BIM implementation. The study identified that whilst the competency-related literature on BIM was not yet rich enough to provide a sound conceptual foundation for investigation, it was evident that BIM implementation aligns closely with the innovation process.

The findings highlighted the imperative of developing a competency-based approach for BIM implementation.

It was anticipated that a competency-based approach will provide insights to benefit construction industry clients and inform the targeted training of project stakeholders.

BIM must be implemented as an innovation using a competency-based management approach as the key delivery mechanism.