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Universities constantly try to balance the need to be seen as research institutions contributing new knowledge to society with the need to be seen as effective teaching institutions. This article describes one way in which the two requirements have been effectively resolved in teaching short courses to non‐university students. The methodology incorporated students and research teams, thus drawing on the strengths of both. The result is enhanced student participation and motivation, greater access to data and new insights for the faculty members. The paper concludes by describing other applications of such an approach.

The main purpose of this research is to construct a generalized set of innovation processes that occur at the ecosystem level based on the academic research. The study analyzes the cultural and creativity-driven over-the-top (OTT) platform that encompasses diverse network of ecosystem members by utilizing the four cooperation practices.

This study begins with the literature review that discusses various topics related to ecosystem (e.g. service innovation, innovative ecosystem). Then, this study introduces a new conceptual framework that describes how cooperations occur in the ecosystem. Finally, a qualitative and explorative case study of the OTT platforms in the global context is conducted.

The application of the framework reveals how co-innovative business ecosystems demonstrate co-evolution through different structures and directions. An ecosystem can evolve by incorporating other industries (i.e. horizontal growth or broadening strategy) to deepen and broaden the industry integration.

As an explorative approach that opens the discussion on how co-innovation and co-evolution occur at the ecosystem level, particularly in the culture and creativity-driven industry, the value of this research extends to other similar industries where diverse actors such as technology firms, Internet firms, direct consumers, government and even the society impact the type of product and service and shape the evolution of the entire ecosystem.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

This paper examined the physical and psychological effects of workplace bullying and their relationship to intention to leave. Participants were 150 undergraduate students who had been employed during the last 12 months. Workplace bullying correlated positively with physical symptoms, negative affect, and with intention to leave the job. Partial Least Squares analyses were used to test two competing models for the relationship between bullying, physical and psychological effects, and intention to leave. The results supported the psychosomatic model (i.e., bullying leads to negative affect which leads to physical health problems, which in turn increase intention to leave) but not the disability hypothesis (i.e., bullying leads to physical health problems which lead to negative affect, which in turn increases intention to leave).

Massive Open Online Courses (MOOCs) are a form of distance education courses. They have been celebrated as revolutionizing the way learners access education and the way colleges and universities could expand education on a global scale beyond their traditional campuses. The purpose of this study is to identify the pedagogical strategies used for instruction and assessment in leadership-oriented MOOCs and gain a more refined understanding of the current state of MOOCs in leadership education. This study examines 96 leadership MOOCs across the platforms of Coursera, EdX, FutureLearn, Canvas.net, and Standford Online through a content analysis research framework. The study concludes with a discussion of leadership MOOC pedagogy and presents the current state of MOOCS among leadership education and professional development.

Though geographically distributed teams are rapidly increasing in prevalence, empirical research examining the effect of distance on group process has not kept pace. In a study of 24 product development teams located within five companies, we attempt to bridge the gap between research and practice by comparing the amount of affective and task conflict reported in collocated versus geographically distributed teams. We further examine how conflict is impacted by shared team identity, cultural heterogeneity, and reliance on technology for communication. As hypothesized, shared team identity was associated with less task conflict within distributed, but not collocated teams. Similar effects were found for affective conflict, suggesting that a shared identity may help distributed teams to better manage conflict. Our results also suggest more task conflict on teams that rely heavily on technology to mediate their communications. In examining performance, we found some support for our hypothesis that conflict would be more detrimental for distributed than collocated teams.

The purpose of this paper is to analyse the rapid development of the massive open online courses (MOOCs) and the implications for business education, to critically examine the educational and business models of the MOOCs, to assess their present scale and scalability, and to explore the responses of the universities to this challenge.

The paper provides an analysis of the origins, structure and orientation of the MOOCs, assesses their future trajectory and compares this development with earlier waves of e‐learning.

The massive open online courses have considerable potential for growth with high quality products supported by leading universities. However they still need to resolve issues other e‐learning organisations have faced including assessment, high drop out rates, and how to maintain viability.

The MOOCs remain at a developmental stage, and it is not yet apparent whether their growth trajectories will be as ambitious as anticipated. However they are a definite advance over earlier online learning systems, and are worthy of further research regarding their performance.

The recent origin of the MOOCs involves an idealistic phase that is inspiring, but the question is will it last? Have the MOOCs the resilience to continue to develop as the universities have done over many decades? Further research will be required on this.

The MOOCs have immense social implications for access to higher education in both the advanced and developing worlds.

This is one of the first studies of the MOOCs to emerge which compares them with earlier initiatives in e‐learning, and considers the adaptive responses of the universities.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

This issue is a selected bibliography covering the subject of leadership.