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In this paper we derive a simple finite element formulation for geometrical nonlinear shell structures. The formulation bases on a direct introduction of the isoparametric finite element formulation into the shell equations. The element allows the occurrence of finite rotations which are described by two independent angles. A layerwise linear elastic material model for composites has been chosen. A consistent linearization of all equations has been derived for the application of a pure Newton method in the nonlinear solution process. Thus a quadratic convergence behaviour can be achieved in the vicinity of the solution point. Examples show the applicability and effectivity of the developed element.

The practical behaviour of problems exhibiting bifurcation with secondary branches cannot be studied in general by using standard path‐following methods such as arc‐length schemes. Special algorithms have to be employed for the detection of bifurcation and limit points and furthermore for branch‐switching. Simple methods for this purpose are given by inspection of the determinant of the tangent stiffness matrix or the calculation of the current stiffness parameter. Near stability points, the associated eigenvalue problem has to be solved in order to calculate the number of existing branches. The associated eigenvectors are used for a perturbation of the solution at bifurcation points. This perturbation is performed by adding the scaled eigenvector to the deformed configuration in an appropriate way. Several examples of beam and shell problems show the performance of the method.

This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were informed by exploratory case study analysis and phenomenology. Student-centered and inquiry-focused pedagogical approaches, including case-in-point, action inquiry, and problem-based learning, informed classroom teaching and the classroom environment. Engaged in pedagogy steeped in a balance of challenge and support, students gained an increased sense of self, clarity of purpose and vocation, and integration of their leadership practices in and out of the classroom. Students’ understandings of the concept of leadership were also broadened; they recognized the importance of diverse perspectives and roles, began to understand leadership as systemic and interdependent, and emphasized relationship building. Findings suggest three prominent experiences as contributing to students’ learning – reflection, feedback, and engaging in the group process. Implications for leadership education are discussed and areas for future research are identified.

Socially responsible leadership (SRL) is a “purposeful, collaborative, values-based process that results in positive social change” (Komives, Wagner, & Associates, 2009, p. xii).This approach to leadership focuses on creating leaders that are capable of tackling the predicted wicked problems the world will face in the next few decades. As the number of leadership education programs continue to grow throughout higher education, it is important to assess the impact leadership education and co-curricular programs are having on students. Utilizing the Multi- Institutional Study of Leadership, this study aimed to better understand whether higher education leadership development, community service and study abroad programs are successfully developing students with self- perceived socially responsible leadership.

In this chapter, we document the growing importance of FDI from BRIC countries in relation to FDI from both developed and developing countries and investigate the types of firms that are responsible for BRIC FDI.

We follow a two-step empirical approach. First, we provide macro evidence on FDI from BRIC countries. We use UNCTAD data to highlight the patterns of FDI flows and stocks. Second, we provide firm-level evidence on FDI. Using ORBIS data, we elaborate a rich taxonomy of FDI that accounts for the decision to invest abroad and for the location, ownership, and number of foreign subsidiaries. Thus, we characterize BRIC multinationals’ involvement in FDI and examine the relationship between FDI and performance at the firm level.

We unveil new facts about BRIC multinationals. BRIC multinationals are in the minority in their home countries, but they outperform domestic enterprises. Within the group of BRIC investors, those firms that invest in developing countries, that operate in joint ventures, or that have more than five foreign subsidiaries are in the minority, but they outperform those firms that select other FDI strategies.

Our estimates document a positive and robust correlation between FDI and performance; however, the cross-sectional nature of our data does not permit a proper causality analysis.

Our work contributes to the International Economics literature on internationalization and firm performance as well as to the International Business literature on FDI from emerging economies. With respect to the former, we innovate by studying the relation between FDI strategies and firm performance. In relation to the latter, we innovate by introducing firm-level data and a cross-country approach that lets us illustrate the roles and features of FDI from BRIC countries.

In this chapter, we analyzed the effects of internationalization on innovation, productivity, and firm performance among multinational pharmaceutical companies as representatives of a global knowledge-based industry. The empirical analysis used multiple stepwise regressions based on a sample of 149 firms headquartered in Europe and the US. The results indicate that innovation outcomes are positively correlated to the number of foreign subsidiaries (scope internationalization), whereas surprisingly, formal research and development (R&D) does not seem to directly influence innovation. This suggests that the firms benefit from local overseas subsidiaries to create and implement new innovative offerings. The number of foreign subsidiaries has a U-shaped relationship to patent productivity suggesting that firms can gain advantages by locating cost-intensive activities in low-cost countries and critical tasks in advanced market locations. Firm performance has a U-shaped relationship to sales abroad (scale internationalization) and the relationship is further enhanced by a high focus on R&D. This suggests that sales abroad enable scale economies, where R&D improves quality and relevance of products and thereby boosts performance. Finally, to validate the findings we conducted two semi-structured interviews with representative industry experts and gained further insights for an extended interpretation of results.

This study sought to explore first-year college student perceptions related to when they first became aware of leadership and perceived influences on leadership. The study was rooted in the Leadership Identity Development Model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005). Five purposively selected individuals completing the first semester of a formal leadership program for first-year students participated in this study. Content analysis of qualitative interviews revealed two themes related to leadership awareness: pre-college and positional versus non-positional roles; four themes related to perceived leadership influences: external role models, internal beliefs, previous experience, and types of leadership/leadership philosophy. This research supports the importance of both internal and external factors in developing an understanding of what leadership is by first-year college students.

Leadership educators looking to successfully create and implement an interdisciplinary leadership minor can often find themselves overwhelmed and apprehensive. Little exists to help guide our way as we attempt what often is an initial academic beachhead on campus. This paper explores the creation, implementation, and outcomes of a highly-successful leadership minor on a small, private, urban campus. Reflections are offered concerning the difficulties faced in gaining approval of the minor, the problems created if you are too successful, the importance and cost of mentoring, issues of gender and race, the importance of evaluation, and the necessity of constant collaboration. A practical step-by-step guide is offered as a possible exemplar for leadership educators plucky enough to bring a new leadership minor to campus.

Research examining multicultural competence among higher education professionals responsible for leadership education demonstrated significant correlations with racial identity and multicultural education and experiences. The Multicultural Competence in Student Affairs-Preliminary 2 (MCSA-P2) scale was used to measure multicultural competence. Variances in multicultural competence scores were significant in relation to racial identity and select multicultural education and experience measures, above and beyond controlled for demographic variables.

There is a growing body of literature signaling the relevance of race in leadership development, but many conventional models do not prompt exploration of this social identity. The omission of race in leadership curriculum is disadvantageous for all college students, but among White student leaders, it may be a continuance of White privilege. The purpose of this constructivist study was to explore how White student leaders make meaning of their racial identity, and corresponding privilege, through a relevant leadership framework. Racial caucusing was employed as a method to prompt discussion and gather narratives from four White student leaders. Findings from this narrative inquiry study indicate how the confluences of race and leadership can advance self-awareness among White student leaders.