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This study examines the impact of outcome uncertainty on the National Football League (NFL) secondary ticket market prices. As a demand-driven market, it is essential to comprehend how resellers respond to outcome uncertainty, one of the consumer demand factors in sports.

Using real-time ticket prices and money lines as a proxy of the probabilities of winning, this study employs a regression analysis and examines 33,554 price observations from the NFL’s secondary ticket market partner, StubHub.

The result shows a positive relationship between outcome uncertainty and secondary market ticket prices, indicating that resellers adjust the prices in response to the level of outcome uncertainty and put more value on games with greater uncertainty. This finding confirms the demand-driven nature of the secondary ticket market, as outcome uncertainty is one of the demand factors in sports.

This study links the uncertainty of outcome hypothesis with secondary ticket market pricing and fills a gap in the literature by providing an important perspective on games with uncertainty in the secondary ticket market. Outcome uncertainty has limited understanding in relation to secondary ticket market pricing despite its relationship with consumer demand. The positive relationship between outcome uncertainty and the ticket prices, grounded in real-time price data and win probability from sport betting markets, enhances our understanding of price determinations in the secondary ticket market.

The case study aims to help students/learners to analyse the role of perception and its linkage to an entrepreneur’s decision-making process in setting up a social entrepreneurship venture during the COVID-19 pandemic without any prior entrepreneurial experience; understand the definition and meaning of social enterprises based on concepts/theories of social entrepreneurship; identify if AgriVijay fits the outline of a social enterprise based on its vision, challenges faced and journey as an agriculture-based technology-oriented social venture (AgTech SE); and outline the future path of AgriVijay as an independent business (post its incubation support period) using suitable strategy and funding models related to for-profit social enterprises.

This case study details the fascinating journey of a social AgTech venture – AgriVijay – through the perspectives of the protagonist Vimal Panjwani, a budding agri-business entrepreneur. Fuelled by a desire to empower the farming communities, Panjwani with the support of his dynamic mother, Shobha Chanchlani, embarked on the challenging task of crafting a business model that sought to merge community welfare with profitable enterprise. The case study illuminates the protagonist's background, revealing Panjwani’s motivations, risk-taking tendencies and the pivotal role played by his co-partner and mother, Chanchlani. It also highlights the challenges encountered by the protagonist in setting up a technology-based social entrepreneurship venture along with its success in making a social impact across marginalised farming communities. Through all this, the case study also highlights the major dilemma of the protagonist – that of continuing to balance AgriVijay’s core mission of “empowering the farmers” with profitability and long-term growth beyond its limited incubation support period, and his own dilemma of venturing into a social enterprise as a start-up venture without any prior entrepreneurial experience. The case study through its narrative encourages the readers/learners to understand the evolving dynamics of a nascent social entrepreneurial venture in a developing economy and how such a balanced model can actually be the harbinger of social impact and change in similar economies with large rural farming and marginalised communities.

The case study is most suitable for postgraduate management, weekend executive learning or distance learning students in agri business, sustainable business, social entrepreneurship and allied management domains. It can be used for teaching and learning topics related to entrepreneurship, new venture strategy, leadership and motivation, with a specific focus on agriculture business, agricultural entrepreneurship, social entrepreneurship and sustainable ventures.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

Specific teaching and learning objectives include to identify factors influencing market expansion decisions and recommend appropriate entry modes, understand factors in the international business environment that contribute to success or failure of international businesses in developing countries, evaluate strategies enabling international businesses to sustain market presence in developing countries and overcome local competition, analyze the concept of local responsiveness in international business operations and suggest strategies for internationalizing domestic companies from developing countries.

The McDonald’s case examines the challenges associated with market expansion by global brands. The case occurs during the early-globalization era in the 1990s. Barbados, a developing country, is the site for potential expansion. Prospective investors, the Winters, are desirous of establishing a McDonald’s in Barbados. They need to thoroughly analyze the previous experience of McDonald’s against the host country’s current international business environment, e.g. political, economic, cultural and competitive environment. This case analysis provides a framework for understanding the multifaceted reasons behind McDonald’s exit from Barbados, considering the complex interplay of political, economic, sociocultural, technological and legal factors in the international business environment. The case equips the instructor and students to explore the risks of international expansion, particularly in developing country markets. The case study on McDonald’s failure in Barbados highlights the need to thoroughly examine one’s market entry strategy and available information on the host market and be more locally responsive regarding tastes and preferences. The case study also presents essential lessons for firms and planners from developing countries. Local firms innovated and enhanced their operations in response to the threat from the entry of the global fast-food giant. Yet, they did not seek to internationalize once McDonald’s exited the Barbadian market. The case study, therefore, considers strategies firms from developing countries could utilize to penetrate markets from developed countries.

At the undergraduate level, the McDonald’s Barbados case can be used in international business classes to highlight risks in the international business environment and the need for a carefully planned and executed market entry strategy.

Teaching notes are available for educators only.

CSS5: International Business.

Goffman’s (1961) work on total institutions has been relatively neglected in the fields of organizational research. This paper compares the conceptions of obedience to authority in two different types of voluntary total institutions and how such conceptions affect interaction contrary to the aims of the organizations. Consequently, by addressing how conceptions of authority and constructions of the obedient self shape conditions for underlife, the analysis provides knowledge about the variety of ways in which total institutional authority works and contributes to the understanding of the mechanisms of organizational underlife.

The principle of infinite life design currently directs fatigue resistance strategies for metro car bodies. However, this principle might not fully account for the dynamic influence of operational loads and the inevitable presence of defects. This study aims to integrate methods of service life estimation and residual life assessment, which are based on operational loads, into the existing infinite life verification framework to further ensure the operational safety of subway trains.

Operational loads and fatigue loading spectra were determined through the field test. The material test was conducted to investigate characteristics of the fracture toughness and the crack growth rate. The fatigue strength of the metro car body was first verified using the finite element method and Moore–Kommers–Japer diagrams. The service life was then estimated by applying the Miner rule and high-cycle fatigue curves in a modified form of the Basquin equation. Finally, the residual life was assessed utilizing a fracture assessment diagram and a fitted curve of crack growth rate adhered to the Paris formula.

Neither the maximum utilization factor nor the cumulative damage exceeds the threshold value of 1.0, the metro car body could meet the design life requirement of 30 years or 6.6 million km. However, three out of five fatigue key points were significantly influenced by the operational loads, which indicates that a single fatigue strength verification cannot achieve the infinite life design objective of the metro car body. For a projected design life of 30 years, the tolerance depth is 12.2 mm, which can underscore a relatively robust damage tolerance capability.

The influence of operational loads on fatigue life was presented by the discrepancy analysis between fatigue strength verification results and service life estimation results. The fracture properties of butt-welded joints were tested and used for the damage tolerance assessment. The damage tolerance life can be effectively related by a newly developed equation in this study. It can be a valuable tool to provide the theoretical guidance and technical support for the structural improvements and maintenance decisions of the metro car body.

This study explored students' perspectives on designing and implementing the new clinical interprofessional education (IPE) module for chronic disease management at the primary care level in the Vietnamese context.

Students from seven different university-level healthcare programmes participated in a cross-sectional survey Course Experience Questionnaire-based study. Additionally, two open-ended questions were presented to gather qualitative data, mapping student perspectives. Statistical analyses and thematic analyses were performed.

The results show that students agree with quality statements about IPE design features, such as good teaching, clear goals and standards, appropriate workload, appropriate assessment and a blended learning approach. Answers to the open-ended comments pointed out the strengths of the IPE module in providing opportunities for interprofessional learning, improving interprofessional collaboration competencies, real-life interprofessional collaboration practice and continuous feedback from tutors. Students also reported weaknesses in the IPE module, including a lack of feedback on the care plan and logistics of the IPE module.

Students positively recognise key design features of the IPE module, combining classroom activities with standardised patient simulations, clinical practice and home visits. Chronic disease management at the primary care level is a suitable context for training students to work interprofessionally. The strengths and weaknesses identified by students could help in the redesign and future implementation of the IPE module in the Vietnamese context. They could inspire practices in Southeast Asian medical education and beyond.

The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and performed within the higher education settings.

A phenomenological design was used to explore the faculty perceptions of ADHD college students. A sample of ten faculty members, employed in two-year, four-year, and graduate-level programs, participated in virtual semi-structured interviews. A six step thematic analysis of the codes was performed revealing three themes.

Results from the study yielded three themes: problem-based learning, time management and accommodations versus privilege. These themes highlight the complexity of the learning process, the limitations with time management, and the need for meaningful, rather than stereotypical, accommodations in these settings.

The number of students diagnosed with ADHD attending postsecondary education continues to rise, necessitating a critical lens on increasing neurodiversity-affirming practices in these settings. Despite noted strengths, students with this diagnosis struggle academically, resulting in academic challenges. To maximize each individual’s learning potential, systems of higher education need to carefully consider how to best design a positive learning environment with universally effective learning accommodations.

While faculty described accommodations and strategies provided to students, they also repeatedly shared concerning challenges and barriers to learning, as demonstrated by their students in various scenarios and situations. Results suggest areas of potential improvement, alongside the complexity of serving the need of the next generation of neurodivergent learners, in a world where equity and inclusion required additional time and thoughtful effort. Of greatest concern, perhaps, was the systems already in place, including offices of accommodations and services, that tended to use a “one-size-fits-all” approach, oversimplifying, rather than serving, student need.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.