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Online learning continues to grow year after year and majority of the growth is seen in public institutions of higher education. The purpose of this book chapter is to acquaint the readers to group-based learning in an online environment as an innovative practice for engaged learning. Diverse facets of group-based learning are discussed such as role of instructors, role of learners, challenges of group-based learning and finally role of social media in designing such group-based learning projects. A comprehensive prototype application of a group-based learning project walks the readers through applying group-based learning in their respective courses at the undergraduate and/or graduate level. Finally some instructor designed rubrics for assessing group-based learning are shared for effective assessment of a group-based learning project.

The gender-gap reversal in education could have far-reaching consequences for marriage and family lives in the United States. This study seeks to address the following question: As women increasingly marry men with less education than they have themselves, is the traditional male breadwinner model in marriage challenged?

This study takes a life course approach to examine how educational assortative mating shapes trajectories of change in female breadwinning status over the course of marriage. It uses group-based trajectory models to analyze data from the National Longitudinal Survey of Youth 1979.

The results reveal substantial movement by wives in and out of the primary breadwinner role across marital years and great heterogeneity in female breadwinning trajectories across couples. In addition, educational assortative mating plays a role in shaping female breadwinning trajectories: Compared with wives married to men whose educational levels equal or exceed their own, wives married to men with less education than themselves are more likely to have a continuously high probability of being primary earners and are also more likely to gradually or rapidly transition into primary earners if initially they are not.

This study examines couples’ breadwinning arrangements over an extended period of time and identifies qualitatively distinct patterns of change in female breadwinning that are not readily identifiable using ad hoc, ex ante classification rules. The findings suggest that future research on the economics of marriage and couple relations in families would benefit from a life course approach to conceptualizing couples’ dynamic divisions of breadwinning.

Simons (1995b) suggests that most writing on empowerment often fails to recognize that empowerment requires greater control. Accordingly, we investigate the type of control via rewards and punishment systems, which fits best in the context of empowered work teams. Specifically, we hypothesized that empowerment will lead to improvement in manufacturing performance only when rewards are based on group performance, i.e. a situation where the collective benefit of both individual team members and those of the firm are maximized. Utilizing a survey methodology, four compensation types were examined, including fixed pay, fixed+non-monetary incentives, individual-based incentives, and group-based incentives. Results show that the favorable effect of work team empowerment was not observed under fixed-pay, fixed+non-monetary incentives, or individual-based incentives. In many instances, fixed-pay or individual-based incentives interact with work team empowerment to produce a negative effect on manufacturing cost, manufacturing lead time, or non-value-added-activities. On the other hand, manufacturing plants which use group-based incentives were able to reap the benefit of work team empowerment and translate that into enhanced performance.

Choosing or designing learning events involving groups should ideally mean adopting an approach which is consistent with the values and principles of leadership that the event is intended to promote. These principles should be reflected in the design of the learning event, its structure, processes and the social and political culture it helps to generate. This idea has its foundation in the development of group work involving more participative designs and which value experience as a basis of learning.

This chapter looks at applications of groups to development which take account of more recent ideas of leadership and ways these ideas can be reflected in the structure and methods comprising their design. This chapter also addresses some of the practicalities of leadership development, the role of the facilitator or consultant, frameworks for making sense of group processes and opens up the topic of evaluation. How do we know that our particular group-based approach to leadership development works?

In this chapter, we examine several attributes of lone wolf terrorists and how their activities are temporally and geospatially patterned. In particular, we demonstrate how precursor behaviors and attack characteristics of lone wolves are similar and different compared to those of group-based terrorists.

Based on data drawn from the American Terrorism Study (ATS), we examine 268 federal terrorism “indictees” linked to 264 incidents. Three types of loners are identified based on group affiliations and levels of assistance in preparing for and executing terrorist attacks. A series of analyses comparatively examine loners who had no assistance and those actors that did.

The results of this study suggest that lone wolf terrorists are more educated and socially isolated than group-based actors. Lone wolves also engage in less precursor activities than group actors, but are willing to travel greater distances to prepare for and execute attacks. Explanations for why lone wolves are able to “survive” longer than terrorist groups by avoiding arrest may in part stem from their ability to temporally and geospatially position their planning and preparatory activities.

Studies on lone wolf terrorism remain few and many are plagued by methodological and conceptual limitations. The current study adds to this growing literature by relying on lone wolf terrorism data recently made available by the American Terrorism Study (ATS). Our findings are valuable for members of the law enforcement and intelligence communities responsible for the early detection and prevention of lone wolf terrorism in the United States.

Purpose and approach – We examine theoretically and experimentally how unequal abilities to contribute affect incentives and efficiency when players compete for membership in stratified groups based on the contributions they make. Players have either a low or a high endowment. Once assigned to a group based on their group contribution, players share equally in their group’s collective output. Depending on the parameters, the mechanism has several distinct equilibria that differ in efficiency.

Findings – Somewhat counter to conventional expectation our theoretical analysis indicates that as long as certain assumptions are satisfied, efficiency increases rather than decreases the more abilities to contribute differ. The analysis also suggests various follow-up experiments about equilibrium selection, tacit coordination, and the effect of unequal abilities in systems with endogenous grouping. We conduct an experiment that shows that subjects tacitly coordinate the mechanism’s asymmetric payoff-dominant equilibrium with precision; this precision is robust to a change in the structure and complexity of the game.

Implications – The results suggest that people respond to merit-based grouping in a natural way and that competitive contribution-based grouping encourages public contributions even when abilities to contribute differ, which is the case in all communities and societies.

Purpose – To provide classroom teachers with an overview of a range of assessments that can be administered either individually or to a group.

Design/methodology/approach – The chapter is organized from early literacy skill assessments (both individual and group based) to comprehension and standardized tests.

Findings – Provides detailed information on skills required for each element of reading, design of assessment, intended purpose, and process of administration.

Research limitations/implications – This is not an exhaustive list, the authors strove to highlight the most reliable and practical assessments from a large body of possible choices.

Practical implications – This is a valuable source for classroom teachers who are provided with a wide-range of assessment choices covering the breadth of reading skills with extensive details on each.

Originality/value of paper – Teachers need a range of assessments to choose from to make decisions at the individual, class and school level.

Previous literature has compared the effectiveness of different styles of leadership, yet most of this research has not compared different levels of analyses regarding leader styles or behaviors. This shortcoming often limits our understanding of how leadership acts on a phenomenon of interest to a single level of analysis. This article develops a computational model and describes a levels-based comparison of four types of leadership that represent three different levels: individual, dyad, and group. When examined across a dynamic group decision-making optimization scenario, group-based leadership is found to produce decisions that are closer to optimal than dyadic-based and individual-based leadership. An alternative computational model varying individual cognitive and experience-based components among group members also indicates that group-based leadership produces more optimal decisions. First published in Leadership Quarterly (Dionne, S. D., & Dionne, P. J. (2008). Levels-based leadership and hierarchical group decision optimization: A simulation. Leadership Quarterly, 19, 212–234), this version offers an updated introduction discussing simulation as a theoretical development tool and supplies additional evidence regarding the growth of simulation methods in leadership research.

The paper describes six major approaches within strategic groups research: the industrial organization perspective (the IO-view), the strategic choice perspective, the strategy types perspective, the cognitive perspective, the customer perspective, and the business definition perspective. The two most promising perspectives to make real advances in the strategic management discipline seem to be the cognitive view and the business definition perspective. The purpose of a grouping based on business definitions is to provide an insight, as objective as possible, of the industry’s substructure which also corroborates with the cognitive maps of the industry which the CEOs have in mind. From a practical point of view, the classification of firms in groups based on commonality in business definition (buyer scope, product scope, geographical scope and degree of vertical integration), allows managers to compare their own firms with comparable firms (the firms within the same group). The research concerning strategic groups in the Belgian beer brewing sector and the Belgian electrical wholesale sector is presented. The major problems within the strategic groups research are discussed.

This study develops an environment, social, and governance (ESG) momentum strategy by combining information about ESG scores and the momentum effect. This study, subsequently, applies the ESG momentum strategy to Taiwanese and Japanese stock markets and investigates the performance of the ESG momentum strategy in each market. Detailed comparisons of the ESG scores and ESG momentum performance between the two markets are conducted. The empirical results show that the ESG momentum strategy can obtain enhanced profits in the Taiwanese market, while the ESG momentum strategy cannot lead to substantial profits in the Japanese market. In addition, the ESG momentum effect in the Taiwanese market can last for three years after portfolio formation. In the Japanese market, the ESG contrarian strategy may deliver better profits than the ESG momentum strategy.