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The purpose of this paper is to explore some of the challenges involved in the development of integrated performance measurement systems (PMS). In particular, given the difficulties involved in the development process, and the “inherent incompleteness” of PMS, the authors seek to investigate whether and how these difficulties may challenge the integrating role of PMS and the eventual influence of alternative integrating mechanisms on this role.

The paper combines studies on PMS with empirical findings related to Monnalisa, a medium-sized Italian family firm, which designs and sells children ' s wear and accessories. Over the last ten years Monnalisa has adopted various design frameworks (such as the balanced scorecard and the integrated report) for integrated PMS. Through an analysis of the PMS development process within the company, the authors explore the challenges involved in this process.

In the case of Monnalisa, despite the adoption of a design framework for integrated PMS, various critical issues emerged during the implementation phase, mainly as a consequence of tensions between different performance dimensions and the need for creativity. While these critical issues compromised the integrating role of PMS, alternative integrating mechanisms (such as the direct intervention of the founder and social interaction) were stimulated and worked alongside PMS in achieving organizational integration. In so doing, these mechanisms operated in different ways, by complementing incomplete PMS when they were failing to achieve organizational integration, or improving their integrated nature.

Although the literature acknowledges some of the challenges involved in PMS development, understanding how to manage these challenges and how they actually affect PMS require further investigation. This paper provides new insights on the challenges involved in the development process (particularly in relation to the tensions caused by creativity, unpredictability, time gaps between operations and targets, as well as the distinct priorities of different levels of customers), and on the role played by alternative integrating mechanisms in the management of these challenges. While the founder ' s direct intervention may be peculiar to the context of medium-sized enterprises, the role played by social integrating mechanisms suggests potential ways to overcome the challenges of integrated PMS also within larger firms.

The purpose of this paper is to investigate the relationships among emotional intelligence (EI), conflict management styles (CMSs) and job performance at selected local governments in Indonesia. Specifically, the antecedent of CMSs was investigated.

A total of 300 government employees from two local districts and one province in Indonesia were asked to complete the questionnaire. The final sample consisted of 228 respondents. The multiple hierarchical regression was used to test the developed hypotheses.

The findings indicate that EI was an antecedent of conflict management styles for integrating and compromising styles. Moreover, they illustrate the direct effects of integrating style on job performance. This study also confirms that integrating style partially mediates the relationship between EI and job performance. Finally, the results demonstrate that EI within public organizations has an impact on job performance similar to that of EI within private organizations.

Previous studies were less focused on the antecedents of conflict management styles on job performance. Further, the effects of two conflict management styles on EI and job performance had previously lacked attention. The paper verifies that EI within public sectors can provide beneficial results as discovered in private organizations.

The competence model of conflict communication suggests that individuals who use various conflict styles will be perceived differently in terms of appropriateness and effectiveness. A simulated organizational decision‐making task involving 100 randomly‐paired dyads consisting of business students suggested that an integrative conflict style is generally perceived as the most appropriate (in terms of being both a polite, prosocial strategy and an adaptive, situationally appropriate strategy) and most effective style. The dominating style tended to be perceived as inappropriate when used by others, but some participants judged themselves as more effective when they used dominating tactics along with integrating tactics. The obliging style was generally perceived as neutral, although some participants perceived themselves to be less effective and relationally appropriate when they employed obliging tactics. The avoiding style was generally perceived as ineffective and inappropriate. Finally, compromising was perceived as a relatively neutral style, although some participants judged their partners to be more effective and relationally appropriate if they compromised. Overall, these results and others provide general support for the competence model's predictions, while also suggesting some modifications and directions for future research.

This paper aims to emphasize integrating training for organizational sustainability with the United Nation’s (UN’s) Sustainable Development Goals (SDGs). It shows how SDGs can be included in the training, development programs and incentives to promote sustainable practices. It guides organizations to set long-term sustainability objectives to stay competitive and adapt to changing conditions.

The paper conducts a review of the literature on the topic of integrating training for organizational sustainability with the SDGs. The research includes investigating the 17 SDGs and their specific areas of improvement, the benefits and challenges of integrating training for organizational sustainability with the SDGs and the best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs.

The findings of this study were obtained through a systematic review of literature on the topics of human resource development, corporate social responsibility, organizational sustainability and the integration of training to promote sustainable and ethical behavior. A total of 36 articles were selected from a pool of 120 articles identified through a comprehensive search of electronic databases such as Scopus, Web of Science and Google Scholar. The selected articles were analyzed in detail, and information from the UN was also incorporated into the analysis. The review focused on examining the impact of integrating sustainability training with the SDGs on organizational sustainability. The results of this analysis suggest that integrating sustainability training with SDGs has a positive impact on organizations. This impact includes promoting sustainable practices, improving employee satisfaction and productivity, reducing environmental impact and enhancing the organization’s reputation. The study found that regular progress reviews and long-term objectives are essential for organizations to remain competitive and adapt to changes.

This paper offers a comprehensive analysis of the 17 SDGs and how they can be integrated with training for organizational sustainability. It provides practical guidance for organizations on effectively incorporating the SDGs into their training and development programs, performance evaluations and incentives. The paper also includes case studies and best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs, making it an original and valuable resource for organizations looking to promote sustainable practices within their operations.

This paper's twofold purpose is, first, to present ZELPH ['sɛlf], a self-assessment instrument that enables those developing the pedagogy of work-integrating study programmes in higher education (HE) systematically to surface the intended and unintended outcomes of their programme's approach to integrating professional practice into an academic course. Secondly, the paper reports on a small pilot study with programme staff from five different HE institutions in various countries who tested ZELPH.

ZELPH operationalises aspects of key theories on work-integrating learning pedagogy, and thereby enables a simplified depiction of the reality of combining classroom-based and worksite-based learning. Programme staff from Germany, the United Kingdom, France, South Africa and Taiwan applied the instrument to their respective work-integrating study programmes and evaluated its perceived value and feasibility.

The findings suggest that ZELPH offers value as a practical instrument, in particular to those less familiar with developing work-integrating learning pedagogy as well as to those keen to compare programmes across national, cultural and institutional contexts.

ZELPH contributes to addressing the lack of practically applicable instruments to support the design and international benchmarking of work-integrating learning pedagogy in HE.

The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development projects aimed at integrating sustainability education into international business and marketing curricula are scarce. The study investigates the learning gaps in sustainability education among undergraduates enrolled in an International Marketing course to postulate a series of pedagogical practices, leading to effective integration of sustainability education into the curricula.

Two-phased research method consisting of complementary data collection techniques informed the findings of this study. First, an online survey was conducted among 111 undergraduates enrolled in an International Marketing course. The findings of the survey are used in designing the second phase of data collection performed through a content analysis of essays written by 60 undergraduates evaluating sustainable marketing practices of international firms. Informed by the findings gathered through SPSS- and Nvivo-aided data analysis, this study postulates a series of pedagogical practices.

The study argues that curriculum development projects in integrating sustainability into an existing curriculum in universities should be aimed at bridging undergraduates’ learning gaps in sustainability education. The main learning gaps identified in the study reveal that undergraduates find it difficult to view the social function of international business firms from a holistic point of view; critically assess sustainable marketing practices; and articulate futuristic views on sustainable marketing practices. Further, the content analysis revealed three major thematic categories: sustainability from reductionists’ perspective, sustainable marketing practices bring nothing “but good for businesses”, ambivalent about the future success of sustainable marketing practices. Triggered by these learning gaps, thematic categories and the theoretical underpinnings of Rusinko’s (2010) matrix for integrating sustainability education, the study offers a set of practical pedagogical guidelines to incorporate sustainability education into curricula.

The study is limited to exploring undergraduate student perspectives, and it would be worthwhile if educators’ perspectives are explored in future studies. The findings could be further improved by conducting a cross-sectional study across several business disciplines.

Based on the findings of the study, a set of guidelines for developing a pedagogical plan to incorporate sustainable education into curricula is presented.

Educators argue that successful curriculum development projects aiming at integrating sustainability into existing curricula should be aligned with the structure of the existing curricula, and those new pedagogical practices in integrating sustainability into existing curricula should be built on students’ learning gaps in sustainability education. To this end, this study examined undergraduates’ learning gaps in sustainability education and postulated pedagogical practices toward integrating sustainability education into an existing curriculum of international marketing.

The construction industry has considerably evolved in the recent two decades due to the emergence of sustainability, lean construction (LC) and building information modelling (BIM). Despite previous research efforts, there is still a gap concerning the multidimensional nature of their integration. Hence, this study aims to fill the mentioned knowledge gap through exploring and comparing the challenges, enablers, techniques as well as benefits of integrating LC with BIM and sustainability in building construction projects.

A systematic literature review was conducted to fulfill the purpose of this study.

The findings reveal and compare the challenges, enablers, techniques and benefits of integrating LC with BIM and sustainability in building construction projects. The results suggest that there are eight common challenges for integrating LC with BIM and sustainability, including high initial cost, lack of collaboration, lack of professionals and lack of compatible contractual framework. The discovered challenges, enablers, techniques and benefits seem to be mostly routed in people. The findings also suggest that the synergistic benefits of integrating LC with BIM and sustainability can overcome the common challenges (safety, reliability, productivity, collaboration and quality) in construction projects.

The findings contribute to the literature and practice concerning the integration of LC with BIM and sustainability by exploring, comparing and discussing the relevant challenges, enablers, techniques as well as benefits. Moreover, the findings reveal the significance of the development of people in construction industry, besides processes and technology, as people are always subject of activities in construction while processes and technology are always objects.

This paper aims to investigate the relationship among emotional intelligence (EI), conflict management styles (CMSs) and innovation performance, and test the mediating effects of various types of CMSs. Innovation is playing a more and more critical role in the survival and development of companies. EI is assumed to be an antecedent of employees’ innovation performance. Conflict is an inevitable phenomenon in organizations, and different CMSs have different impacts on individual performance.

Research data were obtained from 159 employees in the construction industry in China. SPSS 19.0 was used to test and verify the hypotheses concerning the relationship among EI, CMSs and innovation performance. The authors also conducted a 500-times bootstrapping to verify the mediating roles of different CMSs.

Results indicate that EI is positively and significantly associated with integrating, compromising and dominating styles, as well as innovation performance in the construction industry. In addition, the integrating style has a significantly positive relationship with innovation performance. This research also confirms the mediating effect of integrating style on the relationship between EI and innovation performance.

The authors recommend that managers, especially in the construction industry, who are willing to maintain high levels of innovation performance of employees can provide EI training programs. In addition, to improve innovation performance, companies should provide employees with appropriate training emphasizing the importance of conflict management strategies, especially the integrating style.

Limited research has focused on the antecedents of conflict management strategies or the relationship between EI and innovation performance. A framework integrating EI, CMSs and innovation performance is put forward and empirical evidence of the relationship between EI and employees’ innovation performance is provided. This research helps to have a better understanding of the relationship between EI and innovation performance by introducing the integrating style as a mediating variable.

This study examined the relationship between the headquarters and the foreign subsidiaries of multinational corporations (MNCs). Hypotheses concerning the strategies pursued by each MNC, intergroup conflict, conflict management styles, integrating mechanisms, and the effectiveness of the headquarters‐subsidiary relationship are developed and tested. There were no significant differences in the intergroup conflict experienced by subsidiaries pursuing different international strategies. However, effectiveness of the headquarters‐subsidiary relationship was negatively related to intergroup conflict. The use of the avoiding style of conflict management was negatively related to the effectiveness of the headquarters‐subsidiary relationship, as hypothesized. For MNCs pursuing global integration strategies, the use of personal integrating mechanisms and integrating conflict management styles were negatively related to intergroup conflict. For MNCs pursuing local responsiveness strategies, the use of bureaucratic integrating mechanisms and dominating conflict management styles were not negatively related to inter‐group conflict. This ran counter to expectations. MNCs pursuing multi‐focal strategies did not fit neatly into either strategy camp—global integration or local responsiveness.

The purpose of this paper is to examine the interactive effect of interpersonal conflict at work and adopting an integrating/compromising conflict style on workers' psychosocial wellbeing.

A total of 311 employed young adults completed an online questionnaire.

Moderated hierarchical multiple regression analyses support the hypothesis that integrating/compromising interacts with interpersonal conflict at work to predict psychosocial strain. Specifically, it was found that integrating/compromising is related to psychosocial strain in a U‐shaped fashion when work conflict is high. Although a moderate degree of integrating/compromising is psychosocially beneficial for workers and can buffer the negative impact of work conflict, beyond a certain point, integrating/compromising is associated with an increase in psychosocial strain when work conflict is high.

The results of the study suggest that investigations of conflict styles should focus not only on managing the occurrence of conflict – or resolving it when it does occur – but also on the psychosocial costs of adopting particular conflict styles. The data are cross‐sectional; therefore, inferences about causality are limited.

The study is one of the few to empirically test the psychosocial costs of adopting particular conflict styles. In addition, compared with similar studies, more complex relationships (i.e. nonlinear) between the variables are assessed.