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The purpose of this study is to compare two models, traditional‐ and performance‐based, of Japanese retailers' channel relationships. The traditional model proposes Japanese retailers' long‐term orientation with their supplier is an antecedent of Japanese retailers' trust and dependence on the supplier. The performance model, on the other hand, proposes significant influences of suppliers' role performance and dependence on channel relationships.

Data were collected from Japanese department store buyers and specialty store buyers. A total of 141 cases were analyzed using the EQS structural equation modeling software.

Results show that the traditional model had a higher explanatory power than the performance model, which indicates the strong influence of culture on Japanese channel relationships.

Some measures have relatively poor psychometric properties. A further study should refine these measurements by exploring the meanings of these constructs from the cultural context.

This study provides insight into how cultural influences are embedded in distribution channel relationships.

This article provides a review and conceptual comparison between self‐report and performance‐based measures of emotional intelligence. Analyses of reliability, psychometric properties, and various forms of validity lead to the conclusion that self‐report techniques measure a dispositional construct, that may have some predictive validity, but which is highly correlated with personality and independent of intelligence. Although seemingly more valid, performance‐based measures have certain limitations, especially when scored with reference to consensual norms, which leads to problems of skew and restriction of range. Scaling procedures may partially ameliorate these scoring weaknesses. Alternative approaches to scoring, such as expert judgement, also suffer problems since the nature of the requisite expertise is unclear. Use of experimental paradigms for studying individual differences in information‐processing may, however, inform expertise. Other difficulties for performance‐based measures include limited predictive and operational validity, restricting practical utility in organizational settings. Further research appears necessary before tests of E1 are suitable for making real‐life decisions about individuals.

This paper aims to examine whether there is an association between the level of performance‐based incentives offered to CEOs and the composition of firms' boards of directors and the compensation committee.

Univariate tests are used to test the relation between the level of performance‐based incentives and corporate governance structures. A logistic regression analysis is used to predict the probability of CEOs receiving low performance‐based incentives when various characteristics of firms' boards of directors and compensation committees exist.

The authors find the presence of CEO duality reduces the likelihood of lower levels of performance‐based incentives offered to CEOs. Additionally, the authors find CEOs are more likely to receive lower levels of performance‐based incentives when the majority of the compensation committee members serve on less than three other boards, and when the size of the board is less than or equal to nine members.

This study is limited by the fact that the sample may not be representative of the general population of companies in the US.

Shareholders who desire to keep CEO compensation levels low may consider supporting the separation of the positions of CEO and Chairperson of the Board, as well as supporting limiting the number of other boards directors may serve, and reducing or keeping the size of the board to a maximum of nine members.

The authors have documented an association between board structure and CEO compensation. It appears that company boards are able to monitor and control the compensation level offered to CEOs.

The purpose of this paper is to present results from three years of a longitudinal “Assessment Attitudes and Practices” survey collected from a large school district in the Southern USA.

This paper focuses on both formative and summative “assessment practices” results from secondary (middle and high school) social studies teachers.

There was no statistically significant difference between secondary social studies teachers’ use of assessments and secondary teachers of other disciplines, nor was there a statistically significant difference in assessment use by year. Data results by assessment type were ranked in order of how often teachers claimed to use various assessment practices, and discussed in terms of assessment practices recommended by NCSS. Social studies teachers in this study were often more likely to report use of assessments of knowledge (including selected-response items) than performance-based assessment techniques (such as authentic assessments).

The lack of statistically significant differences in assessment practices along disciplinary lines indicates homogeneity in the use of assessments that does not do justice to social studies.

Using Common Core standards or not, having a 1:1 technological environment or not, teacher respondents essentially reported using the same assessments, perhaps because high-stakes assessments did not change.

There is a need for professional development that helps teachers see how performance-based assessments can be used to boost student performance on high-stakes assessments.

Studies of actual assessment practices (as opposed to ideas about how teachers should assess) are still quite rare, and provide a helpful window in understanding what is actually happening inside schools.

Currently trending as a practical approach to promote urban and seismic resilience, the adaptive reuse of historical buildings relies on expertise from various professional backgrounds ranging from conservation, urban planning, construction management, architecture, engineering to interior design. This paper explores the applicability of a performance-based multiple criteria decision assessment (MCDA) framework to prioritise underutilised historical buildings for adaptive reuse in Auckland, New Zealand while balancing the diverse interest of all relevant stakeholders.

A focus group workshop was conducted for relevant adaptive stakeholders in Auckland, New Zealand, to test the applicability of the performance-based MCDA framework developed by Aigwi et al. (2020) and prioritise four underutilised historical building alternatives for adaptive reuse interventions in Auckland, New Zealand.

Findings from this study revealed the significant potentials of the performance-based MCDA framework, both as an evidence-based measurement tool to prioritise underutilised earthquake-prone historical buildings in Auckland's central business district and as an effective decision-making strategy. Also, the framework allowed the inclusion of diverse stakeholders through the integration of collaborative rationality, ensuring consistency and transparency in the decision-making process.

The successful validation of the existing performance-based MCDA framework in Auckland, New Zealand, using multiple historical building alternatives, further strengthens its preceding validation by Aigwi et al. (2019) using only two historical buildings in Whanganui, New Zealand. The findings provide a theoretical platform for urban planning researchers to advance performance-based planning for adaptive reuse to other locations and fields. There are also interesting implications for local councils, heritage agencies, architects, urban planners, policymakers, building owners and developers in Auckland, New Zealand, as a guide to improving their understandings of: (1) the intangible values of optimal historical buildings perceived by the community as worthy of protection through adaptive reuse; and (2) the targeted needs of communities in the new functions of an optimal alternative from a group of representative historical building alternatives.

The relationship between participation and job performance has captured the interest of not only business researchers but also education researchers. However, the topic has not gained significant attention in the educational management research arena. The purpose of this paper is to empirically examine the impact of participation in decision making on lecturer performance in higher education.

Mail survey was used to collect the data. Open‐ended questionnaires were distributed to the lecturers in Yogyakarta Province in Indonesia. A total of 347 usable questionnaires were obtained which is about 46.3 percent rate of return. Factor analysis was used to identify the constructs. All Cronbach's alpha values are more than 0.7 and factor loading is more than 0.50. Regression analysis was employed to test research hypotheses. In addition, t‐test and ANOVA test were also conducted to investigate the different impact of demographic data on the job performance of the lecturers.

This study finds that participative decision making and academic rank have significant effect on lecturer performance. This finding implies that involving lecturers in educational decision making would be useful to improve not only lecturer performance but also organizational performance. In addition, among all demographic variables taken into account, only academic rank significantly affects lecturer performance.

This study assumes constant the reward system and performance appraisal factors that might affect the relationship between participation and lecturer performance. The research findings urge the Indonesian government to immediately set an order of a participative decision making system to facilitate the realization of a better quality of Indonesian higher education performance.

Participative decision making is a tool to align an organization's vision and a lecturer's objectives. The higher the level of lecturer's participation in decision making the higher the lecturer's commitment to the organization's vision and the higher the lecturer's performance will be.

The performance of service supply chains in terms of service levels and cost efficiency depends not only on the effort of service providers but also on the inputs of sub-contractors and the customer. In this sense, performance-based contracting (PBC) entails increased financial risk for providers. Allocating and managing risk through contractual relationships along the service supply chain is a critical issue, and yet there is scant empirical evidence regarding what factors influence, and how, provider willingness to bear PBC-induced risk. This paper aims to address this gap.

The paper draws on agency theory and two cases of logistics service supply chains, in the food retail and automotive industries respectively, to identify key influencing factors. Data were collected through semi-structured interviews with 30 managers of providers and sub-contractors and review of 35 documents, notably contracts and target letters.

Four influencing factors were found: performance attributability within the service supply chain; relational governance in service supply chain relationships; provider risk and reward balancing; and provider ability to transfer risk to sub-contractors. The propositions developed address how these factors influence provider willingness to bear PBC-induced risk.

The factors identified are external to the provider mindset and refer to the management of contractual relationships and service delivery interactions along the service supply chain. The paper contributes to agency theory by stressing the risk allocation implications of bi-directional principal-agent relations in service supply chains.

The study suggests ways in which providers can increase their capacity to bear and manage financial risk related to PBC design.

The paper identifies factors that influence provider willingness to bear financial risk induced by PBC in service supply chains.

The changes in the economy along with various political reforms have resulted in an increased focus on enhancing the employability of higher education graduates and have challenged the traditional role of higher education such as creating informed citizens and improving the well-being of individuals and the larger society. In this era of globalization, employability of higher education graduates is considered imperative in strengthening economies and in increasing their competitiveness. This increased focus on employability calls for innovative methods and approaches for assessing the skills and competencies of graduates. Employability is a broad concept and should not be seen as synonymous with the actual employment of graduates. Given these changes in the larger economy and higher education systems, this chapter attempts to map the changes in the overall goals and objectives of higher education against various political and economic forces, and to discuss the implications of these changes with reference to ‘employability gain’ of graduates. In doing so, we first discuss various definitions of employability and identify commonalities and differences between them. Next, we examine the potential of two assessment approaches – self-reports and performance-based tests – for measuring employability gains based on research findings from two higher education quality management projects implemented in Germany.

This paper aims to develop and empirically test the performance‐based higher education service quality model.

The study develops 67‐item instrument for measuring performance‐based service quality with a particular focus on the higher education sector. Scale reliability is confirmed using the Cronbach's alpha. The principle component analysis followed by a Varimax method is used to extract the factor loadings.

The results are satisfactory in terms of factor analysis, reliability and validity tests. Based on the overall loaded items, the eight dimensions are named. They are dependability, effectiveness, capability, efficiency, competencies, assurance, unusual situation management, and semester and syllabus.

Although the empirical results are significant, a comparative study can identify relative strengths of this model.

This study underlines some critical dimensions and related attributes on which the higher institutions should concentrate their efforts to improve quality.

This study is worth doing because it takes samples from international students studying at Japanese universities. This study also attempts to develop a comprehensive approach for scale development in measuring service quality for higher education institutes.

The chapter establishes the rationale for the development of an online professional development course in designing culturally responsive assessment for faculty of the Institute of Education in Dublin City University. As the literature on which the course is based is from several countries, the course may be considered relevant for faculty in various countries and can be accessed as the course is online. The course of about 3.5 hours in duration begins with a definition of culturally responsive assessment before emphasizing the desirability of culturally responsive assessment based mainly on the obligation to design tests that are fair to all test takers. Key elements of the program are the concepts of multicultural validity, construct validity, language issues, dimensions of cultural difference impacting on learning and assessment, and the lecturer/supervisor as researcher of their own students as well as of their own enculturation. The focus is on the implications of these concepts for professional practice. The course synthesizes several sources to posit eight criteria for the preparation, process, and outcomes of culturally responsive assessment before presenting several assessment modes that have potential to be culturally fair. Finally, the course provides the opportunity for participants to design culturally responsive assessment in their own disciplines and then requests the participants to evaluate their designs in light of the criteria. Twelve respondents to a pilot study were essentially very positive about the value of the online course.