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This systematic literature review analyses the determinants and consequences of executive compensation-related shareholder activism and say-on-pay (SOP) votes. The review covers 71 empirical articles published between January 1995 and September 2017. The studies are reviewed within an empirical research framework that separates the reasons for shareholder activism and SOP voting dissent as input factor on the one hand and the consequences of shareholder pressure as output factor on the other. This procedure identifies the five most important groups of factors in the literature: the level and structure of executive compensation, firm characteristics, corporate governance mechanisms, shareholder structure and stakeholders. Of these, executive compensation and firm characteristics are the most frequently examined. Further examination reveals that the key assumptions of neoclassical principal agent theory for both managers and shareholders are not always consistent with recent empirical evidence. First, behavioral aspects (such as the perception of fairness) influence compensation activism and SOP votes. Second, non-financial interests significantly moderate shareholder activism. Insofar, we recommend integrating behavioral and non-financial aspects into the existing research. The implications are analyzed, and new directions for further research are discussed by proposing 19 different research questions.

This study aims to develop and validate a best‐worst scaling (BWS) measure of preferred conflict‐handling styles, named the Conflict‐handling BWS (CHBWS).

The authors conducted three studies. Study 1 consisted of a sample of psychology students (n=136) from a Canadian university and was designed to assess the convergent validity of the CHBWS by comparing it with the ROCI‐II and DUTCH instruments. Study 2 consisted of a sample of psychology students (n=154) from a US university and was designed to assess the predictive validity of the CHBWS by relating conflict‐handling styles to consumer complaint behavior. Study 3 consisted of a random sample of adults registered with an online survey company in Australia (n=204) and Germany (n=214). This study was designed to assess the antecedent relationship of Schwartz's personal values to conflict‐handling styles.

The study shows that best‐worst scaling is a valid and advantageous way of measuring conflict‐handling styles. The CHBWS demonstrated both convergent and predictive validity, and was able to reproduce the structure of the dual‐concerns model. The study also showed that preferred conflict‐handling style influences the choice of complaint behavior in a retail service failure situation. Furthermore, the study demonstrated that Schwartz's personal values can influence the preferred conflict‐handling style in two individualistic cultures.

This is the first study to measure conflict‐handling style preferences using a BWS approach. Furthermore, it is the first study to relate consumer complaint behavior to preferred conflict‐handling style.

This study aims to provide a more detailed examination of the way conflict styles vary by organization level and gender.

The authors drew a stratified, random sample from a national database on the Thomas‐Kilmann Conflict Mode Instrument, selecting 200 fully‐employed men and 200 fully‐employed women at each of six organizational levels – from entry‐level positions to top executives. This design allowed them to test for linear and curvilinear relationships between style and organization level, as well as to compare gender differences in styles across organization levels.

Results showed moderate effect sizes for both organization level and gender, with negligible interaction effects. Assertiveness (competing and collaborating) increases monotonically at progressively higher organization levels, while unassertive styles (avoiding and accommodating) decrease. Compromising shows a curvilinear relationship to organization level, decreasing at both the highest and lowest levels. The strongest gender finding was that men score significantly higher on competing at all six organization levels. Thus, there was no evidence that conflict styles of men and women converge at higher organization levels.

The study provides a more detailed picture of conflict style differences by organization level and gender. Among other things, these differences suggest the usefulness of multiple sets of norms for conflict style instruments and the need for conflict training and team building to take into account the typical style patterns at a given organization level.

Descriptions of research conducted within the interpretive research paradigm do not always capture its messy and unpredictable nature. The naturalistic inquiry described in this paper attempts to provide a candid account of some of the challenges encountered in such research. Interestingly, many of those challenges were consistent with the challenges associated with the process of learning to be a facilitator, which was the focus of my study. The study sought to describe the theories and practices of facilitator educators preparing facilitators to work in community organisations, training or education contexts, and business management settings. Following a brief description of the methodology and methods of the study, some of the unexpected symmetries between learning to be a facilitator and conducting interpretivist research are discussed. These included the need for selfawareness, practising intentionality, and managing conflicting roles. The strategies I used to respond to the research challenges I describe are also discussed and I encourage others to reflect on, and share, the trials and tribulations encountered during their research.

Modern academic links between leadership and strategy were forged in the early 1960s with the heightened application of strategy to business planning. These links were soon dissolved by the strategy consultants who came to dominate the field of business strategy in the mid-1960s. The consultants dismissed the role of leadership in strategic planning in favor of objective analyses of the external environment that eliminated any need for leadership skills, judgment, values, or intuition. Failures to implement strategy in the 1980s led to limited roles for leaders in implementing strategies they had no role in creating, but the gulf between leadership and strategy has steadily widened.

This paper traces the consequences of this widening gulf for teaching leadership and strategy in the classroom. It explores how an integrated approach to teaching leadership and strategy would better prepare today’s students for the challenges they will face as future business leaders.

Distance has been a core concept and issue in international business and management research. While scholars argue that distance through internationalization is increasing costs, distance is also associated with positive implications such as the integration of more diverse knowledge. Still, many firms struggle to manage distance effectively and efficiently in their multinational contexts. The purpose of this study therefore is to propose Open Strategy – increasing transparency and inclusion in the strategy process – as an attractive concept for managing distance.

This is a conceptual paper where the authors introduce Open Strategy to the IB community.

The authors argue that opening the strategy of multinational enterprises, enables firms to leverage diversity by re-combining the firms diverse and distant knowledge. It also reduces distance by moving beyond formal mechanisms of control and coordination to improve joint understanding, cooperative commitment and strategy implementation. The framework shows how firms can move beyond established dogmas in international business research by rendering their strategy processes more open.

Leveraging the Open Strategy literature, the authors are able to find a way to respond to the challenge of increasing distance, in fact even arguing that distance can be beneficial if framed as diversity.

This paper describes the impact of COVID-19 on manufacturing firms in the DACH region of Europe (DACH is an acronym used to describe Germany, Austria and Switzerland). The purpose of the study was threefold: first to describe crisis resilience empirically through the actions taken by the firms using the elements of resilience; the paper then goes on to compare the DACH region with Northern Italy; finally, based on the findings, an existing crisis management model is expanded.

A mixed method of quantitative research based on survey data and qualitative interviews was applied for data collection. The findings are based on 57 survey results and 13 interviews from December 2020 to March 2021. The findings are presented based on the resilience elements and are discussed based on processes, technologies and people. The findings are compared with those from an Italian study made 6–9 months before this study. The comparison provides the basis for the adaptations to the crisis management model.

The findings describe the actions taken by firms in the DACH region to overcome the challenges posed by COVID-19. The findings were, in most cases, very similar to those from the Italian study. The most resilient firms had well-defined processes in place, adaptable employees who were well-led, and had (digital) technologies that could be quickly implemented.

The timing for the crisis was later in the DACH region and firms were able to learn from Italy. The crisis management model based on the Italian study was refined; the resulting model will support managers to face future crises. This model needs testing and extending to link to past and future events.

The purpose of this paper is to lay out the data competence maturity model (DCMM) and discuss how the application of the model can serve as a foundation for a measured and deliberate use of data in secondary education.

Although the model is new, its implications, and its application are derived from key findings and best practices from the software development, data analytics and secondary education performance literature. These principles can guide educators to better manage student and operational outcomes. This work builds and applies the DCMM model to secondary education.

The conceptual model reveals significant opportunities to improve data-driven decision making in schools and local education agencies (LEAs). Moving past the first and second stages of the data competency maturity model should allow educators to better incorporate data into the regular decision-making process.

Moving up the DCMM to better integrate data into their decision-making process has the potential to produce profound improvements for schools and LEAs. Data science is about making better decisions. Understanding the path laid out in the DCMM to helping an organization move to a more mature data-driven decision-making process will help improve both student and operational outcomes.

This paper brings a new concept, the DCMM, to the educational literature and discusses how these principles can be applied to improve decision making by integrating them into their decision-making process and trying to help the organization mature within this framework.

Boundary lubrication cannot provide long-term protection against scuffing. Therefore, it is fundamental to recognise the breaking point of the boundary layer that activates scuffing. Based on this assumption, three-dimensional (3D) morphologies of surfaces were characterised, and the fundamental conditions of the scuffing process were investigated to identify the transition from boundary lubrication conditions to catastrophic wear.

A series of systematic tribological double-blind experiments were carried out using a poorly lubricated cylinder/plane interface to model the tribological inverse problem in a boundary lubrication situation. Areal morphological analysis was performed, with the help of an optical interferometer, on a millimetric area corresponding to the contact surface during experimental tribological investigations. The statistical correlation between scuffing and the selected morphological parameters was evaluated. This evaluation study consisted of determining the linear, logarithmic, exponential, polynomial (of degree 2) or power dependency between time to scuffing and morphological parameters.

A clear, statistically confirmed relationship was observed between selected morphological parameters of the surface (Spd, Sha, Str, Sz) and its scuffing performance.

3D morphological parameters that best specified the technological scuffing performance of metallic surfaces were selected and proposed.

This paper aims to present the case of a semester-long study-abroad education class in Italy. This course explored place-based methods that classroom teachers (K-12) might use to connect students’ outdoor surroundings to extend the lessons they learn in school about environmental sustainability. The experience of the university instructor and students outlined in this paper highlights the promise of place-based education to provide a potent approach for conveying principles of education for sustainable development (ESD).

An American university course enacted the approaches of place-based education and learning outdoors (harnessing student curiosity, building community partnerships, etc.) to investigate the natural and civic systems at work in the city of Florence. The participants deepened their understanding about the natural environment, economic health and well-being of inhabitants and compared the findings about local sustainable resource management to international settings. Through a deliberate practice framework, the students designed classroom lessons.

This discussion of university students’ work in an education course illuminates the possibilities for place-based applications in elementary and secondary schools. The pedagogical principles applied in this course also highlight the multidisciplinary strengths of ESD.

This paper provides an inside look at choices educators must make to provide relevance in classrooms, to connect the curriculum content that is standardized by governments with the systemic dilemmas that challenge communities. The author details the pedestrian topics that the university students examined during the semester. These lessons show that place-based inquiry situated in the outdoors can present clear lessons about sustainable development. An international comparative perspective can enhance learners’ perspectives about local surroundings.