Search results

This paper aims (1) to create a sense of resonance with Maida Herman Solomon and her ideas, (2) to inspire a reconsideration of current management history (the unquestioned block box of dominant figures, dominant foci and dominant practices), (3) to bring Solomon’s contributions to clinical social work into present discourse in management and organizational studies and (4) to foster recognition for Solomon in her own field of social work, as forerunner in a developing profession. Guiding this study is the question: “What are Solomon’s key contributions and why is she overlooked?”

This paper features a novel methodology, ficto-feminism. The feminism in ficto-feminism is presented as ontology, epistemology, method and mode of writing. Ficto-feminism combines polemical (or prowoman writing) with aspects of collective biography, autoethnography and fictocriticism. As such, the paper contributes to the emerging feminist tradition of writing differently. The approach is an embodied and reflexive approach that engages with history to investigate the absence of women.

Maida Solomon was an educator, researcher, practitioner and advocate. Her contributions to the development and practice of clinical social work spanned over 60 years, and yet, she is little more than a footnote in the history of the field. Her contributions include authoring and implementing graduate programming, which continues to be the taken for granted training; penning some of the most seminal works and advancing theory; introducing academic and scientific approaches, which saw the field professionalize and adopt new standards; and helping to change the way that society thought about mental health and sexual health. A confluence of factors contributes to her marginalization and neglect: gender, ethnicity, the feminized field of social work and the stigmatized focus for her practice.

The paper combines assertive autobiographical and literary strategies to foreground an overlooked female leader in the field of clinical social work, namely, Maida Solomon. Drawing on biographical material, literature, media and archival material, this paper features a fictional but truthful conversation between the present-day author/writer/historian and the posthumous, historical protagonist (Maida Solomon). In so doing, the engagement with history is both one that deconstructs while reconstructing a historical account with both aesthetic and political implications.

This article reviews the intercultural adaptability (IA) development models for students in South Korea and China in response to the growing internationalisation of higher education. The article provides significant implications for Confucian heritage culture (CHC) countries and others that wish to enhance in higher education.

This scoping review systematically investigates the literature on different IA development strategies for students in higher education across these two Asian countries.

South Korea has promoted the self-growth model reflected in internationalised programmes such as English as a Medium of Instruction (EMI), an international learning environment with an increasing number of international students and student exchange programmes. Through these initiatives, domestic students’ identity and intercultural learning dynamics are enriched in an intercultural learning environment. Meanwhile, China has adopted the “Outward-oriented” higher education internationalisation model to attract international students to study in Chinese universities and entice Chinese returnees through its International Talent Training Programmes. In this strategy, international students are exposed to Chinese language and cultural knowledge development programmes, and Chinese students are motivated to learn the English language and cultures through interactions with their international peers.

Student IA development models in CHC countries remain underexplored. This article responds to the need of higher education institutions in Asian countries that wish to access and learn from effective IA models from other CHC countries. The study makes a valuable contribution by putting forward significant recommendations for developing students’ IA in CHC countries.

Unlocking the potential of Big Data Analytics (BDA) has proven to be a transformative factor for the Architecture, Engineering and Construction (AEC) industry. This has prompted researchers to focus attention on BDA in the AEC industry (BDA-in-AECI) in recent years, leading to a proliferation of relevant research. However, an in-depth exploration of the literature on BDA-in-AECI remains scarce. As a result, this study seeks to systematically explore the state-of-the-art review on BDA-in-AECI and identify research trends and gaps in knowledge to guide future research.

This state-of-the-art review was conducted using a mixed-method systematic review. Relevant publications were retrieved from Scopus and then subjected to inclusion and exclusion criteria. A quantitative bibliometric analysis was conducted using VOSviewer software and Gephi to reveal the status quo of research in the domain. A further qualitative analysis was performed on carefully screened articles. Based on this mixed-method systematic review, knowledge gaps were identified and future research agendas of BDA-in-AECI were proposed.

The results show that BDA has been adopted to support AEC decision-making, safety and risk assessment, structural health monitoring, damage detection, waste management, project management and facilities management. BDA also plays a major role in achieving construction 4.0 and Industry 4.0. The study further revealed that data mining, cloud computing, predictive analytics, machine learning and artificial intelligence methods, such as deep learning, natural language processing and computer vision, are the key methods used for BDA-in-AECI. Moreover, several data acquisition platforms and technologies were identified, including building information modeling, Internet of Things (IoT), social networking and blockchain. Further studies are needed to examine the synergies between BDA and AI, BDA and Digital twin and BDA and blockchain in the AEC industry.

The study contributes to the BDA-in-AECI body of knowledge by providing a comprehensive scope of understanding and revealing areas for future research directions beneficial to the stakeholders in the AEC industry.

The purpose of this paper is to inform readers who are interested in textbooks, sports and sports economics, but especially professors who teach sports economics, about the coverage of sports in principles of economics textbooks.

The data in the paper consist of the 130 sections on sports from twenty-one principles of economics textbooks. The paper illuminates the sections using numerous quotations and in-text references. The paper details the number of sections devoted to each sport, economic concepts they illuminate and how the text covers topics such as league rules, broadcast revenues and women in sports.

The paper finds that the 21 textbook authors devote an average of 934 words in an average of 6.2 sections of text to 11 sports. Sections of text vary from one sentence to lengthy discussions of topics such as increased salaries due to technological advances in broadcasting, antitrust cases, the gender pay gap and bargaining between leagues and players' unions. The authors refer to five published research papers on sports economics, two quantitative books, two quantitative articles in the popular press and one nonquantitative nonfiction book.

This paper provides data to researchers who study sports regarding topics that students are being taught in economics texts. It is a potential tool for connecting their areas of research to the university experience.

Sports economics professors, and other professors, may enhance student interest by a choice of text for their principles classes.

Sports coverage in principles texts illuminates topics such as the effect of technology on income distribution, the morality of paying college athletes, the interaction of the legal system and markets and the gender gap.

No other publicly referenced paper details the use of sports in principles textbooks.

The integration of technology in special education can profoundly enhance student outcomes (Marino et al., 2024a). For instance, assistive technologies such as speech-to-text software and communication devices enable students with disabilities to participate more actively in the learning process (Fernández-Batanero et al., 2022). Additionally, adaptive learning platforms can customize content to meet individual student needs, fostering personalized learning experiences (Contrino et al., 2024). Moreover, technology can support differentiated instruction, equipping teachers to address the diverse learning profiles and capabilities within their classrooms (Unal et al., 2022). Numerous impediments obstruct the efficacious integration of technology in special education training and implementation. These include inadequate access to requisite technological resources, insufficient professional development opportunities and limited administrative support (Brennan et al., 2024). Furthermore, educators frequently encounter difficulties tailoring technology to the distinct needs of their students, necessitating specialized training and sustained support across the teacher education process (Basham et al., 2024; US Department of Education, 2024a).

This manuscript describes how the University of Maine’s (UMaine) Special Education Teacher Preparation Program addressed these challenges in its special education teacher preparation program through a strategic partnership with the National Center on Innovation, Design and Digital Learning’s (CIDDL) Tech Alliance. Sponsored by a grant from the US Department of Education Office of Special Education Programs, the alliance provides technical assistance for teacher preparation programs to improve technology integration and enhance student performance. The case study begins with a description of the CIDDL Center, followed by the demographic trends of Maine’s PK-12 public school students. Next, an analysis of the UMaine program provides insights into its challenges related to these topics. Finally, the outcomes of this case study are discussed.

The administration and faculty reported ten primary barriers to (RQ1): “What are current barriers related to the UMaine Special Education Teacher Preparation Program’s ability to increase the capacity of education technology integration during the teacher preparation program?” In response to (RQ2): “What was the faculty’s base-line knowledge and capacity to leverage technology within the University of Maine College of Education and Human Development (COEHD) special education, educator preparation programs, and other related education programs?” About 80% of faculty surveyed indicated they considered themselves to have moderate to expert knowledge of the use of digital tools when conducting research/literature reviews (e.g. accessing research databases, locating resources, checking for relevance and credibility of sources). About 80% also indicated having moderate to expert knowledge of the use of technology for communications, such as the use of digital tools for communication/collaboration (e.g. social media, collegial interactions, communities of practice, etc.). Findings also indicated the following faculty needs, which are consistent with the program needs. (1). Limited understanding of how emergent technology can support students with disabilities. (2). Limited knowledge to incorporate Universal Design for Learning during courses taught by professors outside special education. (3). Limited knowledge and abilities to conduct student clinical observations at a distance using technology. In response to (RQ3): “In what ways could the special education program support sustainable strategies to increase innovative technology practices to support positive outcomes for preservice teachers and their future PK-12 students with and without disabilities?” Findings indicated the need for a clear vision at the college and program level of how different types of technology (e.g. assistive technologies, virtual reality, augmented reality and artificial intelligence) could be integrated in the coursework.

This exploratory case study examined UMaine’s Special Education Teacher Preparation Program and its collaboration with the national CIDDL as part of a Tech Alliance initiative. Researchers employed a practice-oriented design (Ebneyamini and Sadeghi Moghadam, 2018) that incorporated multiple data sources, contextual analysis and both qualitative and quantitative data to ascertain the educator preparation program needs related to equipping teachers to utilize technology. The research is limited in that it addresses only one program in the United States. However, the Tech Alliance included ten programs.

The barriers noted for research question one are common across educator preparation programs (EPPs) throughout developed nations (Kerkoff and Cloud, 2020). For example, a study by Williams et al. (2023) indicated the influence of EPP program culture in relation to supporting teacher candidates’ growth is critical as they progress through technology-infused teacher preparation. Additionally, Karchmer-Klein et al. (2021) found that specifically developing teachers technological, pedagogical and content knowledge (TPACK) was crucial, yet not enough to lead to sustained technology integration across teachers’ pedagogical practice in the long term. The authors noted that although participants in their study perceived technology as important, there was a mismatch between this belief and the actual integration of technological tools into their teaching practice (Karchmer-Klein et al., 2021). The lack of access to assessment methods using technology and the integrated use of UDL in course design are also common barriers (Graziano et al., 2023; Marino et al., 2024b; Weisberg and Dawson, 2023). Graziano and colleagues identified key pillars that EPPs should strive for: (1) technology integrated coursework throughout their EPP curriculum, (2) faculty-modeled experiences, (3) opportunities to practice with reflection and (4) fostering of technology self-efficacy amongst EPP students. Likewise, Weisberg and Dawson (2023) noted two pedagogical styles were particularly beneficial for students in EPPs: (1) leveraging technology to teach about equitable and socially just access to education for all learners and (2) adopting a critical stance toward the role of technology integration in schools through modeling digital equity pedagogy.

The integration of emerging technologies, such as artificial intelligence, in special education, as demonstrated by the University of Maine’s program, provides a transformative model that can be adopted worldwide. The necessity of comprehensive professional development and strategic collaboration is emphasized, aligning with global trends toward inclusive education and promoting equitable learning opportunities (Contrino et al., 2024; Fernández-Batanero et al., 2022). The use of assistive technologies, adaptive learning platforms and digital resources in special education is crucial for addressing the diverse learning needs of students with disabilities, making this model relevant and replicable in various educational contexts internationally. Barriers identified in the manuscript, such as limited access to technological resources, insufficient professional development and lack of administrative support, resonate with challenges faced by educational institutions globally. Addressing these challenges through strategic partnerships, as exemplified by the collaboration with the CIDDL, offers a framework for enhancing infrastructure and faculty capabilities internationally (Brennan et al., 2024; Gangone and Fenwick, 2024). Building digital literacy among teacher candidates and integrating Universal Design for Learning (UDL) principles into curricula fosters a more inclusive and technology-driven approach to special education, encouraging global educational stakeholders to prioritize similar strategies within their own contexts (Marino et al., 2024b).

The findings of this exploratory case study underscore the critical importance of integrating emerging technologies into special education teacher preparation programs. UMaine’s collaboration with CIDDL demonstrated that strategic partnerships and targeted professional development can significantly enhance the digital readiness of preservice teachers. This study noted comprehensive professional development, sustained support and the adoption of UDL principles are essential for equipping educators with the skills necessary to effectively incorporate technology into their teaching practices.

Our research takes inspiration from stories of kindness in the context of the COVID-19 global pandemic and investigates what generational entrants, namely those entering the workforce in large numbers, dubbed emerging leaders (ages 19–39) think of the phenomenon of kindness and its potential role in organizations. Guiding the study is the question: “What can emerging leaders tell us about kindness and work?”

Adopting discourse analysis fused with kindness as research praxis, we conducted 66 qualitative interviews with young leaders (born between 1981 and 2001) across North America, Europe and Africa. Interviews were conducted in the summer and fall of 2020.

Our research sets out to expand theorizing related to kindness as a phenomenon, illustrates implications relevant to management and organizational studies and offers insights into the value of kindness as research praxis. This paper makes three related contributions and one methodological one: (1) it contributes to the literature on kindness and how it can be theorized in management and organizational studies, (2) it explores emerging leaders perceptions of kindness in a pandemic context, (3) it offers insights into how kindness might be leveraged as a model of moral and ethical behaviour valued in organizational environments, and (4) the paper promotes epistemic properties of kindness when fused with research praxis.

Authored during a rapidly unfolding scholarly conversation on the influences of the pandemic on organizational life, our research draws insights from experiences of kindness during COVID-19. This paper applies discourse analysis fused with kindness as research praxis to an understudied area of human behaviour (kindness) which has implications for management and organizational theory and practice. These implications include: (1) individual kindness capacity or inclination towards kindness behaviour that may be depleted by stressors such as the pandemic, (2) that kindness has socially contagious qualities, (3) and kindness as praxis has material benefits in the context of research methods, benefiting the research team and the research outputs.

There are variations in religious social norms and legal environments around the world. In this paper, we aim to examine the interaction between variations in religious social norms and legal environments on real activities manipulations and expense misclassification using a global sample of 63 countries. Our inquiry is motivated by a paucity of research on the interaction between legal environment and religion on earnings management practices in an international setting.

This study draws on a global sample of 63 countries to examine the effect of variations in religious social norms and legal environments on the trade-off between expense misclassification and real activities earnings management practices. Firm-specific financial data come from Global Compustat. Religion data are obtained from World Values Surveys of the World Bank. We obtain legal environment scores from the International Country Risk Guide.

Findings suggest that the interaction between law and religion serves as constraints on both classification shifting and real activities manipulation around the world. We find that religion strengthens the weak legal environment and the strong legal environment strengthens the weak religious environment to decrease both real activities manipulation and classification shifting when law and religion interact in an international setting. Therefore, our results contradict Zang's (2012) earnings management trade-off evidence. Again, our results contradict Malikov et al.’s (2018) evidence that mandatory International Financial Reporting Standards (IFRS) adoption is associated with increased real activities manipulation.

The study is limited to 63 countries limiting the generalizability of the findings.

This study provides novel evidence and shows that there is a link between law and religion. The interaction between law and religion decreases expense misclassification and real activities manipulation. We contribute that the interaction between religion and law benefits firms and increases shareholder value as real activities manipulation decreases. Therefore, strengthening the legal environment will complement religion, IFRS and other monitoring mechanisms put in place to mitigate unethical expense misclassification and real activities earnings manipulation around the world.

Teaching wine tasting online is challenging, even given the curated digital tools of the Wine and Spirit Education Trust, a highly renowned online wine certification system is used. This paper aims to initially explore wine experts’ opinions about online wine education and subsequently examine the feasibility of customizing wine appreciation lexicons for Chinese learners.

A two-study multimethod approach was adopted. Study 1, a two-stage Delphi study, was conducted with 17 wine experts representing a number of countries, using a mix of closed/open-ended questions in an online survey. Data was collected in a market study in Study 2, conducted at agricultural markets in Thailand (pilot test) and China. Dialogues with market sellers were undertaken, evoking mental imagery of wine descriptors to explore the relevance of traditional versus local aromas and flavors in describing wine.

Findings concentrate on three main areas: general advantages/disadvantages of online wine education, reactions toward asynchronous/synchronous methods of wine tasting and, finally, the feasibility of customizing a wine appreciation lexicon for Chinese learners.

The study presents novel insights into the role of online wine education in China.

The study aims to explore the role of non-mainstream financial schemes in supporting innovation within SMEs in developing countries, particularly in sub-Saharan Africa. It investigates how informal credit, business group affiliation and foreign and state ownership arrangements influence SMEs’ innovative activities in environments with limited access to formal financial resources.

The research utilizes data from the World Bank’s Enterprise Surveys, focusing on 8,466 firms across 11 sub-Saharan African countries from 2011 to 2020. A logistic regression analysis was conducted to assess the impact of various financial sources on SMEs’ innovation outputs, particularly incremental innovations, due to data constraints on radical innovations.

The findings reveal that informal credit significantly supports SME innovation, while business group resources can hinder innovative activities by restricting firms to routine tasks. State ownership positively influences innovation, whereas the impact of foreign ownership is inconclusive. These results highlight the critical role of alternative financial mechanisms in the innovation activities of SMEs in resource-limited settings.

This study contributes to the literature by providing empirical evidence on the effects of non-mainstream financial schemes on SME innovation in developing countries. It offers new theoretical insights into how SMEs navigate financial constraints to foster innovation and suggests policy implications for improving financial support systems for SMEs in such contexts. The research underscores the importance of contextualizing entrepreneurship studies to better understand the unique challenges and opportunities faced by SMEs in developing regions.

Managers and scholars alike claim that artificial intelligence (AI) represents a tool to enhance supply chain collaborations; however, existing research is limited in providing frameworks that categorise to what extent companies can apply AI capabilities and support existing collaborations. In response, this paper clarifies the various implications of AI applications on supply chain collaborations, focusing on the core elements of information sharing and trust. A five-stage AI collaboration framework for supply chains is presented, supporting managers to classify the supply chain collaboration stage in a company’s AI journey.

Using existing literature on AI technology and collaboration and its effects of information sharing and trust, we present two frameworks to clarify (a) the interrelationships between information sharing, trust and AI capabilities and (b) develop a model illustrating five AI application stages how AI can be used for supply chain collaborations.

We identify various levels of interdependency between trust and AI capabilities and subsequently divide AI collaboration into five stages, namely complementary AI applications, augmentative AI applications, collaborative AI applications, autonomous AI applications and AI applications replacing existing systems.

Similar to the five stages of autonomous driving, the categorisation of AI collaboration along the supply chain into five consecutive stages provides insight into collaborations practices and represents a practical management tool to better understand the utilisation of AI capabilities in a supply chain environment.