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The intent of this practice briefing is to provide clarity on the role of market cycles in influencing property valuations at specific points in time. Market cycles are important to the valuation function as real estate cycles have been a critical underlying reason for the financial successes and failures of real estate investments throughout history.

This practice briefing is an overview of the role of the valuer/appraiser in decanting out market information and expectations from market comparables.

This briefing is a review of property valuation and proffers that connecting market cycles to valuation will capture a more expansive and inclusive world view that explicitly incorporates consideration of multiple factors that are reflected in market value.

Important implication of this research is that valuers be aware of how profoundly market cycles concepts and circumstances influence property values – and implement that knowledge in property valuation assignments.

This briefing considers the implications of using market cycles knowledge as a core resource for the property valuer. All involved in the property discipline must recognise that market cycles dramatically influence property values at any one point in time.

Societies, cultures, governments, business and places depend upon and have major stake in competent, responsible, informed decisions about properties and property interest. This research contributes to superior property practice – and therefore supports the interests of societies, cultures, governments, business and places.

This briefing provides guidance on how to interpret markets, market cycles and market information that feed into property pricing and market value.

In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.

Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.

Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.

This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

This paper explores the potential that block teaching offers to enhance employability in the context of large-scale classes. It suggests that block teaching, with its condensed structure, necessitates curriculum innovation, fosters participatory learning and peer-to-peer networking, and has been shown to increase student focus and enhance engagement and attainment, especially amongst diverse learners. As these are the same challenges that large-scale teaching faces, it is proposed that intensive modes of delivery could be scaled up in a way that may help to mitigate such problems as cohorts in business schools continue to increase in size.

The paper is based on secondary research and provides an overview of literature that looks at block teaching, followed by that which explores the challenges of large-scale teaching contexts. It compares and contrasts the gaps in both to suggest a way that they could be combined.

The paper provides key insights into changes in the contemporary landscape of teaching within UK business schools, which have seen increasingly large cohorts and draws out the key strengths of intensive modes of delivery, which include helping students to time manage effectively, encouraging curriculum innovation and the creation of participatory learning opportunities as well as providing closer personal relationships between students and staff. Outlining some of the well-documented issues that can arise when teaching larger cohorts, the paper suggests that scaling up blocked delivery may offer a new way help to overcome them.

Because of the chosen research approach, the research results are subject to generalisation. Therefore, researchers are encouraged to test the proposed propositions in large-scale teaching scenarios.

This paper includes implications for the development of innovative modes of teaching in the context of large cohorts, an experience that is increasingly common amongst British business schools and beyond.

This paper brings together two bodies of literature for the first time – that of intensive modes of teaching and that focuses on large-scale teaching contexts – for the first time to show how the former may help to overcome some of the key issues arising in the latter.

As the today's world is leading toward the digital dependency and after the world pandemic of COVID-19, the dependency of students and the university is completely through a digital medium, in context with that the higher education according to the demand of the generation is leading towards digital transformation. The digital transformation in the sector of education is the road map for the sustainable management and development of education. The digital transformation is the new pillar of education in which the students are mostly reliable. The digitalization in the field of education will lead to simple and clarified as well as multiple way for acquiring the knowledge. As the integration of the new model of education system is applied and implemented throughout the globe, the digital medium plays a significant role for the smooth and the systemic development of the model. In this chapter, the pathway for the development of the well-stable and well-developed strategies is considered in which the integration of the essential requirements, proper guidance, and advantages of the model is dependent for the transformation to digital medium of the higher education that will be leading to the development of the management and the education system. The foundation of that transformation model is detailed in the paper for the digitalization of higher education.

Millions of children participate in community sports clubs and leagues each weekend across the UK, and other countries. The rates of participation and the cultural significance of these sports in different countries are not always matched by recognition or support from governments. Policy interest in sport in the UK has, in recent years at least, tended to focus on elite performance and the hosting of events such as the Olympics and the UEFA European Championships. Commitment to grassroots and community sports has waned, or been limited to how sport and/or physical activity can help to deliver other policy goals. The lack of funding provided to community sports clubs can lead to young people with limited resources being excluded from clubs. Inequalities in participation in sport and physical activity were exacerbated during lockdowns and restrictions imposed during the coronavirus pandemic. This chapter explores some of the contemporary challenges facing grassroots youth sports clubs and highlights the possible advantages of adopting a different approach to them, including consideration of the informal care provided by sports clubs and the role that they can play during critical moments in children and families' everyday lives.

The extraction of relevant knowledge from data is called knowledge discovery (KD). The KD process requires a large amount of data and it must be reliable before mining. Complexity is not only in deriving knowledge from data but also in improving system performance with a psycho-cognitive approach. KD demands a high level of human cognition and mental activity to generate and retrieve knowledge. Therefore, this study aims to explain how psychological knowledge is involved in KD.

By understanding the cognitive processes that lead to knowledge production, KD can be improved through interventions that target psychological processes, such as attention, learning and memory. In addition, psycho-cognitive approaches can help us to better grasp the process of KD and the factors that influence its effectiveness. The study attempted to correlate interdependence by interpreting cognitive approaches to KD from a psychological perspective. The authors of this paper draw on both primary and secondary literary warrants to empirically prove psychological bending in KD.

Understanding the psychological aspects of data and KD can identify the development of tools, process and environments that support individual and teams in making sense of data and extracting valuable knowledge. The study also finds that interdisciplinary collaboration, bringing together expertise in psychology, data science and domain specific knowledge fosters effective KD processes.

The KD system cannot function well and will not be able to achieve its full potential without psycho-cognitive foundation. It was found that KD in the KD system is influenced by human cognition. The authors made a contribution to KD by fusing psycho-cognitive approaches with data-driven technology and machine learning.

In the evolving digital work landscape, where cyberloafing has become a notable challenge, this study aims to investigate the mechanisms through which organizations can effectively reduce such behaviors. Specifically, the research explores the role of employee adaptability in mitigating cyberloafing, taking into account the influences of temporal leadership, teamwork attitudes, and competitive work environments.

Utilizing the broaden-and-build theory and the job demands-resources (JD-R) model, we analyzed data from 245 employees through structural equation modeling (SEM) to investigate how various factors influence cyberloafing.

The results indicate that employee adaptability significantly mitigates cyberloafing and serves as a mediating factor between temporal leadership, teamwork attitudes, and the impact of competitive work environments on cyberloafing. Temporal leadership and teamwork attitudes positively correlate with increased adaptability, thereby reducing cyberloafing. Conversely, competitive work environments, while slightly enhancing adaptability, substantially increase cyberloafing.

The study contributes new insights into the dynamics of cyberloafing, emphasizing the critical roles of adaptability, teamwork attitudes, and temporal leadership in reducing such behaviors. It underscores the need for organizations to foster a supportive culture that minimizes competitive pressures and promotes teamwork and leadership strategies conducive to high productivity and minimal cyberloafing. This research offers practical implications for designing workplace strategies aimed at boosting productivity and curbing undesirable online behaviors during work hours.

This study aims to investigate the effect of stock repurchase – firms buying back their own stocks – on firm performance, focusing specifically on the role of marketing capability. The authors also investigate the moderating influence of competitive intensity on this effect. This research sheds light on how marketing capability explains the negative effect of stock repurchase on firm performance, and how this effect varies in different competitive intensity environments.

The authors test their hypotheses using US firm-level longitudinal data collected from a sample set of firms obtained from the Compustat database for the 1989–2015 period. The authors specify a panel data regression model to test the hypotheses.

The authors find that adoption of stock repurchase ultimately results in a decrease in firm performance, through a decrease in marketing capability. The authors also find that the indirect effect of stock repurchase on firm performance is moderated by firm competitive intensity, such that at higher levels of competitive intensity, the negative relationship between stock repurchase and marketing capability will become amplified and at lower levels of competitive intensity, the negative relationship between stock repurchase and marketing capability will get attenuated.

This study indicates that the risk from stock repurchase is the diversion of funds from other beneficial activities such as marketing budgets, leading to lowered marketing capability.

This study's results will help managers improve their understanding of the dark side of the stock repurchase strategy and help take corrective action.

The present study empirically tests the effects of stock repurchase on marketing capability and firm performance.