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The increase in ownership and use of mobile-based devices among college students creates unique opportunities for faculty to develop highly engaging learning environments. With many educational institutions offering campus-wide Wi-Fi, students have the ability to use their mobile devices, including cell phones, tablets, and laptops for engaging with curriculum, specifically with leadership concepts. One method of engaging students is through the use of mobile-based polling, as an audience response system (ARS). Although most studies on the use of ARS in educational settings include traditional response system methods (e.g., clickers), emerging technologies have fueled interest in mobile-based polling. The purpose of this study was to examine the effects that mobile-based polling has among students of leadership when used as an audience response system. A survey regarding perceptions of mobile-based polling was administered to students enrolled in undergraduate leadership courses with the purpose of understanding its importance on various aspects of student engagement. Results regarding their polling experiences indicated that students became highly engaged on three levels— behaviorally, emotionally, and cognitively. Additionally, survey responses suggested that students viewed mobile-based polling as viable for purposes outside of the classroom. Suggestions for using mobile-based polling for learning leadership concepts are also presented. The authors of this study not only present mobile-based polling as an emerging technology with advantages over traditional clickers, but as a pedagogical approach for increasing student engagement and as a tool for enhancing leadership skills.

The purpose of this paper is to present a conceptual model that defines the essential components shaping the new Digital Supply Chains (DSCs) through the implementation and acceleration of Industry 4.0.

The scope of the present work exposes a conceptual approach and review of the key literature from 1989 to 2019, concerning the evolution and transformation of the actors and constructs in logistics and Supply Chain Management (SCM) by means of examining different conceptual models and a state-of-the-art review of Industry 4.0’s concepts and elements, with a focus on digitization in supply chain (SC) processes. A detailed study of the constructs and components of SCM, as defined by their authors, resulted in the development of a referential and systematic model that fuses the inherent concepts and roles of SCM, with the new technological trends directed toward digitization, automation, and the increasing use of information and communication technologies across logistics global value chains.

Having achieved an exploration of the different conceptual frameworks, there is no compelling evidence of the existence of a conceptual SCM that incorporates the basic theoretical constructs and the new roles and elements of Industry 4.0. Therefore, the main components of Industry 4.0 and their impact on DSC Management are described, driving the proposal for a new conceptual model which addresses and accelerates a vision of the future of the interconnectivity between different DSCs, grouped in clusters in order to add value, through new forms of cooperation and digital integration.

This research explores the gap in the current SCM models leading into Industry 4.0. The proposed model provides a novel and comprehensive overview of the new concepts and components driving the nascent and current DSCs. This conceptual framework will further aid researchers in the exploration of knowledge regarding the variables and components presented, as well as the verification of the newly revealed roles and constructs to understand the new forms of cooperation and implementation of Industry 4.0 in digitalized SCs.

This study sought to assess perceptions of support for organizational change and model the relationship between support for organizational change and leadership competencies among Extension educators. The knowledge gained through this work should expand current understandings regarding the nature, scope, and value of support for organizational change within the Extension educator role. We found that Extension educators mostly support organizational change. Our study also showed that leadership competencies predict a significant proportion of the total variation in overall support for organizational change. Extension leaders and leadership development practitioners should be aware that leadership education may increase receptivity to organizational change among educators.

Individuals expected to offer leadership are often chosen based on their power position within the field of interest and specialization in the context area being addressed and not on their leadership style. Leadership education curriculum often focuses on change as a product of leadership and leadership styles but places little emphasis on how the leadership styles of those chosen to lead change can influence the change process. In order to inform the development of curriculum targeting this aspect of leadership, research needs to be done to determine if leadership style impacts level of engagement in change. This research examined how transformational and transactional leadership styles impacted engagement in a national change process when 39 department chairs of universities across the United States were selected by the National Science Foundation to lead science, technology, engineering and math (STEM) educational reform at the undergraduate level. The findings revealed transformational leadership style positively predicted engagement in change and transactional leadership style negatively predicted engagement in change. While the small sample size makes the findings exploratory in nature and should be used with caution, they imply leadership education curriculum should include lessons on the impact these two styles have on engagement in change since there were statistically significant differences.

This paper aims to raise awareness of a potential planning pitfall and provide recommendations on how to assess and improve upon current practices. In potential conflict areas, such as the Korean Theater of Operations (KTO), military forces are required to store a portion of their ammunition combat load within depots and ammunition supply points under the control of a servicing ammunition company. This necessitates a lengthy retrieval process, as the ammunition company does not have enough resources to serve all customers simultaneously.

The stored combat load (SCL) retrieval process is modeled as a parallel machine scheduling problem and simulated using synthetic requirements. The current system of retrieval is contrasted against a proposed alternate system through a series of simulations scaled across three factors: number of ammunition company Soldiers, number of customer units and number of magazines.

The proposed alternate system demonstrates a significant potential for reducing the makespan of the SCL retrieval process when more than half of the magazines store SCL for multiple customers and there are more than five customers per Soldier.

Transitioning military units from a peacetime standing to full combat readiness as quickly as possible is of immense value within the KTO and other hostile areas with established troops not actively engaged in combat.

Work-life flexibility policies (e.g., flextime, telework, part-time, right-to-disconnect, and leaves) are increasingly important to employers as productivity and well-being strategies. However, policies have not lived up to their potential. In this chapter, the authors argue for increased research attention to implementation and work-life intersectionality considerations influencing effectiveness. Drawing on a typology that conceptualizes flexibility policies as offering employees control across five dimensions of the work role boundary (temporal, spatial, size, permeability, and continuity), the authors develop a model identifying the multilevel moderators and mechanisms of boundary control shaping relationships between using flexibility and work and home performance. Next, the authors review this model with an intersectional lens. The authors direct scholars’ attention to growing workforce diversity and increased variation in flexibility policy experiences, particularly for individuals with higher work-life intersectionality, which is defined as having multiple intersecting identities (e.g., gender, caregiving, and race), that are stigmatized, and link to having less access to and/or benefits from societal resources to support managing the work-life interface in a social context. Such an intersectional focus would address the important need to shift work-life and flexibility research from variable to person-centered approaches. The authors identify six research considerations on work-life intersectionality in order to illuminate how traditionally assumed work-life relationships need to be revisited to address growing variation in: access, needs, and preferences for work-life flexibility; work and nonwork experiences; and benefits from using flexibility policies. The authors hope that this chapter will spur a conversation on how the work-life interface and flexibility policy processes and outcomes may increasingly differ for individuals with higher work-life intersectionality compared to those with lower work-life intersectionality in the context of organizational and social systems that may perpetuate growing work-life and job inequality.

This chapter explores the results of an international survey (RAAAP-2) to provide global insight into research management and administration (RMA) as a relatively new field of investigation within the area of higher education management (HEM). Building on that extensive survey, the purpose of this chapter is to investigate qualitatively how and why people become and remain research managers and administrators, focussing primarily on their skills, roles, and career paths.

Findings from the analysis confirm that a career in RMA is rarely an intentional choice and can be described as labyrinthine, which could be even compared and contrasted with a concertine academic career described by Whitchurch et al. (2021). While conclusions confirm the gender implications of the profession, which is overall highly ‘female’; further conclusion sheds light on RMAs across regions and suggests how this varied ecosystem could even undermine the recognition of RMA as a profession.