Search results

Academic research concerning the implications of international business protocols is practically nonexistent. Most information is in the practitioner literature, is scattered and tends to focus on do’s and don’ts of etiquette rather than protocol. The results of this research shows that there are important differences between the USA and Chile in their approach to the protocol of bonding which involves public relations based on gift exchange, relationships, friendship, and loyalty. The implications of these differences are the particular expectations that American and Chilean participants in the business transaction have about the behaviour of the other. When these expectations are not fulfilled, or they are violated, then there is a high possibility that the relationship will fail with the resulting breakdown of customer relations.

This paper aims at advancing research on the identification and the first test of the primary steps companies follow to generate and maintain enablers of long-term marketing relationships in cross-cultural business. To achieve the objective, the authors first identify the communication difficulties in generating and maintaining long-term relationships in bi-cultural or multi-cultural settings. They then develop the building blocks, or enablers, that are needed to form and maintain enduring relationships. They finally illustrate the suggested process by describing the use of enablers in two contrasting cultures, the Anglo-Saxon and the Latin, using samples from the United States and Chile, respectively.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

The REDINGE2 – Reengineering Engineering Teaching, version 2 – project seeks to transform engineering education practices at the University of los Andes (UNIANDES) by using technology-based active learning strategies in courses from different disciplines that are to be reformed using a Big-ideas approach. Studies from this two-year project (2017-2018) seek to solve three main questions: What changes in engineering teaching conceptions, methods, tools and practices could be generated by reengineering courses using a Big-ideas approach? What changes in key conditions of learning environments have the students perceived in courses that use a Big-ideas approach? What lessons can be derived from the initial studies of REDINGE2’s pilot experiences?

The REDINGE2 project was conceived as a technology-based educational transformation initiative. It is the Faculty of Engineering at UNIANDES’ explicit intention to move engineering teaching from being content-focused to being big-ideas focused. It also wants to migrate from teacher-centered teaching strategies to student- and group-centered approaches. Additionally, this project intends to enrich engineering education ecologies with digital resources by integrating experiential, flexible and collaborative digital learning environments with traditional classroom/workshop/library/home/work learning settings. To promote this organic change, the project implemented a facilitation-from-the side strategy, which redesigned 14 engineering courses: each was given a two-year grant from the Office of the Dean of Engineering to rethink teaching practices and redesign the course. A cybernetic evaluation system was embedded in the life cycle of the transformation process that could support decision-making through each of the project’s stages (Stufflebeam, 1971). Questions of interest in this study are provided with information using triangulation of data at different times during each course’s redesign process.

After a year and half of the two-year REDINGE2 project (2017-2018), it is possible to say the following three research questions are fully solved. Concerning Question #1: What changes in engineering teaching conceptions, methods, tools and practices contribute to reengineering courses when using a Big-ideas approach? Participating teaching staff have demonstrated changes in their teaching conceptions, methods and resources, which can be attributed to their exposure to active-learning strategies supported by digital technologies. In fact, each one has redesigned and pilot tested at least one restructured learning unit for one of their courses according to the proposed Big-ideas approach; in addition, most admit to already having adjusted their teaching practices by changing their mindset regarding learning and how to promote it. Concerning Question #2: What changes in key conditions of learning environments have the students perceived in courses that have been redesigned using a Big-ideas approach? Data collected from students and participating staff members, both before the redesign and throughout this process, have provided teachers and students with feedback concerning perceived changes in learning environments. This has had positive results and provided opportunities for improvement. Concerning Question #3: What lessons can be derived from REDINGE2’s pilot experiences? Lessons from this project are multi-dimensional and there are organizational, pedagogic, technological and cultural considerations. A decalogue of critical success factors was established, which considered the things that must go right to successfully accomplish proposed educational transformations.

This study is a good case of educational transformations in engineering teaching. No generalizations should be made, but it shows that similar processes of planned change can be made in tertiary science, math, engineering and technology (SMET) education.

The lessons learned from this experience are very valuable for higher education decision-makers who want to innovate by using learning ecologies in their institutions. In addition, theoretical considerations that illuminate the innovation process become very useful to help provide a foundation to similar interventions.

A non-conventional approach to integrate digital technologies in higher education teaching is the most significant contribution this experience has made. Its focus has been to transform educational practices with pedagogically sound uses of digital technologies instead of just integrating technologies in current SMET teaching practices. Facilitation-from-the-side and embedded cybernetic evaluation through the transformation process are key ideas that add value to organic change processes.

The purpose of this paper is to identify the characteristics of consumers of organic food, based on their motivations.

A questionnaire based on the Food Choice Questionnaire was applied to a 656 consumers. A multivariate factor analysis and cluster analysis was performed to the data.

Seven factors were identified: ecological concern; nutritional content; availability of natural products; sensory aspects; certifications, health and confidence; and economic aspects. Resulting clusters were named as: conscious and interested in certification; conscious with no interest in certification; opportunist in transition; unconscious opportunist. There are signs of different consumers. The consumers of these products are characterised by an interaction between hedonic and ethical motivations, where the most important motivation is environmental concern and the least important are the economic aspects.

The reduced number of alternative markets in Mexico limits the amplitude of the research.

The work herein reported is pioneer and contributes to reduce the lack of studies on the motivations and characteristics of consumers of organic foods in Mexico. Findings may set a path for new research in other cultural contexts; as well as for more specific work in Mexico as of consumers of industrialised organic products.

Characterising consumers of organic foods will enable the development of these markets.

Social studies of eating habits have taken place in European countries; and several works have been developed in other areas of the world to determine the way in which consumers build their preferences and food choice patterns. In Mexico, specifically in organic foods, studies have focussed in agrarian economics, but the analysis of motivations for choice has not been addressed. Therefore, it is important to research this issue given the relevance for consumers.

Efforts to contribute to the Sustainable Development Goals are increasingly part of tourism business planning, forming part of their business policies, linking with society and generating a sustainable hotel offer. The great impact it causes and, which in the short term it will achieve, digital tools in hotel activities can be evidenced. It will also help to collect the information that serves for the certifications of hotel companies. In spite of all the efforts, there is still a great knowledge gap that needs to be filled to achieve the expected business results and that it can be evidenced that the hospitality industry is now more than ever focussed on the care of its workers and on contributing to the sustainability of the world.

Ship route prediction (SRP) is a quite complicated task, which enables the determination of the next position of a ship after a given period of time, given its current position. This paper aims to describe a study, which compares five families of multiclass classification algorithms to perform SRP.

Tested algorithm families include: Naive Bayes (NB), nearest neighbors, decision trees, linear algorithms and extension from binary. A common structure for all the algorithm families was implemented and adapted to the specific case, according to the test to be done. The tests were done on one month of real data extracted from automatic identification system messages, collected around the island of Malta.

Experiments show that K-nearest neighbors and decision trees algorithms outperform all the other algorithms. Experiments also demonstrate that linear algorithms and NB have a very poor performance.

This study is limited to the area surrounding Malta. Thus, findings cannot be generalized to every context. However, the methodology presented is general and can help other researchers in this area to choose appropriate methods for their problems.

The results of this study can be exploited by applications for maritime surveillance to build decision support systems to monitor and predict ship routes in a given area. For example, to protect the marine environment, the use of SRP techniques could be used to protect areas at risk such as marine protected areas, from illegal fishing.

The paper proposes a solid methodology to perform tests on SRP, based on a series of important machine learning algorithms for the prediction.