Search results

This study aims to systematically review strategy making in the seaport context during a period of hyper uncertainty.

A systematic review using the context, intervention, method and outcome (CIMO) framework is conducted in the domains of strategy making and the port sector taking account of hyper uncertainty caused by Brexit.

Strategy making (under conditions of hyper uncertainty) is shown to evolve from both stakeholder/supply chain embedded relationships and from chief executive officer and extra organisational inputs. Through an iterative process of internal resourcing, stakeholder engagement strategy development can be seen to impact five key outcomes of an emerging strategy making under hyper uncertainty: economic returns; societal and regional impacts; deeper improved market engagement; improved environmental sensing and potential for dynamic capability development.

The systematic review integrates the existing fragmented research landscape regarding strategy making under hyper uncertainty, provides future research trajectories and develops a framework emerging from the review.

The framework offers port management and policymakers a tool to improve their engagement with strategy making under hyper uncertainty and associated outcomes.

The systematic review consolidates the fragmented literature and presents future research trajectories. The framework of strategy making under hyper uncertainty developed from the CIMO framework develops existing knowledge and contributes to academic theory.

The purpose of the study is to explore a Doctorate in Business Administration (DBA) programme in the context of a small emerging Irish university as an enabler for future management practice development.

The research comprises a literature review and a single case study focused on a single DBA graduate of a DBA programme embedded in a new technological Irish university.

Findings indicate that the DBA supports a unique form of managerial learning supportive of the development of future management practice in graduates. Specifically, such managerial learning emerges from the embracement of differences by both faculty and students; guidance by faculty in opening students to uncertainty and unknowing and in supporting students towards becoming architects of socio-technical organisational change. Ultimately, the DBA graduate is not viewed as leaving the programme, with novel management practices that are time-bound, rather they are imbued with a learning potential supportive of continual management practice development into the future. Theoretically, the authors extend studies that indicate the potential of the DBA as a mechanism for management practice development, indicating the role of managerial learning in context.

The research is limited to a single case study of a DBA programme embedded in a new technological Irish university and draws from the perspective of one key informant graduate. Hence, future research into how managerial learning impacts new management practice development in the context of other universities is encouraged.

The central role of managerial learning promoted in the DBA within this new technological university indicates two practical implications of the research. First, both organisations and students considering DBA education as a means of developing future management practices are encouraged to contemplate such education through the lens of managerial learning. It is anticipated that such contemplation will improve preparedness. Second, business schools are encouraged to contemplate improving their programmes through the managerial learning lens, with such improvement activating potential in marketing the DBA to both students and organisations.

Theoretically the authors extend existing studies that indicate the potential of the DBA as a mechanism for management practice development. Specifically the role of contextual managerial learning is articulated, and is argued to support a management practice development capable of continual transformation.

Using a state of the art CIMO literature review the paper develops a framework of the relationship between strategy making in the small tourism firm context and four performance outcomes.

The paper uses the CIMO literature review method, adapted from the wider management literature to structure and integrate the existing fragmented literature base.

Premised on the literature review, a framework of the relationship between strategy making and firm performance in context is posited. Emerging from a dominant owner/manager in a deeply embedded context strategy making influences firm performance across four dimensions. The influence is dynamic, continually subject to modification in a changing environment often mediated through emerging technology.

The CIMO method provides an integrated framework of the relationship between strategy making and small firm performance in context hence overcoming limitations of the fragmented nature of the research landscape. Emerging from the review key future research trajectories is posited.

While highlighting the relationship between strategy making and performance, the proposed framework implies owner/managers play the key role in strategy making with opportunities and challenges in modifying existing strategy making emerging from owner/manager embeddedness. Opportunities for improved policy interventions are posited.

The paper applies the systematic review to the relationship between strategy making and the small tourism firm.

This paper aims to develop a framework of executive capability for innovation in the Irish seaport context.

The paper uses an approach based on a critical review of literature. The paper takes the form of a critical review of academic literature, focussed by dynamic managerial capabilities theory. Specifically, the work of Lawson and Samson (2001) is drawn on to frame executive capability for innovation.

The framework proposes that the executive capability for innovation in the Irish seaport sector emerges as a dynamic managerial capability. The framework is dynamic in nature with environmental feedback loops inhibiting and enabling executive capability development. Supply chain innovation emerges from the framework based on an interpretation of executive capability emerging from Lawson and Samson (2001).

The paper is entirely conceptual in nature. Future empirical research taking a qualitative approach is necessary. Further, an alternative theoretical perspective to that of dynamic managerial capabilities would offer new conceptual insight.

The paper contributes to executive practice through providing a framework of executive capability for innovation facilitating dialogue between executive practitioners and academic theory. Policymakers are challenged to contemplate the framework as a means of transforming competitiveness in an industry identified as foundational to Irish economic development.

The paper contributes to an emerging area of interest in the academic literature in the area of executive capability for innovation. Specifically, the paper argues the unique contextual nature of executive capability for innovation in the context of the seaport industry.

This paper aims to investigate the interaction of the relationships between group behaviour, group process and learning outcomes in online executive education.

A systematic review of literature in the relevant conceptual domains is performed.

A framework is proposed from the systematic review and proposes a dynamic classroom environment where instructor capability interacts with group process and behaviour to generate new learning outcomes. The impact of institutional context and technology infrastructure are highlighted as drivers of both the classroom and instructor effectiveness.

The systematic review highlights several future research trajectories posing the questions: How disruptive innovation impacts on instructor capability development? How alternative theories explain the routines underpinning instructor capability? What is the role of external partners in the development of learning in context? What is the nature of instructor innovation capability? and How does instructor technology capability impact on learning outcomes?

Human resource development practitioners are presented with insights as to their existing and potential future roles in enhancing group behaviour, process and learning outcomes in executive classrooms impacted by technological change. The subsequent potential for practitioner enabled learning innovation is highlighted.

This paper contributes to contemporary debates regarding the interaction of emerging technologies and the executive online classroom, specifically focusing on the area of group behaviour process and learning.

The paper has been developed from a critical review of available literature drawn from the micro firm, managerial capability and innovation management fields. The paper aims to address these issues.

The paper has been developed from a critical review of available literature drawn from the micro firm, managerial capability and innovation management fields.

Four criteria of micro firm managerial capability emerge from micro firm managerial traits in the literature namely, leadership; strategic thinking; problem solving and people relationships. The review also shows that micro firms are embedded in three resource pools which include stakeholder ties; the local community and the proximate market environment. Micro firm managerial capability is argued to emerge from the interaction of the managerial capability criteria and the resources in a process mediated by the resource based and dynamic capabilities perspectives from the strategic management literature.

A gap in the academic literature is identified and the proposed theoretical model is presented to address this deficiency in the literature. Future empirical research is recommended.

This proposed model will allow practitioners to better conceptualise and design programmes that will assist companies in developing managerial capabilities to innovate. Deep links between hotel industry practitioners and the academic community will enable the effective dissemination of the research.

Hotel micro firms play an important social and economic role. There has been little research into how they innovate and specifically into managerial capability for innovation in context. The present research uses conceptual research to map the field and identify critical avenues for future research.

This paper aims to consider the extent to which business school transition has created new opportunities in management development, knowledge transfer and knowledge creation.

The paper is a critical review of knowledge exchange in a business school context with a particular focus on the “translation or management practice gap”.

Change in the nature of research undertaken in business schools opens up new opportunities for collaboration between academia and practice. The paper points to the need for more innovative forms of research engagement encouraging academic‐practitioner collaboration and practice‐based management development initiatives.

The paper contributes to the debate on innovative forms of knowledge exchange and transfer and helps stimulate further studies examining potential approaches to fostering co‐learning and discovery and participatory forms of knowledge production.

Changes in business school environment and context offer opportunities for new modes of knowledge exchange both in management development and research. Practice based theory offers a new paradigm of management development.

Recent commentators refer to notions of academia and practice as “closed systems and self referential” and point to the requirement for greater attention on knowledge transfer, and to learn from knowledge transfer studies concerning practitioner/research communities of practice, networks and collaborations. The paper addresses this deficiency in the literature and points to key areas warranting further research.

According to the Hackett Group of Hudson, Ohio, the finance function costs the average company 1.4% of revenues, but in the top quartile of companies participating in the survey, that cost drops to less than 1%.