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The aim of this longitudinal study is to quantitatively examine the impact of changes in the mix of eco-controls. More specifically, the purpose of this study is twofold. First, it investigates the nature of change occurring in eco-controls by analyzing three attributes of change, namely, direction of change, scope of change and scale of change. Second, this study investigates the impact of changes in eco-controls by examining to what extent the three attributes of change specifically explain environmental performance.

Longitudinal survey approach is used to collect data from a sample of manufacturing firms at two points in time.

The results suggest three main conclusions: changes leading to more (less) importance devoted to eco-controls within the organization contribute positively (negatively) to environmental performance; concerted changes on all aspects of the mix of eco-controls contribute more to environmental performance than piecemeal changes on specific aspects of the mix; and the aspect which contributes to environmental performance is not the scale of that change but the mere presence of a credible signal which reflects the seriousness of the intentions.

This paper contributes to management accounting change literature by breaking down the nature of change of management control practices in attributes (direction, scope and scale) and examining their specific impact on performance.

The authors investigate the use and potential of a theoretical combination of Realistic Mathematics Education (RME) and the Theory of Didactic Situation (TDS) to support Lesson Study (LS) in upper secondary mathematics.

Case study performed by university researchers, based on theoretical analysis and case studies based on documents and observation from lesson studies.

Even within a project lasting just about three years, teachers (with no preliminary experience of lesson study) engaged in lesson design based on the combination of theoretical perspectives from TDS and RME in ways that confirm the potential of that combination to enrich and focus teachers' professional development within the framework of LS . It is not clear to what extent the intensive and continued engagement of university researchers has been or would be essential for similar and longitudinal realizations of these potentials.

As current European frameworks seek to engage researchers and teachers in collaboration and exchange across countries, networking of major paradigms of research (like TDS and RME) and uses of them as supports for teachers' inquiry (like demonstrated in this paper) is of considerable institutional interest and potential impact on schools.

Teachers' Inquiry in Mathematics Education (TIME) is a prerequisite for the development of Inquiry Based Mathematics Education, which in turn is required in many countries across the world, with the aim of fostering critical and competent citizens.

This combination of (major) mathematics education theories to support and enrich LS has not previously been investigated. While several aspects of adapting to LS Western contexts have been investigated in the past, including the inclusion of perspectives and tools from academic research, the role of university researchers is also quite open. While authors do not offer a systematic study of this role, authors examine how this role may involve development of new practical combinations of different, complementary theoretical tools, which indeed hold potential to support lesson study in a European context.

The purpose of this paper is to present a retrospective of the career life of Michael Driver, from the time of his Princeton graduate studies and early faculty years at Purdue University through the over three decades he spent at USC.

The history and development of his theoretical and research interests are presented, as well as the many contributions he made to both management consulting and the education of MBA students. His 1970s role in the founding and development of the Careers Division of the Academy of Management and his contributions to career research are highlighted and illuminate one of the critical periods in the renewal of the field. His orientation towards complexity and integration stand out as characteristics that positively impact theory building and research.

Michael Driver's career life was one of depth, scope, growth, and continuity. As a humanist, he would want us to not only continue our pursuits to better understand the complexities of human behavior, but to integrate them into something more meaningful.

This retrospective provides insight into the history and development of Mike Driver's theoretical and research interests and underscores his many contributions. The essay also highlights the history of career studies during the renewal period of the 1970s and 1980s. Hopefully, Mike Driver's legacy will inspire younger scholars to extend the field and carry it forward.

The purpose of this paper is to experiment with ideas from didactical engineering (DE) in student teachers’ first experience with lesson study (LS).

This is a case study.

LS in pre-service education can be enhanced by elements from DE.

The idea indicated in the purpose is new and holds strong potential for the use of LS in teacher education.

The nature of the relationship between job characteristics, personality, and job satisfaction was investigated. A longstanding debate exists between psychologists that believe structural characteristics of the job are the primary determinants of job satisfaction (Kulik, Oldham, & Hackman, 1987; O'Reilly & Roberts, 1975) and those that believe personal attributes of the worker are most important (Hackman & Lawler, 1971; Pervin, 1968). Information was collected from 163 participants on the Job Characteristics Inventory, the Myers‐Briggs Type Indicator (Form G), and the satisfaction scale of the Job Diagnostic Survey. Hierarchical regression analyses demonstrated that job characteristics successfully predicted job satisfaction (average Ra2 =.30). A series of hierarchical regressions indicated that personality had neither a direct effect on satisfaction nor a moderating effect on the job characteristics‐job satisfaction relation. These results indicate that, at least as measured by the MBTI, the characteristics of the individual may be of little importance during job redesign.

Intellectual capital has gained increasing attention concerning both research and more practically oriented applications during the past five years. Intellectual Capital and other knowledge management tools are topics that have emerged in the light of a broader trend of redirecting the foundation of competitive advantage from the company's tangible assets to its intangibles such as knowledge base, brands and the content and structure of computer‐based systems. In this paper, the concept of intellectual potential is introduced. Intellectual potential is a further development of intellectual capital, using four principles: strategy basis; management orientation; process orientation; and context sensitivity. The concept is a tool for the strategic management of an organisation's intangible assets in order to increase its long‐term revenue‐generating capabilities. The case of Alfa Laval is used as an illustration of how intellectual potential can add value as a management tool.

The principal purposes of this paper are to provide normative advice in terms of managing the British Monarchy as a Corporate Heritage Brand and to reveal the efficacy of examining a brand's history for corporate heritage brands generally.

Taking a case history approach, the paper examines critical events in the Crown's history. It is also informed by the diverse literatures on the British Monarchy and also marshals the identity literatures and the nascent literature relating to corporate brands. Six critical incidents that have shaped the monarchy over the last millennium provide the principal data source.

In scrutinising key events from the institution's historiography it was found that the management and maintenance of the Crown as a corporate brand entail concern with issues relating to: continuity (maintaining heritage and symbolism); visibility (having a meaningful and prominent public profile); strategy (anticipating and enacting change); sensitivity (rapid response to crises); respectability (retaining public favour); and empathy (acknowledging that brand ownership resides with the public). Taking an integrationist perspective, the efficacy of adopting a corporate marketing approach/philosophy is also highlighted.

A framework for managing Corporate Heritage is outlined and is called “Chronicling the Corporate Brand”. In addition to Bagehot's dictum that the British Monarch had a constitutional obligation to encourage, advise and warn the government of the day, the author concludes that the Sovereign has a critical societal role and must be dutiful, devoted and dedicated to Her (His) subjects.

This is one of the first papers to examine the British Monarchy through a corporate branding lens. It confirms that the Crown is analogous to a corporate brand and, therefore, ought to be managed as such.

Deficient group processes such as conformity pressure can lead to inadequate group decisions with negative social, economic, or environmental consequences. The study aims to investigate how a group technique (called INFO) improves students' handling of conformity pressure and their collective judgments in the context of a transdisciplinary case study (TCS) for sustainability learning.

The improvement of normative functioning and output (INFO) group technique was tested in a field experiment embedded in a TCS. The INFO technique involves individual and group assessments of task difficulty. The experiment compares the performance of student groups assigned to control and experimental conditions in estimation tasks related to environmental planning and rail traffic.

The INFO interventions significantly improved the accuracy of group estimates compared to the control conditions. Applying the group technique could promote student's learning and facilitate the search for sustainable solutions in a TCS.

Results indicate that individually and collectively analyzing and discussing difficulties of a task as suggested by the INFO group technique can help students improve collective judgments on real world issues.

Group techniques are a prominent type of TCS methods as group processes are crucial for sustainability learning. First, this study applies the INFO group technique in a TCS in order to evaluate and further develop the technique.