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Book part
Publication date: 24 June 2024

Noel Scott, Brent Moyle, Ana Cláudia Campos, Liubov Skavronskaya and Biqiang Liu

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Cognitive Psychology and Tourism
Type: Book
ISBN: 978-1-80262-579-0

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Book part
Publication date: 28 June 2017

Staci Lynne Ripkey

This chapter examines a case study of inter-institutional merger in higher education, and explores the complex challenges institutional leaders may face in pursuing a merger…

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This chapter examines a case study of inter-institutional merger in higher education, and explores the complex challenges institutional leaders may face in pursuing a merger process within a university setting where centuries-old tradition frames the context within which new innovations occur. Using the conceptual lens of organizational ambidexterity, findings uncover seven distinct phases of this merger process and propose a pre-merger Affiliation period as a strategy for establishing trust and mutual respect, aligning institutional cultures, and achieving balance between innovation and preservation in order to achieve full merged status. The chapter concludes with implications for theory and opportunities for practice.

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Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78714-436-1

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Book part
Publication date: 3 August 2020

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Leadership Strategies for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-427-9

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Book part
Publication date: 18 March 2020

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Integrating Sustainable Development into the Curriculum
Type: Book
ISBN: 978-1-78769-941-0

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Book part
Publication date: 2 August 2022

Christopher Ansell, Eva Sørensen and Jacob Torfing

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Co-Creation for Sustainability
Type: Book
ISBN: 978-1-80043-798-2

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Book part
Publication date: 3 August 2020

Anne-Karen Hueske and Caroline Aggestam Pontoppidan

During the last two decades, there has been increasing emphasis on higher education institutions as agents promoting and advancing sustainability. This chapter addresses how…

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During the last two decades, there has been increasing emphasis on higher education institutions as agents promoting and advancing sustainability. This chapter addresses how sustainability is integrated into management education at higher education institutions. It is based on a systematic literature review that teases out governance, education, research, outreach and campus operations (GEROCO) as key elements for embedding sustainability in management education. In addition, it identifies the important role of having an overall governing strategic direction that serves to anchor sustainability. The chapter highlights that sustainability and responsible management education initiatives are interconnected and are complex to embed through the university system.

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Book part
Publication date: 18 January 2023

Donald J. Schepker and Paul D. Bliese

Panel data, where observations of entities are repeated over time, are common in strategic management research. However, explorations of the role of time on predictors of interest…

Abstract

Panel data, where observations of entities are repeated over time, are common in strategic management research. However, explorations of the role of time on predictors of interest are often unexplored. In this chapter, we illustrate how the use of mixed-effect growth models can enhance theory and research in strategic management by exploring changes in outcomes of interest over time. Mixed-effects models allow for testing both within and between effects, while also calculating specific intercepts (firm average values) and slopes (trajectories of specific firms over time) using empirical Bayes estimates. We also illustrate how a discontinuous growth model could be used to assess differences in firm intercepts and slopes surrounding exogenous events (e.g., global pandemics) without requiring a control group.

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Book part
Publication date: 6 September 2021

Rachel S. Rauvola, Cort W. Rudolph and Hannes Zacher

In this chapter, the authors consider the role of time for research in occupational stress and well-being. First, temporal issues in studying occupational health longitudinally…

Abstract

In this chapter, the authors consider the role of time for research in occupational stress and well-being. First, temporal issues in studying occupational health longitudinally, focusing in particular on the role of time lags and their implications for observed results (e.g., effect detectability), analyses (e.g., handling unequal durations between measurement occasions), and interpretation (e.g., result generalizability, theoretical revision) were discussed. Then, time-based assumptions when modeling lagged effects in occupational health research, providing a focused review of how research has handled (or ignored) these assumptions in the past, and the relative benefits and drawbacks of these approaches were discussed. Finally, recommendations for readers, an accessible tutorial (including example data and code), and discussion of a new structural equation modeling technique, continuous time structural equation modeling, that can “handle” time in longitudinal studies of occupational health were provided.

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Examining and Exploring the Shifting Nature of Occupational Stress and Well-Being
Type: Book
ISBN: 978-1-80117-422-0

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Book part
Publication date: 11 August 2014

Timothy J. Bartik and Marta Lachowska

In order to study whether college scholarships can be an effective tool in raising students’ performance in secondary school, we use one aspect of the Kalamazoo Promise that…

Abstract

In order to study whether college scholarships can be an effective tool in raising students’ performance in secondary school, we use one aspect of the Kalamazoo Promise that resembles a quasi-experiment. The surprise announcement of the scholarship created a large change in expected college tuition costs that varied across different groups of students based on past enrollment decisions. This variation is arguably exogenous to unobserved student characteristics. We estimate the effects of this change by a set of “difference-in-differences” regressions where we compare the change in student outcomes in secondary school across time for different student “length of enrollment” groups. We also control for student fixed effects. We find positive effects of the Kalamazoo Promise on Promise-eligible students large enough to be deemed important – about a 9 percent increase in the probability of earning any credits and one less suspension day per year. We also find large increases in GPA among African American students.

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New Analyses of Worker Well-Being
Type: Book
ISBN: 978-1-78350-056-7

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Article
Publication date: 7 November 2016

Guido Caniglia, Beatrice John, Martin Kohler, Leonie Bellina, Arnim Wiek, Christopher Rojas, Manfred D. Laubichler and Daniel Lang

This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and…

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Abstract

Purpose

This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability.

Design/methodology/approach

The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany.

Findings

The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability.

Originality/value

The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.

Details

International Journal of Sustainability in Higher Education, vol. 17 no. 6
Type: Research Article
ISSN: 1467-6370

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