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Sustainability of organizations is directly linked to the continual improvement of business performance. Many organizations have found a way to improve performance through the establishment of management systems. To maximise benefits of the system, it is necessary also to develop and implement a well‐structured performance evaluation process to assist both the business and its interested parties achieve agreed objectives, in a sustainable way. This paper considers a new methodology for performance evaluation of management systems based on the concepts of the AS/NZS ISO 14031:2000, CSA PLUS 1144 and GEMI – measuring environmental performance. The methodology is being developed at a time when there is increasing interest in social issues, as one of the three constituent parts of sustainability (social, economic and environment). The material presented is derived in part from PhD studies of José Flávio Coelho.

In an environment of constrained resources and related quality assurance efforts, a growing number of American institutions are tapping collaborative relationships to develop creative ways to advance institutional outcomes. The Southeastern Pennsylvania Consortium for Higher Education (SEPCHE), a non-profit organization incorporated in 1993, is a collaborative of eight private colleges and universities located in the Greater Philadelphia region. SEPCHE’s institutions are small to mid-sized colleges and universities, and like other institutions of higher education, they are increasingly challenged by several environmental factors including diminished growth in enrollment; reduced family financial capacity; limitations in availability and types of funding; and greater demand for accountability.

This chapter highlights the challenges faced by faculty to ensure that students are learning at the highest levels while balancing teaching, research and institutional responsibilities, and the role that collaborative professional development can play in helping faculty attend to these challenges. Several examples illustrate how faculty-led professional development efforts have expanded professional and research capacity efforts across institutions.

The chapter includes faculty perspectives on what has helped and hindered adoption of these efforts within and across institutions. It assesses institutional conditions and supports for sustained collaborations. These efforts are part of an initiative examining faculty work and student learning in the 21st century funded by the Teagle Foundation.

The chapters in this book focus on how university-school partnerships can be used to foster academic and program development. The introductory chapter is oriented around three key questions: How do we define innovative international university partnerships? Do these innovative international university partnerships really work? What factors contribute to the success of these collaborations? In addressing these questions, this chapter presents a framework that addresses a taxonomy for innovative programs, elements to develop partnerships, ideas for sustaining collaboration, and challenges that might surface during implementation. In this volume a range of perspectives is presented using case studies and empirical research on how university partnerships are being implemented internationally. These findings suggest that university partnerships have great potential to enhance and even transform colleges and universities.

The study compares the impact of two different pedagogical approaches in police training by assessing the knife defense performance of German police recruits against different types of knife attacks. Linear or nonlinear – which pedagogical approach leads to more efficient knife defense performance?

A total of 20 German state police recruits (w = 5, m = 15) were assigned to linear and nonlinear groups. The linear and nonlinear groups' performance on knife defense was assessed in a pretest, after a three-week training intervention in a posttest and eight weeks thereafter in a retention test, utilizing a mixed-method design (Sendall et al., 2018).

Quantitative data on knife defense performance suggest a lastingly better performance of the nonlinear group: in the retention test, participants of the nonlinear group were hit less (p = 0.029), solved the attack faster (p = 0.044) and more often (81.8%) than participants of the linear group (55.6%). In contrast, qualitative data reveal that, despite of evidence for a high level of perceived competence, the nonlinear teaching of knife defense skills has been accompanied by considerable uncertainties, affected by the lack of techniques and the focus on principles and operational parameters only.

It is the first study assessing the impact of different pedagogical approaches in police training. For the practice of police trainers, the results provide empirical orientations for an evidence-based planning of and reflection on pedagogical demands within their training (Mitchell and Lewis, 2017).

The purpose of this study is to relate the practice of organisational learning in small- and medium-sized enterprises (SMEs) to the organisational life cycle (OLC), contextualising the differential aspects of an integrated relationship between them.

It is a mixed-method study with two consecutive phases. In Phase I, 30 Hong Kong SMEs identified through theoretical sampling were classified into three life-cycle stages – inception, high growth and maturity. In Phase II, their employees’ learning practices (grouped by learning levels) were statistically compared using the analysis of variance and then followed up for confirmation with qualitative semi-structured interviews.

This study uniquely suggests the nature of a relationship between SME organisational learning and the OLC. Empirical results show that three of the four learning levels (individual, group, organisational and inter-organisational) practised in SMEs are varied in importance between life-cycle stages.

Comparative studies are encouraged in other parts of the world to strengthen the findings – with either SMEs or large organisations.

The study informs SME owner/managers about what is important for employee learning at different business stages so that appropriate learning strategies or human resource development policies can be formulated in a timely fashion to promote competitiveness.

It is among the first studies to connect SME learning with organisational growth. The relationships found serve as a sound foundation for further empirical investigations.

Although this is a survey of research techniques, it has become increasingly apparent, as the study has progressed, that our investigation of research methods for use in tourism and travel studies, without prior consideration of the nature and scopes of tourism and travel themselves, would he inadequate. At the outset it would be imperative to distinguish three interrelated terms. These are recreation, tourism, and travel.

The purpose of this paper is to explore how employees in small and medium-sized enterprises (SMEs) practise and view workplace learning at three different life-cycle stages.

It is a qualitative study using a sample of 30 Hong Kong SMEs classified into inception, high-growth or maturity stage, from which firms in each stage were randomly selected and interviewed until data saturation was reached. Snowball sampling was adopted during interviews and data were examined through thematic analysis.

Consistent themes (patterns) from 134 semi-structured interviews are identified, addressing both similarities and differences in the nature of the practice of workplace learning in SMEs between life-cycle stages.

More similar comparative studies in other parts of the world, including quantitative surveys on larger samples, with either SMEs or multinational corporations, are encouraged to enrich the current findings.

If organisational growth is a priority, SME owner/managers should support employees’ work and learning in a timely fashion. As the study finds, individual learning and inter-organisational learning are considered “a must to have” for employees, regardless of which stage the firm is at. When an SME enters high-growth, however, more opportunities for group learning are particularly beneficial. For mature SMEs, it is essential for learning to move towards systemisation and include a professional development component to meet employees’ career expectations, not just their work demands.

The results advance the body of knowledge in SME learning from the life-cycle perspective. As one of the first studies in bridging these areas, it brings new implications to academic researchers and SME practitioners.

The author argues that we must stop and take a look at what our insistence on human labour as the basis of our society is doing to us, and begin to search for possible alternatives. We need the vision and the courage to aim for the highest level of technology attainable for the widest possible use in both industry and services. We need financial arrangements that will encourage people to invent themselves out of work. Our goal, the article argues, must be the reduction of human labour to the greatest extent possible, to free people for more enjoyable, creative, human activities.

This study integrates the spiral of silence (SoS) theory and theory of planned behavior (TPB) by examining Facebook users' opinion expression avoidance, the reactions to dissenting views without revealing one's true opinion, in the context of political discussions. The present integrative approach provides a more comprehensive framework that expands our understanding of online opinion expression and withdrawal.

A cross-sectional online survey was employed, which rendered 348 valid responses from US college students (61.5% female; average age 19.11) recruited from a northeastern university.

The results categorized two sets of opinion avoidance strategies from six Facebook features. The intention to adopt “proactive avoidance strategies” (filtering out unwanted information) is positively related to descriptive norms and perceived self-efficacy, but negatively related to fear of isolation and perceived control of the urge to debate. Regarding the intention to employ “reactive avoidance strategies” (less obtrusive articulations), fear of isolation and attitudes toward opinion expression avoidance are positive determinants, whereas perceived control of the urge to debate again exerts a negative influence.

This study examines the growing variety of features that users adopt to avoid expressing their true opinion in reacting to dissenting views, updating our understanding of opinion circumvention in social media environment. As one of the few theoretically driven empirical investigations of SoS theory and TPB, the findings not only elucidate the significance of perceived behavioral control as the common ground in association with user adoption intention but also identify distinct qualities of the two sets of strategies that affect the likelihood of adoption. That is, proactive avoidance is more susceptible to normative influences, while reactive avoidance reflects user attitude and belief. This theoretical integration also helps identify diverse levels of intentions to strategically avoid opinion expression influenced by fear of isolation.