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While the mid seventies to the early Eighties were a boom time for engineering and construction firms engaged in mega‐project construction, the past few years have seen a worldwide decline in contracts awarded for giant generating units for the power industry, petroleum refineries, and nickel, copper, and other mineral extraction and refining projects. However, in their place, new sources of work are emerging in hazardous waste disposal or storage, robotics, and other advanced technologies.

The purpose of this paper is to investigate the behavioural competencies of directors and managers working for cultural organizations and their relationship with organizational performance.

The study adopts an ESC competency modelling process and the technique of the Behavioural Event Interview as the primary source of data collection. In particular, the authors interviewed 14 directors and managers of six performing arts organizations operating in Emilia-Romagna, a region located in Northern Italy.

Findings show that directors and managers of cultural organizations are characterized by a specific set of social and emotional (e.g. persuasion and empathy), whereas cognitive competencies, such as quantitative analysis, are less frequent. Findings highlight also that a balanced portfolio of behavioural competencies emerges as importantly correlated with high organizational performance.

Findings offer relevant managerial implications for the design and implementation of a coherent set of human resource management practices, which allow cultural organizations to reach above-average performance.

This study contributes to a better understanding of the relationship between managerial competencies and the performance of cultural organizations, taking into account specific kinds of competencies – namely, behavioural competencies – which have been neglected by the previous literature.

Este estudio pretende investigar las competencias comportamentales de los directores y managers que trabajan en las organizaciones culturales, y la relación entre estas competencias y la el desempeño organizacional.

Este estudio usa el proceso ESC competency modelling y la técnica de la Behavioral Event Interview. Sobre todo, entrevistamos 14 directores y managers de seis organizaciones de espectáculos en vivo que operan en Emilia-Romagna, una región del Norte de Italia.

Encontramos que los directores y managers de las organizaciones culturales muestran un conjunto especifico de competencias sociales y emocionales (persuasión, empatía, etc.), mientras que las competencias cognitivas son menos frecuentes. Hallazgos muestran también que un portfolio balanceado de competencias comportamentales está correlacionado con alto desempeño organizacional.

Los Hallazgos ofrecen relevantes implicaciones administrativas por el diseño y la implementación de un sistema coherente de prácticas de recursos humanos, que permite a las organizaciones culturales conseguir un alto rendimiento organizacional.

Este articulo contribuye a una mejor comprensión de la relación entre las competencias de los managers y el desempeño de las organizaciones culturales, sobre todo considerando competencias específicas (las competencias comportamentales) que los estudios pasados han descuidado.

Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.

The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.

Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.

This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.

Schools are complex and imperfect organizations; thus, it is not possible for school leaders to completely avoid failures. The capacity to learn from failure is essential to the effectiveness of teachers as individuals and for teams and schools. However, it is hardly practiced in most schools. The present theoretical article seeks to offer an integrative conceptual framework in which intelligent failure is conceptualized as an organizational learning process. The purpose is twofold: first, to address the question of why school faculty fails to learn from failure; second, to show how learning from intelligent failure in the school context can be framed as a resource for school improvement.

The present theoretical article seeks to offer an integrative conceptual framework in which intelligent failure is conceptualized as an organizational learning process.

The present study draws upon the social capital theory as an overarching framework to develop a conceptual model that incorporates the learning settings and a leadership tolerant of “intelligent failure” that might enable us to identify the root causes of failure and the kinds of lessons that can be drawn from failure analysis. In the proposed conceptual model, school organizational features combine with a leadership tolerant of intelligent failures to enhance opportunities to analyze, manage and learn from intelligent failures in school settings.

An important lacuna in educational scholarship is that although detecting and correcting school failures is normal, investigating the root causes of these failures or pinpointing the behaviors necessary to avoid their reoccurrence is often neglected in both theory and practice. By integrating research from both non-educational and educational literature, this study may provide a new perspective for school management, since it emphasizes the reframing of intelligent failure as an organizational asset for school improvement. The present study broadens the literature on educational management and organizational learning and provides a new approach for school failures and failure management.

Scholars have repeatedly concluded that heritage is a significant value driver for luxury brands (Riley et al., 2004; Fionda and Moore, 2009; Wuestefeld et al., 2012; DeFanti et al., 2014; Ardelet et al., 2015; Dion and Borraz, 2015; Dion and Mazzalovo, 2016). However, little is known on how consumers of different age group make sense of heritage luxury. The purpose of this paper is to investigate how consumers of different age groups make sense of heritage luxury brands (HLBs).

To achieve this, semi-structured, one-on-one, face-to-face interviews were conducted with 21 consumers of HLBs who fell into one of three age groups: Emerging adults (18 to 25 years), middle-aged adults (33 to 40 years) and older adults (67 to 74 years old).

The findings of this paper explored the different perceptions of the dimension of heritage in relation to luxury among consumers of different age groups. This paper focuses on the pioneering contributions of Urde, Greyser and Balmer (2007) in defining the dimensions of heritage brands. Although the dimensions of heritage brands defined by Urde et al. (2007) were useful as a starting point, differing perceptions among consumers of different age groups emerged which need to be considered. Findings of this study showed that consumers of all three age groups revealed three characteristics of HLBs. These are timelessness, quality craftsmanship and prestige. The durability and lasting appeal of HLBs was attributed to their high-quality craftsmanship. Quality craftsmanship, recognizability and price contributed to the perceived prestige value of HLBs. It was apparent throughout this study that HLB items helped participants feel connected to others, including their mothers or more remote forebears, their contemporaries and their descendants.

The author aims to understand the interplay between heritage and luxury, to understand how luxury brand consumers of different age groups are influenced by the heritage dimension. The relation between luxury and heritage becomes particularly intriguing when we consider how it affects the perceptions of consumers of different age groups.