Search results

This paper aims to present the methodology and results of the experimental characterization of three-dimensional (3D) printed acrylonitrile butadiene styrene (ABS) and polycarbonate (PC) parts utilizing digital image correlation (DIC).

Tensile and shear characterizations of ABS and PC 3D-printed parts were performed to determine the extent of anisotropy present in 3D-printed materials. Specimens were printed with varying raster ([+45/−45], [+30/−60], [+15/−75] and [0/90]) and build orientations (flat, on-edge and up-right) to determine the directional properties of the materials. Tensile and Iosipescu shear specimens were printed and loaded in a universal testing machine utilizing two-dimensional (2D) DIC to measure strain. The Poisson’s ratio, Young’s modulus, offset yield strength, tensile strength at yield, elongation at break, tensile stress at break and strain energy density were gathered for each tensile orientation combination. Shear modulus, offset yield strength and shear strength at yield values were collected for each shear combination.

Results indicated that raster and build orientations had negligible effects on the Young’s modulus or Poisson’s ratio in ABS tensile specimens. Shear modulus and shear offset yield strength varied by up to 33 per cent in ABS specimens, signifying that tensile properties are not indicative of shear properties. Raster orientation in the flat build samples reveals anisotropic behavior in PC specimens as the moduli and strengths varied by up to 20 per cent. Similar variations were observed in shear for PC. Changing the build orientation of PC specimens appeared to reveal a similar magnitude of variation in material properties.

This article tests tensile and shear specimens utilizing DIC, which has not been employed previously with 3D-printed specimens. The extensive shear testing conducted in this paper has not been previously attempted, and the results indicate the need for shear testing to understand the 3D-printed material behavior fully.

This study aims to propose and numerically assess different ways of discretising a very weak formulation of the Poisson problem.

We use integration by parts twice to shift smoothness requirements to the test functions, thereby allowing low-regularity data and solutions.

Various conforming discretisations are presented and tested, with numerical results indicating good accuracy and stability in different types of problems.

This is one of the first articles to propose and test concrete discretisations for very weak variational formulations in primal form. The numerical results, which include a problem based on real MRI data, indicate the potential of very weak finite element methods for tackling problems with low regularity.

We read and hear frequently about the role of vision in leadership. Standards for leadership education programs typically emphasize vision as a core component of leadership education and published accounts of successful leadership usually extol the leader’s vision. Given the prevalence of this term in discourse on leadership, it is surprising how little literature exists with specific discussions of how to teach it. In this article I discuss the potential of problem-based pedagogy for teaching the concept of vision. This paper draws on literature, theory, and my professional experience as a faculty member for 20 years in a graduate-level education leadership program.

This paper provides the latest systematic literature review (SLR) of prevailing studies on the interrelationship among executive compensation, financial performance and sustainable business practices. This SLR is done in three parts: (1) examine the theories employed by previous studies; (2) identify the unique variables employed by researchers in analysing this interrelationship and (3) explore potential opportunities for further study in the field.

This study conducted an SLR analysing studies from the Web of science, Scopus and EBSCO in over 20 countries from 2009 to 2022 published in several top-ranked journals. We utilised various search strings using the key phrases “executive compensation”, “CEO Pay”, “financial performance” and “sustainable business practices”. The initial sample of 27,210 was filtered with our meticulous inclusion and exclusion criteria to produce a list of 161 studies.

Our findings are as follows: first, most studies encompassing this subject area lack multi-theoretical perspectives with agency theory being the most dominant theoretical viewpoint; second, we observed the use of monotonous quantitative research methods, with studies heavily lacking qualitative and mixed-method research approaches; finally, there is a palpable gap in cross-country studies.

There are a few limitations that must be acknowledged. First, the inclusion criteria ensured that only articles published in the CABS journal ranking of three star and above. Thus, this review may not be a precise reflection of the EC, FP and SBPs literature scope. The inclusion criteria also limit our review to only accounting, finance, management and business-related studies about the topic. Therefore, future studies could explore studies ranked three star and below and from other subject areas.

This study contributes to the existing literature by conducting a comprehensive SLR that examines both the theoretical underpinnings and empirical evidence on this topic. It builds upon previous research and extends our understanding of the interrelationship among executive compensation, financial performance and sustainable business practices.

This paper aims to show how a sociological description – a swarm analysis of the Nazi dictatorship – initially made with the means borrowed from George Spencer-Brown’s Calculus of Indications, can be transformed into a digital circuit and with which methods and tools of digital mathematics this digital circuit can be analyzed and described in its behavior. Thus, the paper also aims to contribute to a better understanding of Chapter 11 of “Laws of Form.”

The analysis uses methods of automata theory for finite, deterministic automata. Basic set operations of digital mathematics and special set operations of the Boolean Differential Calculus are used to calculate digital circuits. The software used is based on ternary logic, in which the binary Boolean logic of the elements {0, 1} is extended by the third element “Don’t care” to {0, 1, −}.

The paper confirms the method of transforming a form into a digital circuit derived from the comparative functional and structural analysis of the Modulator from Chapter 11 of “Laws of Form” and defines general rules for this transformation. It is shown how the indeterminacy of re-entrant forms can be resolved in the medium of time using the methods of automata theory. On this basis, a refined definition of the degree of a form is presented.

The paper shows the potential of interdisciplinary approaches between sociology and information technology and provides methods and tools of digital mathematics such as ternary logic, Boolean Differential Calculus and automata theory for application in sociology.

Organizations are faced with solving increasingly complex problems. Addressing these issues requires effective leadership that can facilitate a collaborative problem solving approach where multiple perspectives are leveraged. In this conceptual paper, we critique the effectiveness of earlier leadership models in tackling complex organizational issues. We then examine one promising model, adaptive leadership, in detail and propose that this model provides a leadership approach for addressing current organizational realities. The model, proposed and developed over the last two decades, fundamentally supports the assumption of leadership by multiple stakeholders, with the formulation of the leadership dependent on the emergent problem. Adaptive leadership, with its focus on collaborative problem-solving utilizing multiple perspectives, is especially applicable to large organizations faced with solving complex problems involving many stakeholders.

Managing projects is an important part of operations management, but many projects fail. This study focuses on attribution processes of such disruption from the underrepresented perspective of the project manager. The authors consider two types of causes: the more frequently researched environmental uncertainty (i.e. uncontrollable events) and the scarcely researched uncertainty imposed by non-collaborative project sponsors (i.e. other-controllable events).

The authors test conceptual arguments grounded in attribution theory and the notion of psychological contracts in a scenario-based experiment among 325 practicing project managers.

The findings indicate that non-collaborative project sponsors negatively affect project managers' motivation, whereas uncontrollable disruptions leave hope to achieve positive future outcomes. This latter effect is further strengthened when project managers have an internal attribution style. They tend to blame the disruption on themselves and generally feel in control of achieving success even if they are not.

These socio-psychological insights nuance the economic idea that uncertainty reduces motivation per se in the context of project disruption appraisal. The authors contribute to the behavioral project management literature and general attribution theory and help guide the allocation of resources during the recovery of failed projects.

Schools today have to prepare students for life and work in a fast-changing world, for jobs and for using technologies some of which have not yet been created. But the schools and school systems are not keeping up and all too often, teachers are not developing the practices and skills required to meet today’s learners’ diverse needs. Changes indicate a greater imperative but also some cautions. This review is part of the attempt to work towards a common understanding of schools as learning organisations (SLOs) today which is both solidly founded in the literature and recognisable currently by researchers, practitioners and policy makers in many countries. But this is not just a theoretical exercise. If it is to be truly relevant and have the necessary impact, the concept also needs to support those who are interested in transforming or further developing their school(s) into learning organisations (LO) at this point in time. In this paper, the authors first summarise different perspectives on the concept of the LO as used more generally across disciplines. Next, the authors describe the methodology for exploring the SLO and discuss definitional issues, before presenting a summary of the integrated model with accompanying rationale, Finally the authors discuss plans to bring the model to life, with associated issues for researchers, educators and policy makers. The paper aims to discuss these issues.

The search for this literature in the English language was carried out through: focussed searches of nine electronic databases – ERIC, SAGE, Google Scholar, Taylor & Francis, Emerald, JSTOR, SpringerLink, Google, Science Direct – using the search terms “SLO” and “learning school”; and contacts with leading experts in this area of work which led to identification of additional literature. The first approach led to selection of 25 most frequently found publications on the SLO and/or learning school. Through the second approach, the authors used an additional seven publications to further enrich the analysis. The interdisciplinary review was extended to include investigation of related organisational change, learning, school improvement and effectiveness literatures.

The starting hypothesis is that the seven action-oriented dimensions of the model together add up to a sustainable LO; that is, successfully realising all seven dimensions is greater than the sum of the parts. But, it is not clear how the individual dimensions relate to each other, and whether some are more important than others. Elements within dimensions are also likely to vary across country contexts. Over the next few years the authors will explore and amend the model, together with practitioners, policy makers and researchers from around the globe.

Despite differences in interpretation, common features emerge. First, there is general agreement that the SLO is a necessity for dealing with the rapidly changing external environment by any school organisation, regardless of context. This is exemplified by application of the concept in many countries including, for example, Australia, Canada, England and Wales, Iran, Israel, Korea, Malaysia, South-Africa and the USA. Second, the SLO is defined as “organic” and closely connected to its external environment. Third, the SLO literature strongly emphasises the importance of individual, group and organisational learning with inquiry, problem solving and experimentation as key drivers of change and innovation. Last, the literature highlights the importance of beliefs, values and norms of employees for continuous and collaborative learning, and processes, strategies and structures to create the conditions for such learning, experimentation and innovation to flourish. The review led to the design of a new action-oriented model. In its current form, the model is intended to offer a stimulus and provide practical guidance on how schools might support and use learning at all levels to improve and transform themselves into a LO and ultimately enhance outcomes. The language is deliberately action-oriented, and elements highlight both what a school aspires to and the processes it goes through in its journey of developing itself as a LO.

While the concept of a school LO is not new, at a time of constant and complex change, this multi-disciplinary international literature review has given it a new lease of life: drawing on previous studies, but connecting these to a wider relevant knowledge base and the current context. It offers a way forward while arguing that deeper understanding is needed on how schools can develop as LOs. It is now informing the OECD’s work on SLOs with policy makers and practitioners in different countries and the findings are being used to help assess impact at a range of levels.