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Book part
Publication date: 26 November 2018

Jörg Hruby, Rodrigo Jorge de Melo, Eyden Samunderu and Jonathan Hartel

Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to…

Abstract

Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to definitional overlap with other constructs such as global leadership and cultural intelligence. This overlap has created complexity for research that attempts to understand GM in isolation. Lack of clear boundaries in defining and conceptualizing this construct challenges researchers who are attempting to capture fully what constitutes GM. Our work seeks to better understand and explain what underlines the individual GM construct and how does this impact the development of global competencies in individual managers.

We systematically review and analyze the individual GM literature thematically to provide an overview of the extant research from a broad array of scholarly sources dating from 1994 to 2017. Our work offers a thematic analysis that provides a visual guide to GM by tracking the corpus of individual-level GM studies. We categorize the research according to its theoretical groundings and basic concepts and proceed review how GM has been operationalized at the individual level and measured. Next, we integrate major dimensions in the GM research and propose a framework to enhance understanding of the phenomenon. Finally, we discuss the implications of our review for the development of GM for practitioners, coaches and trainers.

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Advances in Global Leadership
Type: Book
ISBN: 978-1-78754-297-6

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Article
Publication date: 8 March 2021

Michael C.P. Sing, Ivan W.H. Fung, David John Edwards and Henry Liu

This paper develops a platform that can be used to determine how to effectively and efficiently deal with a large number of temporary facilities under a constrained site…

334

Abstract

Purpose

This paper develops a platform that can be used to determine how to effectively and efficiently deal with a large number of temporary facilities under a constrained site condition(s). The ultimate goal is to reduce the material handling costs between transformation phases of construction works occurring during the project's development period.

Design/methodology/approach

Empirical and deductive research is first adopted to mathematical model dynamic site layout planning using the branch and bond algorithm (B&B). Second, a real-life construction project is examined to illustrate how dynamic site layout planning (using the aforementioned B&B algorithm and a computer software program called LINGO) can reduce the material handling costs. The application of the proposed methodology is then showcased against a case study that utilizes a comparative analysis between the “dynamic” and “statistic” site planning approaches.

Findings

By dividing the construction period into different phases, the developed model is shown to be capable of optimizing the material handling costs between the phases of transformation during construction works. Optimal costs are also considered using the site boundary and unit cost for moving construction materials between two facilities. The comparative analysis results illustrate that the B&B algorithm reduces material handling costs by 33%.

Practical implications

The proposed model offers an effective planning algorithm for the site layout and location of temporary facilities. More specifically, it can make a substantial improvement in reducing the travel time and material handling cost between the temporary facilities in the construction sites.

Originality/value

The primary knowledge contribution of this study to the site layout is successfully deal with the unequal area problem of temporary site facilities and incorporates the concept of dynamics site planning into the algorithm.

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International Journal of Building Pathology and Adaptation, vol. 40 no. 4
Type: Research Article
ISSN: 2398-4708

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Article
Publication date: 13 July 2015

Dannii Y. Yeung, Helene H. Fung and Darius Chan

This study aimed to examine younger and older employees’ use of five conflict strategies to handle an actual conflict incident with other employees. With reference to the…

6051

Abstract

Purpose

This study aimed to examine younger and older employees’ use of five conflict strategies to handle an actual conflict incident with other employees. With reference to the socioemotional selectivity theory, this study tests whether older employees, as compared with younger employees, would use more avoiding to handle conflicts with supervisors but less dominating to handle conflicts with subordinates. Moreover, this study investigates whether the interaction effect between role of the conflict partner and age would be explained by goal interdependence. Furthermore, it also tests whether the negative effect of avoiding on interpersonal relations and job satisfaction would be moderated by age.

Design/methodology/approach

The three hypotheses were tested in a sample of 280 Chinese managerial and executive employees aged between 22 and 66 years. Participants were asked to recall their behavioral responses to an actual conflict incident with other employees.

Findings

Results showed that relative to younger employees, older employees utilized more avoiding to deal with conflicts with supervisors and less dominating with subordinates. Such age differences in avoiding and dominating strategies were found to be explained by cooperative and independent goals held by the participants in the conflict incident. In addition, the negative effect of avoiding on interpersonal relations was only shown among younger employees but not among older employees.

Originality/value

This finding suggests that the use of passive strategies is not always harmful to working adults, largely depending on the age of the users.

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International Journal of Conflict Management, vol. 26 no. 3
Type: Research Article
ISSN: 1044-4068

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Article
Publication date: 1 April 1980

W.K.H. Fung and R.C. Stapleton

There are two ways in which the risk of a capital project can be described. This article outlines these two approaches: Sensitivity Analysis and Probability Analysis, and…

417

Abstract

There are two ways in which the risk of a capital project can be described. This article outlines these two approaches: Sensitivity Analysis and Probability Analysis, and emphasises the connection between the two methods. The output of a computer model of the sensitivity of the project to underlying factors is used as input for a probability analysis. The methods are illustrated with a case study, the MM Co Ltd.

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Managerial Finance, vol. 6 no. 2
Type: Research Article
ISSN: 0307-4358

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Article
Publication date: 2 June 2020

Kai Sun, Hung-Gay Fung, Yuping Zeng and Penghua Qiao

This paper aims to examine the effect of chief executive officers (CEOs’) global experience (GE) on the Chinese firms’ outward foreign direct investment (OFDI) and provides new…

638

Abstract

Purpose

This paper aims to examine the effect of chief executive officers (CEOs’) global experience (GE) on the Chinese firms’ outward foreign direct investment (OFDI) and provides new insights on how CEOs’ foreign study and education experiences may affect firms’ OFDI. Further, this paper examines whether CEO power and state ownership have a positive moderating effect on the relationship between CEOs’ GE and firms’ OFDI.

Design/methodology/approach

This study used panel data of Chinese manufacturing companies in 2007-2016 to examine different hypotheses. The authors tested them using a zero-inflated negative binomial regression model to shed light on the effect of CEOs’ GE on the firms’ OFDI.

Findings

This study found that CEOs’ GE generally promotes Chinese firms’ OFDI. CEOs’ foreign study experience has a stronger effect than foreign education experience. Further, CEO power and state ownership have a positive moderating effect on the relationship between CEOs’ GE and firms’ OFDI.

Research limitations/implications

The findings have two important implications for managers and policy-makers. First, globally experienced CEOs are vital for firms to succeed in today’s highly competitive global environment. Second, CEO power is important in firms’ OFDI decision-making.

Originality/value

The authors use path dependency and upper echelons theories to show that GE, particularly foreign study experience, enables CEOs to take advantage of available resources in the market and institutional environment to create a path for the firm to expand globally.

Details

Chinese Management Studies, vol. 15 no. 1
Type: Research Article
ISSN: 1750-614X

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Book part
Publication date: 12 May 2022

Minyi Shih Dennis

Students with mathematics-related learning difficulties (MLD) experience difficulties in many areas of mathematics achievement; without intervention, these difficulties will…

Abstract

Students with mathematics-related learning difficulties (MLD) experience difficulties in many areas of mathematics achievement; without intervention, these difficulties will persist. In this chapter, I first review research examined cognitive processes deficits of MLD. Because difficulties in learning mathematics are presumably due to these cognitive deficits, findings of these studies can shed light on developing effective intervention programs. Second, using Response to Intervention (RTI) as a framework to distinguish the intensity level of intervention, I review findings from existing Tier 2 and Tier 3 intervention studies and synthesize the instructional approaches used in these studies as well as the factors researchers used to intensify the intervention. Finally, Data-Based Individualization (DBI), a systematic approach to intensify intervention, commonly used at the Tier 3 level, is review. Suggestions for future research directions for intensive mathematics intervention are also provided.

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Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities
Type: Book
ISBN: 978-1-80262-738-1

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Book part
Publication date: 13 March 2020

Mei Kuin Lai, Stuart McNaughton, Rebecca Jesson and Aaron Wilson

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Research-practice Partnerships for School Improvement: The Learning Schools Model
Type: Book
ISBN: 978-1-78973-571-0

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Book part
Publication date: 29 November 2014

Elaine Regan, Asimina Vergou, Suzanne Kapelari, Julia Willison, Justin Dillon, Gail Bromley and Costantino Bonomi

Botanic gardens represent a significant educational resource often acting as major providers of a diverse range of formal and informal education programs for people of all ages…

Abstract

Botanic gardens represent a significant educational resource often acting as major providers of a diverse range of formal and informal education programs for people of all ages and backgrounds. INQUIRE was a three-year project focusing on inquiry-based science education (IBSE) that involved 17 partners in 11 European countries that aimed to reinvigorate IBSE in the formal and Learning Outside the Classroom (LOtC) educational contexts in Europe. This chapter presents a case study of successful practices for embedding inquiry-based teaching and learning in botanic gardens. IBSE training courses were developed, piloted, and run. The study based on a qualitative evaluation strategy centers on the examination of the INQUIRE partners’ design, implementation and delivery of their IBSE teacher/educator training courses. The findings show that the courses had a positive impact on the participants who learned both theoretical and practical aspects of implementing IBSE in school and LOtC contexts (www.inquirebotany.org) and strong indications of good quality course provision across the project. A greater appreciation of botanic gardens as a learning resource was also noted. The project resulted in significant professional development outcomes and the key factors for success are discussed here. Consequently, this chapter presents evidence from IBSE in action in botany-related topics and provides a strong case for IBSE in botanic gardens.

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Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

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Book part
Publication date: 11 August 2022

Mei Kuin Lai and Stuart McNaughton

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Professional Learning Networks in Design-based Research Interventions
Type: Book
ISBN: 978-1-78769-721-8

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Book part
Publication date: 25 July 2014

Barbara de la Harpe and Thembi Mason

The promise of Next Generation Learning Spaces appears to remain unfulfilled. This chapter explores why and how the design of professional learning for academics teaching in such…

Abstract

The promise of Next Generation Learning Spaces appears to remain unfulfilled. This chapter explores why and how the design of professional learning for academics teaching in such spaces can and should be transformed. It takes a fresh look at why old professional development is failing and proposes a new way to engage academics in their own professional learning. Rather than continuing with traditional professional development that is most often, ad hoc, formal and centrally driven, comprising mandated professional development workshops and a website that may only be visited once, the chapter explores the move from ‘old’ professional development to ‘new’ professional learning. It draws on the fields of organisational theory, cognitive theory and behavioural economics.

New professional learning is characterised by a ‘pull’ rather than a ‘push’ philosophy. Academic staff themselves drive their own learning, choosing what, when and how they want to learn to become better teachers. Multiple and various learning opportunities embedded in day to day work are just-in-time, self-directed, performance-driven and evaluated within an organisational system. In this way the institutional setting influences behaviour by ‘nudging’ habits and setting defaults resulting in academics making the ‘right’ decisions and doing the ‘right’ thing. By addressing the compelling issue of how to enhance academic staff teaching capability, this chapter can help university leaders to think beyond the professional development approaches of yesterday. Aligning with this new direction will result in enhanced learning and teaching in the future.

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The Future of Learning and Teaching in Next Generation Learning Spaces
Type: Book
ISBN: 978-1-78350-986-7

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