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Through the credit they furnish, materials suppliers provide a form of working capital for most construction contractors. This paper considers the implications of this for crediting organizations (i.e. suppliers). It is shown that a supplier's financial turnover movement (or lack of it) can be modelled and predicted with some accuracy by considering a number of characteristics of their credit control department. The models are developed from analysis of data obtained from a survey of 55 UK materials suppliers' credit control and debt collection procedures. The statistical technique of multivariate‐discriminant analysis (MDA) is used. Predictive accuracy of the models is tested on an independent, hold‐out sample of 10 suppliers' characteristics. It is found that ‘risk‐taking’ suppliers who protect themselves from bad debt by using insurance; suppliers who employ a third‐party organization to evaluate potential debtors' creditworthiness; and suppliers who service only one construction trade with materials, achieve significantly greater financial growth than those suppliers who do not exhibit these characteristics.

Hiring, selecting or assessing plant operatives' proficiency in the UK construction industry is an increasingly difficult task. A number of plant operator certification schemes are available to practitioners and each scheme trains to a myriad of bespoke standards. Consequently, the decision to employ a candidate often rests upon the employer's intuition and judgement and creates an unnecessary dilemma. To address this aforementioned problem, findings of research work that modelled plant operators' maintenance proficiency is presented. A UK nationwide survey was conducted to elicit plant professional opinion on what ‘training and educational’ (T&E) attributes constitute ‘good’ operator proficiency. The data was then arranged into three categories of operator maintenance proficiency: good, average and poor Multivariate Discriminant Analysis (MDA) was used on 75 percent of a simulated data set. The model utilised five T&E attributes, namely: duration of training provided, operator holder of alternative training card (not Certificate of Training Achievement (CTA) or Scottish/National Vocational Qualifications (S/NVQ)), operator's oral communication skills, operator's planning skills and operator's mechanical knowledge. Performance analysis revealed that model classification accuracy was 89.10 percent. The remaining 25 percent hold out sample was then modelled for validation purposes using the derived MDA model. Accuracy of the sub‐sample model was high at 77.60 percent whilst a paired sample T‐tests for the 75 percent and 25 percent sample data established that there was no significant statistical difference between actual and predicted classifications. Future work is proposed that aims to model other factors that influence operator maintenance proficiency; namely, work situational, motivational management and personal factors.

Briefly outlines main objectives of the Ministry of Agriculture, Fisheries and Food (MAFF) research programme Food Acceptability and Choice. Looks at the project portfolio and lists recent, current and future research topics by author. Concludes by listing relevant literature from the MAFF programme.

Homelessness is a colossal issue, precipitated by a wide array of social determinants, and mirrored in substantial health disparities and a revolving hospital door. Connecting people to safe and secure housing needs to be part of the health system response. The paper aims to discuss these issues.

This mixed-methods paper presents emerging findings from the collaboration between an inner city hospital, a specialist homeless medicine GP service and Western Australia’s inaugural Housing First collective impact project (50 Lives 50 Homes) in Perth. This paper draws on data from hospitals, homelessness community services and general practice.

This collaboration has facilitated hospital identification and referral of vulnerable rough sleepers to the Housing First project, and connected those housed to a GP and after hours nursing support. For a cohort (n=44) housed now for at least 12 months, significant reductions in hospital use and associated costs were observed.

While the observed reductions in hospital use in the year following housing are based on a small cohort, this data and the case studies presented demonstrate the power of care coordinated across hospital and community in this complex cohort.

This model of collaboration between a hospital and a Housing First project can not only improve discharge outcomes and re-admission in the shorter term, but can also contribute to ending homelessness which is itself, a social determinant of poor health.

Coordinated care between hospitals and programmes to house people who are homeless can significantly reduce hospital use and healthcare costs, and provides hospitals with the opportunity to contribute to more systemic solutions to ending homelessness.

This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community.

This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities.

The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators.

Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment.

This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.

Despite major market-orientated reforms to enhance the competitive advantage of Russian domestic firms, the antecedents and consequences of frontline employee (FLE) customer orientation (CO) remain poorly understood. Acknowledging this paucity of research, the authors draw upon a hierarchical model of personality to examine personality trait determinants of CO and job performance in the context of the Russian financial services sector.

Data was collected from 186 FLEs using a self-administered survey questionnaire and analyzed using AMOS.

The results identify which basic personality traits matter in translating FLE CO behavior into higher job performance in the Russian retail-banking sector.

Limitations of the study include the generalizability of the findings within one organizational context. Future research should examine whether the found associations hold true for FLEs working in other service sectors in other parts of the country.

Study findings differ significantly to Western-based research and provide valuable insight into the process that motivates Russian FLEs in a commercial retail setting to perform better in their jobs.

This is the first empirical study that employs a hierarchical model of the effects of basic personality traits on FLE CO and job performance in a former socialist/communist economy. We also advance existing research on FLE CO by distinguishing between two types of CO behavior. Findings provide an understanding of those personality traits that affect the ability of Russian FLEs to better satisfy customer needs and to interact and serve customers in an enjoyable way.

This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive simulation. Gender, academic major and business core course performance were examined.

Participants were 595 undergraduate capstone business students from 21 course sections taught over a four-year period. Variables included learning assurance measures, simulation performance, gender, major, business core course grades, capstone course grade and cumulative grade point average. Correlations, linear regression, multiple regression and multivariate analysis of variance (MANOVA) were used to analyze the data.

Learning assurance report scores were strongly related to simulation performance. Simulation performance was related to capstone course grade, which, in turn, was significantly related to the grade point average (GPA). Core business courses were related to learning assurance and performance indicators. Significant differences for gender and degree major were found for academic performance measures. Women and men did not differ in simulation performance.

Limitations include the use of one simulation (GLO-BUS) and studying students at one university taught by one professor. Assurance of learning measures needs further study as factors in business program evaluation. Future research should analyze post-graduate performance and career achievements in relation to assurance of learning outcomes.

This study conducts empirical analyses of simulation learning that focuses entirely on direct measures, including student characteristics (gender, major), learning assurance measures, business core course grades, capstone course grades and student GPAs.

The purpose of this study is to analyze learning assurance measures derived from a business simulation as part of capstone business strategy courses delivered via distance learning (DL) compared to traditional classroom (on-ground [OG]) delivery modes using experiential learning theory.

A sample of 595 undergraduate capstone business students from 21 course sections taught over a four-year period in a medium-sized private master’s level college is investigated. Variables included learning assurance measures from a competitive online simulation (GLO-BUS), gender, business degree major, capstone course grades and cumulative grade point averages. The analytic strategy included correlations, linear regressions, multiple regressions and multivariate analyses of variance.

Results reveal that there are significant differences in learning assurance report (LAR) scores, gender differences and differences between academic majors based on delivery mode (OG versus DL). Simulation performance was higher for DL students, although the relationship between simulation performance and final course grades was not significantly different for OG and DL cohorts.

To the best of the authors’ knowledge, implications for courses, programs, curricula and learning assessment are considered. The strengths (actual performance measures) and potential limitations (e.g. possible deficiency of measures) of LAR scores are discussed.

This research compares OG and DL modes for strategic management course outcomes using direct assessments, including simulation learning assurance measures, student characteristics, capstone course grades and student grade point averages.

Grounded in categorization theory, this study examines the impact of luxury parent brand status signaling on brand extension authenticity and consumer attitudes in two international luxury markets.

Using samples of luxury consumers from France and the United States, the study's hypotheses are tested using confirmatory factor analysis (CFA), structural equation modelling (SEM) and multi-groups comparisons.

Findings demonstrate that luxury parent brand (PB) status signaling, familiarity and perceived quality impact luxury extension authenticity, and authenticity has a significant effect on consumer attitudes toward the extension. The relationship between PB status signaling and extension authenticity is stronger for French consumers compared to their American counterparts. The effect of luxury PB perceived quality and familiarity on PB status signaling is similar for both American and French consumers. However, the effect of PB familiarity on luxury brand extension authenticity is stronger in France than the United States.

Results provide researchers and managers with insights on how to design marketing programs for luxury line extensions in a cross-national context.

The authors contribute to existing literature examining factors related to the parent brand and the relationship between the parent brand and the extension by examining the effect of PB status signaling and extension authenticity on extension attitudes in two international luxury markets.

The purpose of this paper is to focus on connecting recent conceptualizations of learning space design in management education by examining interior building and classroom design.

This study used mixed methods research: external benchmarking with same industry institutions (n=5) and two surveys of students (n=131) and faculty members (n=38).

The process helped to envision how a business school could improve by adapting design aspects from industry peers, understanding the needs of students and faculty, and incorporating new teaching methods and instructional technologies to inform learning space solutions.

The small number of external benchmarking partners may make the findings more applicable to the institutional type examined. Yet, the findings and the mixed methods research have implications for learning space design more broadly.

With the business school building boom, the external architecture of new buildings appears to garner much of the attention. However, the researchers believe that the real impact of new business schools is the centrality of interior learning space design and technology.

This paper uses a mixed methods research approach to examine learning space theory and research in relation to a particular business school’s efforts to use this knowledge to design learning spaces in a new building.