Search results

This paper aims to outline and explore the changes chief human resources officers (CHROs) can expect in the digital age, focusing on three distinct categories: inward (changes within the office), outward (changes at the employee/manager level) and across (changes to the organization at large).

This paper carried out a review of digitization’s impact on the CHRO role, an assessment of changes at the employee/manager level and an assessment of changes at the organization-wide level.

Mimicking social media aligns learning and engagement technology with the expectations and working practices of the millennial generation. The HR function, led by the CHRO, may leverage the power of digital technology to gain an advantage over competitors by attracting and retaining top millennial talent. Cloud technology makes available a wealth of easily accessible information, which facilitates far more effective communication between management and employees. Digital provides employees leverage in terms of formulating strategy, decision-making and even leadership. Expect a dramatic increase in plug-and-play digital solutions related to recruitment and talent.

Learning and opinion based on the experience of a talent advisory consultant partnering with CHROs across a broad range of Fortune 500 companies.

This article explores the hypothesis of Clifford Geertz concerning the importance of essentialism (culture) and epochalism (economics) in the creation of new states. It focuses on the Irish state‐building process, examining the thought of the two leaders of the 1916 rising. It finds that Patrick Pearse throughout stressed cultural revitalization and James Connolly stressed economic/social transformation. The article lends support to Geertz’s hypothesis but notes that each leader also came to appreciate the primary concern of the other.

Although current literature offers support for understanding sport consumer behavior from psychological and sociological perspectives, there is a lack of research that examines the effect of one’s emotional response to team outcomes on subsequent economic decisions. The purpose of this paper is to bridge this gap by studying how emotional responses to sport events moderate a typical endowment bias in the secondary ticket market.

This research comprised a 3×2×2 between-participants design with emotional state (positive, negative, and neutral), role (seller, buyer), and fan identification (high, low) as the three factors. Prospect theory and social identity theory guided hypothesis development whereby it was proposed that, depending on the affective response of study participants to positive, negative, or neutral publicity concerning the team, team identification would impact the transaction function (buyers vs sellers) on price values for tickets to a future event.

Findings revealed an interaction effect of emotions and team identification on the endowment effect to the extent that bargaining gaps between sellers and buyers increased or decreased depending on mood states and levels of identification with the team.

This study adds to the literature on emotions and the key role they play in effecting pricing decisions and consumer behavior, especially given fan identification is such a significant area of study with numerous implications for sport business and management.

If there was one sure thing that emerged from a Financial Times conference, held in London in October, on retail financial services, it is that the whole sector is in a state of considerable flux, and faces the need for fundamental change. EFTPoS, debit cards, the role of the building societies, and home shopping were some of the items discussed.

This study aims to investigate the trend of research on universities and accountability (UAA) in Southeast Asian (SEA) countries.

A total of 115 journal articles, conference papers, books and book chapters were obtained from the Scopus database spanning the years 1996–2023. These documents were subsequently analyzed using bibliometric methods.

The majority of UAA in SEA documents were published between 2007 and 2023 (106 documents, 92.19%). Scholars from both SEA countries and outside the region, particularly Australia, co-authored UAA in SEA documents. While scholars from Vietnam contributed the highest number of UAA in SEA publications (30 documents), scholars from Australia received the highest number of citations (878 citations). Collaboration between Vietnam and Australia emerged as the most productive partnership in conducting studies on UAA in SEA. Additionally, UAA in SEA documents were published not only in education-related outlets but also in other sectors, particularly in public policy. Furthermore, studies on UAA in different countries exhibited both similar and dissimilar interest keywords.

This study represents the first bibliometric analysis focusing on UAA in SEA literature. The insights and implications derived from this study are valuable for future researchers, university leaders and policymakers.

This chapter explores a set of principles that underpin ensuring that the learning needs of all students are addressed in next generation learning spaces. With increasingly diverse higher education environments and populations, higher education needs to move from seeing student diversity as problematic and deficit-based, to welcoming, celebrating and recognising diversity for the contributions it makes to enhancing the experience and learning outcomes for all students. The principles of Universal Design for Learning (CAST, 2011) provide a framework for high-quality university teaching and learning, as well as guidance on the multiple methods and means by which all students can be engaged and learn in ways that best suit their individual styles and needs. An inclusive approach is important pedagogically and applies to both the physical and virtual environments and spaces inhabited by students. When the design of physical environments does not incorporate universal design principles, the result is that some students can be locked out of participating in campus or university life or, for some, the energy required to participate can be substantial. With the digital education frontier expanding at an exponential rate, there is also a need to ensure that online and virtual environments are accessible for all. This chapter draws on the relevant research and the combined experience of the authors to explore an approach to inclusive practices in higher education next generation learning spaces and beyond.