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The organization and management studies degree (OMS) was constituted at Edge Hill University College, Ormskirk, UK in October 1990. The degree is validated by the University of Lancaster. Briefly, the course explores organizational issues, needs and techniques through a variety of management models and multiple management disciplines and applications. Explores the theoretical underpinnings in the OMS approach and their application to the teaching and learning of marketing. Evaluates the contribution of the marketing programme within that process, and its relevance and effectiveness in imbuing students with the skills for adaptation and flexibility necessary to deal with the constant change and rapid evolution of work.

This chapter traces one student teacher's (Joan) experiences of learning to teach English as a second language in a cross-cultural context during a teaching practicum in Hong Kong. The school-based practicum is a core component of many initial teacher education programmes. During this induction period, usually an 8-week block, student teachers are placed in local schools to learn how to integrate theories into practice in real teaching situations. Specifically, I uncover how Joan grappled with the tensions and complexities of teaching young learners from a different cultural and linguistic background, in a small elementary school situated in the borderland between Hong Kong (an autonomous region of China) and Shenzhen (a province of Mainland China).

Critical incidents from Joan's practicum experiences were analysed to uncover how she dealt with the tensions and dilemmas in confronting difference and marginalising practices while learning to teach English as a second language (ESL) in the practicum school. Implications on how to develop initial teacher education programmes so that student teachers learning to teach across cultural contexts can be encouraged to explore, confront and ‘deal with the emotional terrain of understanding difference’ will be discussed (Boler & Zembylas, 2003, p. 123; Zembylas, 2010).

The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student’s perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos.

Pre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique.

Findings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student’s satisfaction with the course.

Analysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos.

The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom’s taxonomy on students’ incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement.

In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students’ perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM.

Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning.

The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings.

The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom’s taxonomy.

The paper offers a comprehensive perspective on incremental learning where students’ knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom’s taxonomy.

This paper aims to extend current information security compliance research by adapting “work-stress model” of the extended Job Demands-Resources model to explore how security compliance demands, organization and personal resources influence end-user security compliance. The paper proposes that security compliance burnout and security engagement as the mediating factors between security compliance demands, organizational and personal resources and individual security compliance.

The authors used a multi-case in-depth interview method to explore the relevance and significance of security demands, organizational resources and personal resources on security compliance at work. Seventeen participants in three organizations including a bank, a university and an oil distribution company in Vietnam were interviewed during a four-month period.

The study identified three security demands, three security resources and two aspects of personal resources that influence security compliance. The study demonstrates that the security environment factors such as security demands and resources affected compliance burden and security engagement. Personal resources could play an integral role in moderating the impact of security environment on security compliance.

The findings presented are not generalizable to the wider population of end-users in Vietnam due to the small sample size used in the interviews. Further quantitative studies need to measure the extent of each predictor on security compliance.

The originality of the research stems from proposing not only stress-based but also motivating factors from the security environment on security compliance. By using qualitative approach, the study provides more insight to understand the impact of the security environments on security compliance.

THIS number will appear at the beginning of the Leeds Conference. Although there is no evidence that the attendance will surpass the record attendance registered at the Birmingham Conference, there is every reason to believe that the attendance at Leeds will be very large. The year is one of importance in the history of the city, for it has marked the 300th anniversary of its charter. We hope that some of the festival spirit will survive into the week of the Conference. As a contributor has suggested on another page, we hope that all librarians who attend will do so with the determination to make the Conference one of the friendliest possible character. It has occasionally been pointed out that as the Association grows older it is liable to become more stilted and formal; that institutions and people become standardized and less dynamic. This, if it were true, would be a great pity.

The purpose of this paper is to examine how digital technologies were introduced in a collaborative literacy intervention to address a population long underserved by traditional schools: the Aboriginals of Canada.

Situated within a critical ethnographic project, this paper examines how digital technologies were introduced. The questions focused on: how can critical multiliteracies be used to engage students, in both academic and digital literacies development? In what ways does participation in multimodal media production provide evidence of teachers and students' critical literacy development?

Digital literacies as a part of multiliteracies were developed in teaching contexts where learning is challenged by many factors.

The paper reports on the achievement and the struggles that remain. Implications for further research and teacher education are also drawn from the experience of implementing a broader definition of literacy in academic settings with Aboriginal students of Canada.

The inclusion of a digital curriculum provides possibilities for greater academic success for marginalized students in both mainstream and alternative schools.

The purpose of this paper is to reflect on competitiveness by using the business model concept and to understand the need to adapt business models to changes in the environment.

Using Catalonia as a context, the paper derives recommendations by presenting and analyzing examples of companies, referred to as “new generation companies,” that have innovated in their business models. The case studies illustrate the contributions of the business model notion to the competitiveness debate.

Reviewing the history and contemporary practice of Catalan firms, examples of “new generation” companies are analyzed to derive recommendations for managers seeking to reconfigure their business models to support innovation and internationalization. Since business models sit at the core of competitiveness, they must be the focus of managers aiming to create efficient firms that foster sustained competitive advantage.

The analysis is based on a small number of case studies.

The business model approach described in this paper enriches the current debate on competitiveness by focusing the analysis at the level of the firm.

Purpose: This chapter problematizes the philosophical origins of direct funding models in a normative conception of independence that ignores and obscures the fundamentally relational nature of care work.

Approach: The study adopts a reflexive ethnographic methodological approach. In-depth, semistructured interviews were conducted with 19 participants variously involved with direct-funded attendant services (disabled “self-managers,” “attendant” employees, other members of self-managers’ support networks, and program staff). Additional data sources included the author's reflexive journaling and publicly available policy and program materials. The present analysis interrogated the impact of systemic constraints (i.e., limited funding) on the organization and management of attendant services.

Findings: The data illuminate how systemic constraints draw the interests of self-managers and attendants into tension, despite the affective relationality of the work they do together. The findings present four strategies self-managers adopt to maximize support hours, including: splitting shifts, strategic hiring, dynamic resource management, and supplementing remuneration. These findings suggest it is not vulnerability to each other that represents an ongoing concern for self-managers and attendants, so much as exploitation by a system that capitalizes on the oppression of both groups.

Implication/ Value: Disabled people and care workers have been and continue to be constructed as opposing interest groups. However, there is great potential in disabled people and care workers joining a united front to lobby for their common, often interrelated interests. Direct funding models are an important evolution of support services, but where they fail to attend to the relational nature of care work, we must continue to pursue more inclusive solutions.