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Managers need to be able to understand whether the constructs of organizational commitment apply cross culturally. This study adds to a growing knowledge base regarding organizational commitment internationally, and uses workers in government controlled, mixed economy, and privately owned businesses in China’s interior. The study uses questionnaires of antecedents of commitment and tests Mowday et al’s (1979) OCQ and Meyer and Allen’s (1991) ACS, NCS, CCS. While we were are able to verify some antecedent conditions surrounding Mowday et al (1979) and Meyer and Allen’s (1991) commitment measures, we discovered the conditions surrounding commitment in persons who live outside the commercial zones may be more complicated than theory predicts. Artifacts that may modify antecedent‐commitment main include culture, language, firm ownership/control, and expectations of workers moving from government employment more market based jobs. We suggest that more study is required in relationship to conceptual space, theory development, measurement, validation, and analysis in former centrally planned and communistic countries. As is usually true in China, things are not as straightforward or simple as they seem. This study seems to verify that sentiment.

The purpose of this paper is to examine the application of intelligent agents (IAs) in organizational memory systems within the larger schema of knowledge management (KM) strategies. This includes targeted roles of IAs in relation to institutional memory approaches.

A conceptual exploration of related sections of the Grundspenkis seven-layer intelligent enterprise memory framework that serves to identify, retain, deliver and reuse information for future utilization is conducted. Applications of IAs in multiple industries are presented to illustrate the conceptual model in practice.

This paper identifies arising roles that IAs perform in information search, retrieval and analysis in the organizational memory formation process and extensions that have emerged in a non-linear bi-directional form. These layered roles include obtaining and reapplying important information as part of extended human–machine cognition.

While exploratory and conceptual in nature, this research paper discusses IAs as possible components in the advancement of organization memory.

By analyzing the application of IAs in different industries, across select layers of a KM structure, groundwork is laid for both descriptive research (i.e. where and how artificial intelligence is being used in those industries) and prescriptive practice (i.e. how other industries can benefit from such assistance and what patterns of implementation to expect).

This study explores the role IAs play in helping knowledge workers gather, retain and find relevant information and how KM strategies may assist organizational memory.

The purpose of this study is to utilize an exploratory multiple-case design research method using three undergraduate management courses at a medium-sized private comprehensive college near a large metropolitan area in the USA.

This paper explores differentiated instruction in relation to experiential learning in management education by examining three teaching applications from different management courses to illustrate these concepts.

The use of differentiated instruction in management education is supported through varied approaches such as individual student and team-based scaffolding that demonstrate the applicability of differentiation. In addition to improving student learning, other benefits include improved student retention and faculty autonomy in course creation and delivery. The implementation involves a proactive response to learner needs informed by a faculty perspective that recognizes student diversity yet retains quality assurance standards with mindful assessment and planning.

The comparatively small number of courses and instructional methods may make the specific findings and examples more relevant to the type of institution examined. Yet, the general conclusions and methods identified have potential implications for learners in a wide variety of colleges and universities.

Differentiated instruction may be a useful approach for enhancing learning in heterogenous groups of students by recognizing student readiness and making appropriate modifications.

This paper offers an exploratory overview of differentiated instruction with guidance for management faculty members in designing and implementing these approaches in their courses.

Research on identity in organizations takes endurance overtime as a taken‐for‐granted expectation, but then often explores how identity changes. Conversely, research on memory in organizations takes change as a taken‐for‐granted expectation and then explores how particular memories might be maintained by purposeful action. We used both of these literatures as a basis for exploring what happened to two aspects of an organizational group's identity over the course of its first seven years. One aspect of identity centered on the group's mission and the other on the group's internal processes. Based on analysis of the processes involved in the evolution of the group's identity, we suggest several factors that foster stability in identity and several factors that foster change in identity. From the identification of these factors, and based on Lewin's Field Theory approach, we suggest a more complex depiction of what identity stability or change might mean overtime.

Through a juxtaposition of social capital with two other forms of intellectual capital – human capital and organizational capital – the author proposes and tests a framework that sets social capital apart as the main driver of innovations that contribute subsequent technical value to the innovating organization.

This study uses data collected from the United States Patent and Trademark Office (USPTO) for measurement of the key variables. Specifically, the analysis includes all 117 innovations patented under the thermal inkjet printing subclass that were issued in the twenty years following the establishment of that specific subclass in 1980. The author also collected additional data on the individuals and organizations listed on each patent.

The results of the analysis show that all intellectual capital is not the same and that social capital resulting from collaborative relationships among inventors has significantly more positive influence on the retained technical value of an innovation than organizational or human capital.

Rather than tout the primacy of individual intelligence to the generation of valuable innovation, this research suggests that it is preferable to bring together a group of inventors with narrow individual scientific expertise who instead rely on broad collaboration networks as a flexible source of diverse knowledge.

This research addresses an area of innovation research that has not been adequately explored – how do different forms of intellectual capital affect the value the resulting innovation has to the innovating organization?

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.