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The purpose of this paper is to examine the nature and influence of artefacts in market-oriented firms.

Document analysis, direct observation and 14 key informant interviews were undertaken in 6 case study of companies.

The research investigated the nature and influence of four categories of artefacts in market-oriented firms, specifically, stories, arrangements, rituals and language. The four categories of artefacts were found to embody, reinforce, create and compliment the values, norms and behaviours of a market-oriented culture. Market-oriented artefacts are thus core to a market-oriented culture and in developing a market orientation.

The four categories of artefact, namely, stories, arrangements, rituals and language embody a market-oriented culture; these artefacts are necessary to implement market-oriented behaviours. Artefacts play a significant cultural and behavioural part in creating a market-oriented culture.

To be a market-oriented firm means implementing a market-oriented culture. This paper requires managers to assess the degree to which they have developed and used market-oriented artefacts in the establishment and strengthening of a market-oriented culture.

This paper addresses the limited understanding of market-oriented artefacts as an element of a market-oriented culture.

Some of the best entrepreneurs fail early and often. Less talented or less committed entrepreneurs do not even get a second chance. Failure and setbacks, however, can be instructive.What lessons can be learned from these experiences? How can the entrepreneur (and investors) navigate around the potholes on the New Venture Highway? Read on.

With past studies indicating a lack of skill development in engineering education, there is a need for new pedagogical tools that are application and skill-oriented. Hackathons are widely accepted in the corporate world, in the engineering domain for skill development and recruitment but have not gained acceptance in mainstream engineering education. Very few studies have discussed engineering educator views regarding hackathons and their benefits. This paper intends to study engineering educators' perception of the hackathon and its benefits after participating in it. The findings could support hackathons as a pedagogical tool to develop an industry-oriented and skill-based engineering education.

A mixed methods design was employed where initially qualitative study was conducted. Its findings were used to conduct survey of 162 engineering educators who had participated in a hackathon. A five point Likert scale was employed for data collection.

The findings reveal that engineering educators who participated in the hackathon perceived hackathons to support industry-focused learning, problem-solving and new skill development. They also acknowledged its role in their professional development. The further discussion suggests that engineering educators and institutes may collaborate with industry to design and use hackathons as a teaching tool to develop industry-ready graduates.

The study was not designed to study how different aspects of hackathon lead to different benefits derived from participating in it. There is a need to study hackathons as a tool of pedagogy and assessment, focusing on how variables linked to it facilitate, moderate and hinder the learning and assessment process in participants. More in-depth studies need to be conducted to adopt the hackathon as a pedagogy and assessment tool in higher education.

The discussion suggests that designing hackathons effectively as a tool for learning and skill development will result in skilled graduates. Engineering educators should adopt hackathons as a pedagogy for their students. Management and policymakers of engineering institutes should consider hackathons as a part of pedagogy for students besides conducting hackathons for educators for their professional development that will be investment in skills helpful at workplace.

The notable contribution of this paper is to document perceptions of engineering educators regarding hackathons and their benefits after participating in a hackathon. The paper proposes that hackathons can be introduced in the engineering curriculum as they would offer educators a novel method of teaching and assessment and support engineering graduates in recruitment and making them industry-ready.

The purpose of this chapter is to focus on increasing the participation of students with language-based learning disabilities (LLD) in postsecondary transition planning and how the interprofessional teams that include a speech-language pathologist may work together to integrate and apply language, literacy, and related self-determinism goals in the secondary school curriculum. As students with LLD enter secondary school, the provision of needed language-literacy intervention services drastically declines, although these students often require these services to facilitate their postsecondary success. Secondary students are expected to read, write, and think at more complex levels than ever before to meet postgraduation workforce demands. The inclusion of self-determination strategies is found to be related to positive post-school outcomes and can be readily integrated into transition planning. The integration of SLPs into the interprofessional team may ideally support secondary school student language-literacy needs in transition planning by using self-determination strategies to help access the curriculum and experience postsecondary success.

In the 1980s, as the United States encountered international economic and technological challenges, the very ability of the American educational system to produce a competitive labor force, able to learn and solve problems, was questioned. During this past decade, renewed concern about educational quality in the United States motivated over one hundred reports analyzing the shortcomings in our system of education and endorsing reform. All of the principal curriculum areas have been reviewed in this process; moreover, science education has been deemed particularly deficient. Major reports sponsored by the National Science Foundation (NSF) and the American Association for the Advancement of Science (AAAS) recommend both content revision of science courses and methodological changes in the way science is presented throughout the elementary and secondary grades.

This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing institutional, rather than community, goals.

This article analyzes theory and prior work on datafication, privacy, data literacy, privacy literacy and critical literacy to provide a vision for future privacy literacy research and praxis.

This article (1) explains why privacy is a valuable rallying point around which people can resist datafication, (2) locates privacy literacy within data literacy, (3) identifies three ways that current research and praxis have conceptualized privacy literacy (i.e. as knowledge, as a process of critical thinking and as a practice of enacting information flows) and offers a shared purpose to animate privacy literacy research and praxis toward social change and (4) explains how critical literacy can help privacy literacy scholars and practitioners orient their research and praxis toward changing the conditions that create privacy concerns.

This article uniquely synthesizes existing scholarship on data literacy, privacy literacy and critical literacy to provide a vision for how privacy literacy research and praxis can go beyond improving individual understanding and toward enacting social change.