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This study aims to propose a learning pattern analysis method which can improve a predictive model’s performance, as well as discover hidden insights into micro-level learning pattern. Analyzing student’s learning patterns can help instructors understand how their course design or activities shape learning behaviors; depict students’ beliefs about learning and their motivation; and predict learning performance by analyzing individual students’ learning patterns. Although time-series analysis is one of the most feasible predictive methods for learning pattern analysis, literature-indicated current approaches cannot provide holistic insights about learning patterns for personalized intervention. This study identified at-risk students by micro-level learning pattern analysis and detected pattern types, especially at-risk patterns that existed in the case study. The connections among students’ learning patterns, corresponding self-regulated learning (SRL) strategies and learning performance were finally revealed.

The method used long short-term memory (LSTM)-encoder to process micro-level behavioral patterns for feature extraction and compression, thus the students’ behavior pattern information were saved into encoded series. The encoded time-series data were then used for pattern analysis and performance prediction. Time series clustering were performed to interpret the unique strength of proposed method.

Successful students showed consistent participation levels and balanced behavioral frequency distributions. The successful students also adjusted learning behaviors to meet with course requirements accordingly. The three at-risk patten types showed the low-engagement (R1) the low-interaction (R2) and the non-persistent characteristics (R3). Successful students showed more complete SRL strategies than failed students. Political Science had higher at-risk chances in all three at-risk types. Computer Science, Earth Science and Economics showed higher chances of having R3 students.

The study identified multiple learning patterns which can lead to the at-risk situation. However, more studies are needed to validate whether the same at-risk types can be found in other educational settings. In addition, this case study found the distributions of at-risk types were vary in different subjects. The relationship between subjects and at-risk types is worth further investigation.

This study found the proposed method can effectively extract micro-level behavioral information to generate better prediction outcomes and depict student’s SRL learning strategies in online learning. The authors confirm that the research in their work is original, and that all the data given in the paper are real and authentic. The study has not been submitted to peer review and not has been accepted for publishing in another journal.

For studies in educational data mining or learning Analytics, the prediction of student’s performance or early warning is one of the most popular research topics. However, research gaps indicate a paucity of research using machine learning and deep learning (DL) models in predictive analytics that include both behaviors and text analysis.

This study combined behavioral data and discussion board content to construct early warning models with machine learning and DL algorithms. In total, 680 course sections, 12,869 students and 14,951,368 logs were collected from a K-12 virtual school in the USA. Three rounds of experiments were conducted to demonstrate the effectiveness of the proposed approach.

The DL model performed better than machine learning models and was able to capture 51% of at-risk students in the eighth week with 86.8% overall accuracy. The combination of behavioral and textual data further improved the model’s performance in both recall and accuracy rates. The total word count is a more general indicator than the textual content feature. Successful students showed more words in analytic, and at-risk students showed more words in authentic when text was imported into a linguistic function word analysis tool. The balanced threshold was 0.315, which can capture up to 59% of at-risk students.

The results of this exploratory study indicate that the use of student behaviors and text in a DL approach may improve the predictive power of identifying at-risk learners early enough in the learning process to allow for interventions that can change the course of their trajectory.

Seeks to reflect on the way that truths about commerce and labour have been captured in seemingly “innocent” rhymes.

Fictional prose.

The piece contemplates the trap into which a tradesman might fall when at the mercy of fluctuating demand and tempted to give up his tools. Alternative means of income are weighed up and a moral about managing money is suggested.

Encourages further consideration of the way that common rhymes represent the economic and social truth of their times.

A creative representation of the origins of popular verses that deal with working lives of the past.

New Zealand is widely recognised as extreme in its New Public Financial Management reforms. Scrutiny of the reformed financial management system reveals its consistency with a controversial political agenda: trade liberalisation of even core social services such as social welfare, health and education. Further, the detailed requirements are systematically biased towards withdrawing from government services (by running them down) and/or privatising them (by artificially inflating reported costs, thus projecting an appearance of inefficiency). The legislation underpinning the New Zealand model was shepherded through parliament by a Minister of Finance who publicly opposed exposing social services to market forces. Drawing on archival records, this article provides a historical account of how this legislation came into being. The legislation handed key levers of power to extend the reforms to the Treasury. Particular attention is paid to the friction within the government of the time over extending the reforms to social policy, and the role of the Treasury. Possibly, some ministers who drove the reforms through did not appreciate their nature. Alternatively, the handover of the levers of power could be perceived as an attempt to avoid blame.

David G. Allen earned his Ph.D. from the Beebe Institute of Personnel and Employment Relations at Georgia State University. He is an assistant professor of Management in the Fogelman College of Business and Economics at the University of Memphis. His current research interests include the flow of people into and out of organizations, and technology implications for human resource management.Michelle M. Arthur is an assistant professor in the Anderson Schools of Management at the University of New Mexico. She received her Ph.D. in Labor and Industrial Relations from the University of Illinois at Urbana-Champaign. Her current research focuses on diversity supporting human resource practices and firm-level outcomes.Murray R. Barrick is the Stanley M. Howe Leadership Chair at the Henry B. Tippie College of Business at the University of Iowa. He received his Ph.D. from the University of Akron in Industrial-Organizational Psychology. He was recognized with the “Outstanding Published Paper Award” in 1992 by the Scholarly Achievement Award Committee of the Human Resources Division of the Academy of Management, and in 2001, was the recipient of the Owens Scholarly Achievement Award from the Society of Industrial and Organizational Psychology (SIOP). In addition, in 1997, he was elected a fellow of SIOP. He also serves on the editorial boards of the Journal of Applied Psychology, Personnel Psychology, and has served on the Editorial Board of the Journal of Management.Ronald M. Bearden received his MS in Quantitative Psychology from the University of Wisconsin. He is currently a Personnel Research Psychologist with the Navy Personnel Research, Studies, & Technology (NPRST) Department, working in the area of selection and classification. He is the principal investigator for the Navy’s efforts to develop a mulitifaceted non-cognitive assessment battery that will be utilized for identifying Navy personnel likely to perform well in the recruiting environment. He has over twenty years of experience working in the area of large-scale Navy selection and classification research programs.Walter C. Borman received his Ph.D. in Industrial/Organizational Psychology from the University of California (Berkeley). He is currently CEO of Personnel Decisions Research Institutes and is a professor of Industrial-Organizational Psychology at the University of South Florida. He is a fellow of the Society for Industrial and Organizational Psychology, and in 1994–1995 served as President of the Society. Borman has written more than three hundred books, book chapters, journal articles, and conference papers. He recently co-edited the I/O volume of the Handbook of Psychology (Borman, Ilgen & Klimoski, 2003), and, with two PDRI colleagues, wrote the personnel selection chapter for the 1997 Annual Review of Psychology. He also has served on the editorial boards of several journals in the I/O field, including the Journal of Applied Psychology, Personnel Psychology, Human Performance, and the International Journal of Selection and Assessment. Dr. Borman’s areas of interest are performance measurement, personnel selection, job analysis, and assessment centers.Kenneth G. Brown is an assistant professor and Huneke Faculty Research Fellow at the Henry B. Tippie College of Business at the University of Iowa. He received his M.A. and Ph.D. in Industrial-Organizational Psychology from Michigan State University. Ken does research and consulting in the areas of technology-delivered training and knowledge transfer. For work in this area, Ken received the 2002 American Society of Training and Development and the 2003 Society of Human Resource Management Research Awards. He currently serves on the editorial board of the Journal of Management.Alison Cook is a doctoral candidate in Organizational Behavior at Purdue University. Her primary research interests include individual-level and firm-level outcomes of the work-family interface. Her other interests include organizational justice, gender, and diversity research.Brian R. Dineen received his Ph.D. in Human Resource Management/Organizational Behavior from the Max M. Fisher College of Business, The Ohio State University in 2003. Prior to his time in graduate school, he served four years as a Division Officer in the U.S. Navy. He is currently an assistant professor of Management in the Gatton College of Business and Economics at the University of Kentucky. His primary areas of interest include Internet-based recruitment and selection and the impact of team fluidity on team processes and outcomes. His work has appeared in the Journal of Applied Psychology, Public Personnel Management, and Journal of Management (forthcoming), and he has presented at national conferences such as the Society for Industrial and Organizational Psychology and the Academy of Management.William L. Farmer received his Ph.D. in Quantitative Psychology (with sub-specialization in Industrial-Organizational) from the University of Oklahoma. He is currently a Personnel Research Psychologist with the Navy Personnel Research, Studies, & Technology (NPRST) Department, working in the area of selection and classification. He is the program manager/principal investigator for the Navy’s efforts to develop a mulitifaceted non-cognitive assessment battery that will be utilized to improve the quality of enlisted selection and classification. He has over ten years of experience working in the area of large-scale employee selection programs.Kerri L. Ferstl earned her M.A. and Ph.D. degrees in Industrial-Organizational Psychology from the University of Minnesota. She is a senior research associate in the Minneapolis office of Personnel Decisions Research Institutes. She has worked with many public and private sector clients designing and implementing customized human resource tools for use in selection, development, promotion, and performance appraisal. Her work has appeared in Personnel Psychology and the Journal of Vocational Behavior.Rodger W. Griffeth earned his Ph.D. from the University of South Carolina. He is the Freeport-McMoran Chair of Human Resource Management at the University of New Orleans. His primary research interest is investigating employee turnover processes.Jerry W. Hedge earned his doctorate in I/O Psychology in 1982 from Old Dominion University. He has been involved in personnel research for more than 25 years. He has worked with both public and private sector clients designing, implementing, and evaluating numerous tools, systems, and techniques. He has extensive experience in job analysis and competency modeling; performance measurement; selection system development and validation; training program design, development and evaluation; and attitude assessment. Dr. Hedge is currently an independent consultant; during his career he has been employed by both public and private organizations, most recently serving as President and COO for Personnel Decisions Research Institute. Over the years, Dr. Hedge has stayed actively involved in conducting applied research, publishing his research in books and journals, and presenting regularly at professional conferences. He is a fellow of the Society for Industrial and Organizational Psychology and the American Psychological Association.Jennifer D. Kaufman earned her master’s and Ph.D. degrees in Industrial-Organizational Psychology from Tulane University. She has worked with law enforcement, the U.S. Navy, and the U.S. Army while employed as a Research Scientist with Personnel Decisions Research Institutes. As a Customer Leader now with DeCotiis Erhard Inc., Dr. Kaufman continues to partner with customers to develop selection and performance management systems. Dr. Kaufman received her Master’s degree and Ph.D. in Industrial/Organizational Psychology from Tulane University. Throughout her academic career, Dr. Kaufman has received academic awards, honors and fellowships, and was chosen for a two-year appointment as the Industrial/Organizational Psychology representative for the American Psychological Association’s Science Student Council which reports directly to the Board of Scientific Affairs. In addition, Dr. Kaufman’s research has been published in academic journals and books. Her research has also been presented at numerous national conferences such as the Society for Industrial and Organizational Psychology, the Academy of Management, and the Interdisciplinary Conference on Occupational Stress and Health.Timothy A. Judge is the Matherly-McKethan Eminent Scholar in Management at the University of Florida. He received his M.A. and Ph.D. from the University of Illinois at Urbana-Champaign. Tim’s research interests are in the areas of personality and individual differences, leadership and influence behaviors, internal and external staffing, and job attitudes. He is a SIOP and American Psychological Association Fellow. In 1995, Tim received the Ernest J. McCormick Award for Distinguished Early Career Contributions from the Society for Industrial and Organizational Psychology, and in 2001, he received the Larry L. Cummings Award for mid-career contributions from the Organizational Behavior Division of the Academy of Management. Tim currently sits on 6 editorial boards, including the Journal of Applied Psychology, Personnel Psychology, and Organizational Behavior and Human Decision Processes.Todd J. Maurer received his Ph.D. in industrial-organizational psychology from the University of Akron. He was employed at Georgia Institute of Technology and will join the faculty of Georgia State University in Fall 2003 as Professor of Management. In 2002 he won the Sidney A. Fine Award for Research on Analytic Strategies to Study Jobs from the Society for Industrial-Organizational Psychology (SIOP) and was elected to Fellow of SIOP in 2003. He has consulted or conducted applied research on issues including aging workers, employee testing and selection, learning and development, performance appraisal, job analysis, and legal concerns. Some of the research he has conducted has been supported by private organizations, the National Science Foundation, the National Institutes of Health and SIOP. He has served on the editorial boards of Personnel Psychology and Journal of Management.Raymond A. Noe is the Robert and Anne Hoyt Designated Professor of Management in the Department of Management and Human Resources at The Ohio State University. He received his BS in Psychology from The Ohio State University and his M.A. and Ph.D. in Psychology from Michigan State University. Professor Noe’s teaching and research interests are in Human Resource Management, Organizational Behavior, and Training and Development. He has published articles on training motivation, employee development, work and non-work issues, mentoring and team processes in the Academy of Management Journal, Academy of Management Review, Journal of Applied Psychology, Journal of Vocational Behavior, and Personnel Psychology. Professor Noe is currently on the editorial boards of Personnel Psychology, Academy of Management Learning and Education, Journal of Organizational Behavior, and Journal of Business and Psychology. Professor Noe has authored three textbooks, Fundamentals of Human Resource Management, Human Resource Management: Gaining a Competitive Advantage, and Employee Training and Development, all published with Irwin McGraw-Hill. He has received awards for his teaching and research excellence, including the Herbert G. Heneman Distinguished Teaching Award, the Ernest J. McCormick Award for Distinguished Early Career Contribution and election as a fellow of the Society for Industrial and Organizational Psychology, and the American Society for Training & Development Research Award in 2001.Robert W. Renn holds a doctorate in Business Administration from Georgia State University’s College of Business Administration. He is an associate professor of Management in the Fogelman College of Business and Economics at the University of Memphis. His dissertation research focused on job design and his current research interests center on improving work motivation and work performance through self-regulation, goal setting, performance feedback, and work design.Christina E. Shalley is a professor of Organizational Behavior and Human Resource Management in the DuPree College of Management at the Georgia Institute of Technology. She received her Ph.D. in Business Administration from the University of Illinois at Urbana-Champaign. Her current research interests include investigating the effects of various social and contextual factors on employees’ creativity and examining ways to structure jobs and the work environment to support creative and innovative work. She has published in such journals as Academy of Management Journal, Academy of Management Review, Journal of Applied Psychology, and Organizational Behavior and Human Decision Processes. She also serves on the editorial board of the Journal of Management.Kennon M. Sheldon is an associate professor of Social Psychology at the University of Missouri-Columbia. His primary research interests concern goals, motivation, psychological well-being, creativity, and the resolution of social dilemmas. He received a $30,000 Templeton Prize in 2002 for his contributions to the emerging field of “positive psychology.” Ken has published one book, Self-Determination Theory in the Clinic: Motivating Physical and Mental Health (Yale University Press, 2003), and has another book in press, Approaching Consilience: Exploring Optimal Human Being (Erlbaum Press, to appear in 2004).Bennett J. Tepper is a professor in and chair of the Department of Management in the Belk College of Business Administration at the University of North Carolina at Charlotte. He received his Ph.D. in Organizational Psychology from the University of Miami and served on the faculty of the University of Kentucky where he held Ashland Oil and Gatton Research Professorships. His research on organizational justice, leadership, and prosocial and antisocial organizational behavior has appeared in various outlets including the Academy of Management Journal, the Journal of Applied Psychology, and Organizational Behavior and Human Decision Processes.Daniel B. Turban is a professor of Management at the University of Missouri. He earned his M.A. and Ph.D. in Industrial-Organizational Psychology from the University of Houston. His current research interests include self-determination theory, recruitment processes and applicant attraction, and dyadic relationships in organizations. Dan has served on the editorial boards of Journal of Applied Psychology and Academy of Management Journal.Connie R. Wanberg is currently the Carlson Professor of Human Resources and Industrial Relations and an adjunct professor of Psychology at the University of Minnesota. She received her Ph.D. in Industrial/Organizational Psychology from Iowa State University in 1992. Her research has focused on issues such as unemployment, job-search behavior, career indecision, organizational change, employee socialization, and employee development, and has been funded by a variety of agencies including National Institute of Mental Health, Department of Labor, and the Society for Human Resource Management Foundation. She has consulted with a variety of government organizations and is on the editorial review boards of the Journal of Applied Psychology and Personnel Psychology.Elizabeth M. Weiss received her Master’s degree from the Georgia Institute of Technology in 2001 and is working on her Ph.D. Her research interests include employee learning and development and the role of technology in social science research. Her work on these and related topics has been published in Computers in Human Behavior and Behavior and Information Technology, and is soon to appear in Journal of Applied Psychology and Journal of Applied Social Psychology. She is currently working in the field of performance improvement and training development.Elizabeth T. Welsh is a Ph.D. student in Human Resources and Industrial Relations at the University of Minnesota. She also has a Masters in Business Administration from UCLA. Before returning to school, she was Vice-President of Human Resources for a software company. She has been a consultant and worked at companies including First Boston and Microsoft. Her research interests include employee development and staffing.Kimberly A. Wrenn earned her Master’s degree and is a Ph.D. candidate in Industrial-Organizational Psychology at Georgia Institute of Technology. She has published research in the areas of employee development and selection. She is employed at Management Psychology Group where she has conducted job/task analysis, test development, selection system development and validation, and 360-degree surveys.Kelly L. Zellars is an assistant professor of Management at the University of North Carolina at Charlotte. She received her bachelor’s and M.B.A. degrees from the University of Notre Dame, her M.S.T. from the University of Wisconsin-Milwaukee, and her Ph.D. in Business Administration from Florida State University. Dr. Zellars has focused her research interests in the areas of job stress and burnout, personality, and perceptions of fairness. She has published in journals such as Journal of Applied Psychology, Journal of Organizational Behavior, and Journal of Applied Social Psychology.Jing Zhou is an associate professor of Management and Mays Fellow in the Management Department at the Mays Business School at Texas A&M University. She received her Ph.D. degree from the University of Illinois at Urbana-Champaign. Her current research interests include contextual factors that promote or inhibit employee creative performance. She has published in such journals as Academy of Management Journal, Journal of Applied Psychology, Journal of Management, and Personnel Psychology. Currently, she serves on the editorial boards of Journal of Applied Psychology and Journal of Management. Beginning in fall 2003, she will join the Jones Graduate School of Management at Rice University as an associate professor of Management.

This practice paper describes how leadership education faculty and students at Virginia Tech have facilitated change through the use of appreciative inquiry (Ai) at the departmental level, program level, and project level. Appreciative inquiry has been found to be a useful tool for leadership educators, as its foundation in social constructionist philosophy aligns with contemporary leadership and learning theories. This paper outlines (a) the philosophy of Ai as it applies to organizational development (b) illustrates Ai practices associated with a five-stage model, and (c) highlights three examples that can be used as models for leading change in a variety of organizational situations. The authors suggest that leadership educators are uniquely positioned to serve academic communities as facilitators of change by bridging theory and practice in pursuit of new ways of knowing and working together.

Meat substitutes can be environmentally more sustainable alternatives to meat. However, the image of these products in The Netherlands is still low. The purpose of this paper is to explore consumers' experiences and sensory expectations of meat substitutes and the appropriateness of the use of meat substitutes in meals.

In total, 46 consumers took part in seven focus group discussions. These discussions consisted of three steps, starting with a general discussion on meat substitutes, followed by a discussion on the appropriateness of the use of meat substitutes as ingredients (minced, in pieces or slices) by using photographs of six different dishes (soup, pasta, rice, wrap, meal salad, and pizza). The discussions were concluded with a taste session of two dishes with meat substitutes.

Consumers in this study regarded health aspects and easy preparation as positive aspects of meat substitutes. Lack of information on the package, and high price were reported as negative. Sensory aspects such as neutral taste or tastiness, crispiness, chicken‐like texture, or granular texture were seen as positive attributes. Negative sensory aspects that were mentioned were uniform taste, compactness, dryness and softness. Most consumers found the use of meat substitutes appropriate in the dishes we presented.

The paper's findings can, together with quantitative consumer and sensory research, be a start towards consumer‐oriented product development of environmentally more sustainable meat substitutes. The central role of meal context and appropriateness is an aspect that has not yet received much attention in food science.

The purpose of this paper is to explore the field of accounting as a nexus between the rise of industrial societies, strategies of elites to preserve and reproduce privilege, practices of state control and the external forces of colonisation and globalisation. The authors explore this field in the context of Cambodia which embodies a particularly diverse range of internal and external influences.

A qualitative research approach is employed. The research methods were an analysis of secondary sources and interviews with key officials former Head of State and academics. An effort was made to interview Khmer Rouge survivors about the nature of the accounting practices, class and state control.

During the pre-colonial and the period of French colonial influence, there was relatively accounting practice or distinctive professional bodies. Under the Khmer Rouge there was both a clear rejection of individuals with accounting skills while there were some attempts to use of elements of accounting as tools of central control. This use of accounting as a tool of control was further normalised under Vietnamese rule and socialism. Following the restoration of independence there was some French influence on the growth of institutional and practices of accounting. However, these institutions and practices have been modified and refined by recent growth of international accounting firms and the Association of Chartered Certified Accountants.

This paper has significant implications for understanding the nature and development of the accounting in developing countries, recognising both national and internal influences.

This paper has practical implications for understanding the nature and changes associated with the accounting profession in a global context.

This paper adds new literature on accounting which recognises the nexus of interests, practices and institutions associated with the field of accounting.

This study aims to fill a distinct gap in the literature on disability-assistance animals (disability-AAs) and inclusive employment by investigating human resource (HR) practitioners’ perceptions of disability-AAs in the staffing process and workplace. HR practitioners play a critical role in accommodation and inclusion, yet their experiences and insights have been largely ignored in prior research.

This study used a phenomenological approach, drawing on signaling theory and employability constructs, to explore insights from 17 HR practitioners’ experiences with assistance animals in the workplace.

The potential for unconscious bias in employment practices was found, as well as a significant percentage of practitioners who were unprepared to handle animal accommodations. First, the potential development of a positive stereotype bias suggests all genuine assistance animals are high functioning. Second, the assumption that employees’ assistance animal requests for invisible disabilities without previous disclosure are presumed fraudulent until proven valid.

As a qualitative study, findings from this study are not generalizable to a larger population but may be transferable to similar employment contexts.

This study extends knowledge from previous studies, which focused predominately on insights from disabled individuals, animal trainers and therapists, to the HR practitioner domain in creating a more inclusive work environment. Findings from this study suggest the need to improve education about disability-AAs and the potential for unconscious bias for HR practitioners and hiring managers when accommodating requests, particularly when those assistance animals are not described as high functioning.