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The purpose of this paper is to present new expressions in Cartesian coordinates for the potential and magnetic field of prolate and oblate spheroids with arbitrary direction of the symmetry axis in a homogeneous field.

The potentials found in prolate or oblate spheroidal coordinates are transformed to Cartesian coordinates. These results are represented in such a form that they depend only on expressions, which are invariant under rotations around the symmetry axis. Thus, it is easy to change to arbitrary directions of both the symmetry axis and of that of the primary field. The gradients of the potentials are calculated and transformed exactly to the simplest form possible.

The paper presents simple expressions for the magnetic perturbations due to homogeneous prolate or oblate spheroids in a homogeneous magnetic field.

Results are exact for single non‐ferromagnetic spheroids in a homogeneous field.

Superposition of these perturbations presupposes small values of the magnetic susceptibilities of both the spheroids and their environment as in biological tissues.

The paper presents novel formulas for fields of homogeneous spheroids in a homogeneous magnetic field which are very useful for modelling biological tissues in studies of magnetic resonance imaging and magnetic resonance spectroscopy.

Though prior research has recognized business skills as one of the keys to successful information system development, few studies have investigated the determinants of an IS developer’s behavioral intention to learn such skills. Based on the motivation-ability-role perception-situational factors (i.e. the MARS model), the purpose of this paper is to argue that the intention of IS developers to acquire business skills is influenced by learning motivation (M), learning self-efficacy (A), change agent role perception (R), and situational support (S).

Data collected from 254 IS developers are analyzed using the partial least squares technique.

Results show that a developer’s intention to learn business skills is positively influenced by intrinsic learning motivation and both absolute and relative learning self-efficacy. Furthermore, in comparison to two other change agent roles, the advocate role leads to a significantly higher level of learning intention. Finally, work and non-work support positively influence both extrinsic and intrinsic learning motivation. Notably, non-work support has a greater impact on both absolute and relative learning self-efficacy.

Though many of the proposed hypotheses were supported, results showed several interesting and unexpected findings. First, regarding the change agent role perception, people who perceived themselves as advocates displayed a higher level of intention to learn business skills than did those who identified with the other two roles (i.e. traditionalist and facilitator). Second, when compared to extrinsic learning motivation, intrinsic learning motivation contributed more to the intention to learn business skills. Third, the study contributes to the literature by finding that, in terms of direction and magnitude, the two types of self-efficacy have similar influence on an IS developer’s behavioral intention to learn business skills. Finally, work support was found to have a positive impact on both extrinsic and intrinsic learning motivation. However, it was interesting to note that work support did not lead to significantly higher levels of relative and absolute learning self-efficacy.

The findings of this study provide several critical implications for practitioners seeking to encourage IS developers to learn b-skills. First, organizations should strongly encourage IS developers to take on the advocate role in ISD projects, and urge them to acquire business skills through formal education and on-the-job training. Second, organizations should also help IS developers understand how learning business skills is important for their future work and potential self-growth, rather than focusing solely on extrinsic benefits such as promotion or remuneration. Third, organizations can also make use of the strategies to enhance IS developer’s learning self-confidence and beliefs, which will, in turn, increase their intention to learn business skills. Finally, support from others is influential in the formulation of positive work attitudes and behaviors, so organizations will benefit when employees are well supported.

While prior research has emphasized the importance of business skill possession for IS developers during the system development process, few studies have explored the factors affecting an IS developer’s behavioral intention to learn those business skills. This study intends to bridge this gap by investigating factors that drive IS developers’ intention to learn business skills. The findings of this study are useful to researchers in the development and testing theories related to IS developer learning behavior, and to practitioners to facilitate business skill learning for their IS development staff.

This paper aims to describe a method for combining perceived community support, relationship quality and the extended technology acceptance model in the same empirically derived associative network. The research also examines the moderating role of accumulation of knowledge (based on beliefs and opinions) derived from social interactions.

The Pathfinder algorithm is a valid approach for determining network structures from relatedness data. Such a graphical representation provides managers with a comprehensible picture of how social behaviours relate to loyalty-based dimensions.

As the benefits of community participation and integration might be differently evaluated by new and long-term users, the research examines the associative network by levels of user familiarity. This study indeed contributes to the analysis of enduring social bonds with respect to individuals’ decision-making processes, as it provides details representing specific relationships between diverse concepts based on true-loyalty.

The application of Pathfinder to the study of online social services and user behaviour appears to have potential for unveiling the structures of social network sites members and designing successful strategies for prospective community managers.

This is the first study to the author’s knowledge that empirically tests a theory-grounded framework for integrating individual characteristics and relational driver and focuses on associative structures evidenced as a representation of the most salient loyalty-based concepts by also studying the moderating effects of familiarity.

The authors examine psychologically informed coaching approaches for evidence-based work-applied management through a meta-analysis. This analysis synthesized previous empirical coaching research evidence on cognitive behavioral and positive psychology frameworks regarding a range of workplace outcomes, including learning, performance and psychological well-being.

The authors undertook a systematic literature search to identify primary studies (k = 20, n = 957), then conducted a meta-analysis with robust variance estimates (RVEs) to test the overall effect size and the effects of each moderator.

The results confirm that psychologically informed coaching approaches facilitated effective work-related outcomes, particularly on goal attainment (g = 1.29) and self-efficacy (g = 0.59). Besides, these identified coaching frameworks generated a greater impact on objective work performance rated by others (e.g. 360 feedback) than on coachees' self-reported performance. Moreover, a cognitive behavioral-oriented coaching process stimulated individuals' internal self-regulation and awareness to promote work satisfaction and facilitated sustainable changes. Yet, there was no statistically significant difference between popular and commonly used coaching approaches. Instead, an integrative coaching approach that combines different frameworks facilitated better outcomes (g = 0.71), including coachees' psychological well-being.

Effective coaching activities should integrate cognitive coping (e.g. combining cognitive behavioral and solution-focused technique), positive individual traits (i.e. strength-based approach) and contextual factors for an integrative approach to address the full range of coachees' values, motivators and organizational resources for yielding positive outcomes.

Building on previous meta-analyses and reviews of coaching, this synthesis offers a new insight into effective mechanisms to facilitate desired coaching results. Frameworks grounded in psychotherapy and positive appear most prominent in the literature, yet an integrative approach appears most effective.

Competencies are significant predictors of employee outcome. Nowadays, new technologies are changing maintenance processes and workflow. The role of employees and their competencies will therefore undergo decisive changes in the future. Therefore, a well-designed competency model for maintenance departments is important. The purpose of this paper is to develop a maintenance 4.0 competency model applicable to all industrial sectors by adapting it to the specificities of each sector.

The research methods consist of a comprehensive literature review on the main characteristics of the competency model and the individual competencies needed for the maintenance 4.0 employees. Interviews were conducted in order to validate and prioritize the required competencies for maintenance 4.0 employees identified in the literature.

The maintenance 4.0 competency model combines the required competencies in maintenance 4.0 and crosses the three hierarchical levels: managers, engineers and technicians. These competencies are organized in terms of four categories: technical, personal, social and methodological. In addition, a degree of importance for each competency is assigned as very important, moderately important and slightly important. As a result, this study identified the essential competencies for maintenance 4.0 stakeholders, where 12 competencies are considered very important for maintenance 4.0 technicians, 19 for engineers and 18 for managers.

This work has some limitations. First, although the articles related to competencies and their classification were selected very carefully, it is difficult to eliminate the probability of overlooking publications. Second, the limitation of the study is based on the difficulty of implementing the model in a case study, given that a minority of industrial companies have implemented maintenance 4.0 technologies in Morocco.

This work has practical implications for both individuals and institutions (companies and academies) to cope with new competency requirements in maintenance 4.0. Organizations can use the model in the recruitment process and for the identification of training needs. The results of the research will also contribute to identifying the scope of competencies of the maintenance 4.0 actors (engineer, manager and technician), which, in practice, contributes to the creation of requirements for the candidates applying for a job in the maintenance department. Additionally, educational institutions should make the necessary changes to their curricula to suitably prepare students for the required maintenance 4.0 competencies.

The social implications of the article result from the contribution to the development of maintenance competencies. Individuals can use this model for their own personal development. Furthermore, companies can use this model to define job profiles for vacancies in M4.0. Therefore, using the model for training program implementation has a positive effect on employee job satisfaction and employees ’morale.

This research develops a novel maintenance 4.0 competency model by categorizing the maintenance workforce into three hierarchical levels: managers, engineers and technicians. In addition, the competency requirement is prioritized to three degrees: very important, moderately important and slightly important. According to the previous studies conducted on maintenance 4.0 and employees' competencies, this study revealed that no research has developed a competency model for maintenance 4.0. Hence, this model is unique, generic and integrative since it presents the most relevant competencies for the three hierarchical levels. Moreover, this work combines the results of the literature review and the experts' returns. This model can be useful in the recruitment of new maintenance employees, the evaluation of their performance and the identification of training needs to cope with new changes in maintenance competencies.

Aligning social identity and career identity has become increasingly complex due to growth in the pursuit of meaningful careers that offer very long‐term personal satisfaction and stability. This paper aims to explore the complex cognitive and affective thought process involved in the conscious planning of voluntary career change.

A review of recent findings relevant to voluntary career change decisions was performed in order to develop a better understanding of psychological and sociological processes contributing to the pursuit of an MBA degree and subsequent employee mobility.

Complex rational and emotional thoughts contribute to the definition and pursuit of proximal and distal career goals which stimulate self‐efficacy drives as they are achieved.

Because realistic forecasting of very long‐term distal goals is extremely challenging, career seekers must carefully consider how proximal and distal goal pursuit, such as an MBA degree, contribute to personal identity. Goal pursuit merely for the sake of advancing self‐efficacy will likely prove insufficient to anchor individuals within a career and cement their identity.

As part of their career change strategy, individuals frequently chose to enrol in an MBA program to rapidly develop competencies and experiment with new career options. Consequently, there is a growing disconnection between the career options offered by employers and the choices that employees are seeking.

The paper explores the psychological processes that contribute to the pursuit of “boundaryless” careers. Boundaryless career growth is attainable through improvements in communication that aid the definition of “reality”.

Gloria Chen, an American educated Chinese management consultant, was asked by China Mobile, a leading telecommunication company, to deliver training on career management. Following her own training in the USA, the consultant developed a three-day training program that focussed on deep reflection of who you are and what legacy you want to leave. Much to her surprise, participants reacted strongly to the training with emotional reactions and expressed desires for career change. The consultant, therefore, had to reflect upon the design of the training program and the disconnect between the approach and the context across international borders. This case, written on the basis of first-hand experience, presents a dilemma in training and development where western concepts meet an eastern audience and cultural incongruence brings up new challenges. It is intended for undergraduate and graduate students who are taking training and development courses or international business courses with regard to cultural differences.

This case was based on the author's first-hand experience of delivering training and development programs to China Mobile, with supplemental information including company background and executive quotations provided directly by the client. Video recording of the training program as the author experienced it is available for review and clips from the video may be used to assist teaching this case.

This case is a Training and Development Case written for use by undergraduate students in Human Resources (HR) Management classes. It can be used more broadly in international HR, International Management, or International Business where cultural differences might be a sizable component. For the topic of training and development, the students are expected to have learned about identifying training needs, theories of learning, different training approaches, and started to explore transferring the learning into international context. For the broader topic of cultural differences and international business, the students are expected to have learned about the different manifest of culture, especially social norms related to expression of emotions, as well as inter-cultural experiences for business people working overseas.

Learning styles and training approaches. Learning styles refer to the various ways of learning particular to an individual, that are presumed to allow that individual to learn best. Most people prefer an identifiable method of interacting with, taking in, and processing stimuli or information (Ackerman et al., 1989; Pashler et al., 2009). Based on this idea, successful delivery of training needs to take into consideration the learning styles of participants involved.

Despite recognising the importance of training on the successful implementation of enterprise resource planning (ERP) systems, there is a shortage of research on mechanisms that facilitate the effective use of ERP implementation training in business environments. This study aims to investigate the factors influencing post-implementation transfer behaviours as a measure of training effectiveness among ERP users.

A conceptual model based on related theories was developed to explain the effectiveness of post-implementation ERP training. The study analysed collected data from ERP users drawn from finance, customer relationship management, marketing, sales and logistics units in some organisations in New Zealand.

Findings reveal that 42.7% of the variance in ERP training transfer (TT) can be explained by mastery goal orientation (MGO), computer self-efficacy (CSE) and transfer motivation (TMO). Furthermore, CSE and TMO acted as vital mechanisms by which MGO affects the TT.

Future studies are implored to address the limitation of cross-sectional research design by using more objective measures and multiple data sources.

Understanding the underlying mechanisms of training effectiveness at the post-implementation phase can facilitate the development of strategic interventions to sustain effective transfer behaviours in ERP task environments.

Building on the self-determination theory, this study demonstrates the interrelationship among MGO, CSE, TMO and TT at the post-implementation phase of ERP.

The purpose of this paper is to integrate previous research findings on the factors which affect e‐learning effectiveness. To do this, a model is developed which proposes that the effects of individual learner characteristics and technology characteristics on e‐learning outcomes are partially mediated by the metacognitive learning processes in which the learner engages.

A survey of 914 individuals in an online introductory information systems course examines the relations between general computer self‐efficacy (GCSE), locus of control, age, peer interaction, technology reliability, social presence, media synchronicity, and metacognitive activity and the e‐learning outcomes of course, performance, course utility, and course satisfaction.

The results indicate that GCSE, age, social presence, reliability, media synchronicity, and metacognitive activity are related to course satisfaction and utility judgments. In addition, age, metacognitive activity, and reliability are related to course performance and interaction is related to satisfaction. Finally, metacognitive activity partially mediates the relationship between social presence, media synchronicity and satisfaction, and utility judgments.

This paper represents one of the first to investigate a model of e‐learning effectiveness which integrates research on metacognitive activity as well as the role of technology and trainee characteristics.

The purpose of this paper is to investigate the factors that determine the acceptance of the WebCT learning system among students of the faculties of Business and Education Sciences at the University of Huelva, and to verify the direct and indirect effects of these factors.

A total of 226 students at the University of Huelva completed a survey questionnaire measuring their responses to six constructs which explain the system usage in the context of e‐learning: technical support (TS); computer self‐efficacy (CSE); perceived ease of use (PEOU); perceived usefulness (PU); attitude (A); and system usage (SU). Structural equation modelling (SEM) was employed for modelling and data analysis.

The most significant results point to the need to rethink the original structural model in terms of the relations of certain variables, although the authors also establish the importance of the direct effect of technical support on perceived ease of use and perceived usefulness among the students. The authors also confirm that WebCT usage and acceptance is directly influenced by perceived usefulness and indirectly by perceived ease of use.

The findings in this study have implications for the virtual learning systems managers at the University of Huelva, and for other universities that use online tuition systems. This paper reflects a lack of technical support which students need to use WebCT more efficiently and shows that training courses and technical assistance for students must be extended.