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The purpose of this paper is to examine the relationship between stereotypes, in-group favoritism, and in-group bolstering effects across generations.

Based on the trends found in a qualitative study on generational stereotypes, questions on work ethic, work-life balance, and use of technology were administered to 255 participants identified as Millennials, Generation X, and Baby Boomers. Hypotheses predicted that with a strong stereotype, traditional in-group favoritism will not be found; however, an in-group bolstering effect will emerge. In the absence of a strong stereotype, traditional in-group favoritism is expected.

Generally, there was a strong stereotype that Baby Boomers are worse at technology than Generation X and Generation X is worse than Millennials. There was also a strong stereotype that Millennials do not do what it takes to get the job done as much as other generations. In the presence of these stereotypes, traditional in-group favoritism was not found, but in-groups bolstered themselves by rating themselves more favorably than other groups rated them. Although these findings did not hold for every item studied, there was moderate support for all three hypotheses.

As employees become aware of their biases, they can collaborate better with employees who are different than they are. Practical recommendations are suggested.

The paper applies theory of in-group favoritism to the perceptions of generational cohorts.

The purpose of this paper is to present the design and evolution of the Dancing Computer project. Dancing Computer is an ongoing research project at the Michigan State University, which is developing a system that aims to increase computer literacy in elementary-aged children by teaching them first to read code before they write it. The main objective is to educate children on basic concepts of computer science.

Children are given tablet computers that present a simple program line-by-line that they execute as they pretend to be a computer. The programs are acted out on a portable dance floor consisting of colored tiles, and the program statements instruct the child to move, turn and act out dance poses and terminology.

The Dancing Computer prototype was tested in six different locations in 2016, reaching approximately 250 students. Learning was demonstrated by significant improvements in both task duration and error performance as students performed the activities. The most common errors were movement errors, where participants failed to move the correct number of squares.

This project has the potential to increase the level of computer literacy for thousands of children. This project’s goal is to increase understanding of what a computer does, what a program does and the step-by-step nature of computer programs.

This is a unique and a different approach – the norm being to start students off writing code in some language. In Dancing Computer stages children as readers of programs, allowing them to pretend to be a computer in a fun and engaging activity while also learning how computers execute real programs.

Past work has shown that failure tolerance by principals has the potential to stimulate innovation, but has not examined how this affects which projects principals will start. We demonstrate that failure tolerance has an equilibrium price – in terms of an investor’s required share of equity – that increases in the level of radical innovation. Financiers with investment strategies that tolerate early failure will endogenously choose to fund less radical innovations, while the most radical innovations (for whom the price of failure tolerance is too high) can only be started by investors who are not failure tolerant. Since policies to stimulate innovation must often be set before specific investments in innovative projects are made, this creates a trade-off between a policy that encourages experimentation ex post and the one that funds experimental projects ex ante. In equilibrium, it is possible that all competing financiers choose to offer failure tolerant contracts to attract entrepreneurs, leaving no capital to fund the most radical, experimental projects in the economy. The impact of different innovation policies can help to explain who finances radical innovations, and when and where radical innovation occurs.

Transport is responsible for around a quarter of global emissions. It is 91% fossil fuel dependent for energy, with emissions remaining stubbornly high, increasing in the EU since 1990 and falling since then by just 15% in the UK. The UK’s National Infrastructure Commission (NIC), in producing its second assessment, a major strategic overview for the next 30 years, emphasises a near universal dependency on electricity and hydrogen to decarbonise transport emissions. Locally distributed energy solutions are not considered part of their approach and neither do they consider where the products proposed for mass adoption – electric vehicles (EVs) are to be manufactured. Embodied carbon emissions are not taken into account, with emissions analysis focused on zero tailpipe emissions. Green gases which can be used in combustion engines and hybrids, harnessing existing supply chains and maintenance service provision, are also not seen as part of the solution, even during transition. Manufacturers are concerned that legislation and policy approaches, such as the Zero Emissions Vehicle Mandate, will lead to off-shoring of production. Zero Emissions Vehicles do not consider tyre emissions, which some research has shown to be many times higher than tailpipe emissions with devastating impacts on ecosystems. The chapter proposes the need for a greater holistic and circular approach to be taken to embodied carbon, mineral and resource utilisation together with biodiversity and planetary impacts.

Summarises the results of a study aimed at measuring the information skills of UK and international students pursuing an undergraduate course in business studies. Investigates the hypothesis that international students studying in the UK might be disadvantaged as a consequence of their different educational backgrounds. The recent higher education curriculum shift towards a more learning‐centred approach and an emphasis on independent learning means that information skills are now far more fundamental to a student’s survival and success. No significant difference between the information skills of UK and international students was found. Only about one‐quarter of students performed well on the test, while three‐quarters had inadequate information skills. The majority of students feel negative or neutral towards library and information skills – with international students having a more positive attitude than home students. One of the main sources of negative attitudes cited was the inability to find information without help.