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Recent research has highlighted limited explicit knowledge of a company’s strategy on the part of its employees. The concept of Open Strategy has emerged as a promising approach to address and enhance knowledge and understanding of an organization’s strategy across all hierarchical levels. However, empirical investigations of the relationship between the degree of openness in a strategy process and employees’ strategy knowledge remain scarce. This study aims to fill this gap.

We conducted an online survey of individuals from various organizations, measuring the degree of openness of their strategy process and using regression analysis to determine the impact on strategy knowledge among the respondents. We operationalized strategy knowledge using two concepts. The first concept encompassed general knowledge of the employer’s strategy, mission, and vision. The second concept measured strategy knowledge in a more concrete manner by assessing factors such as the company’s markets, how it positions itself and its economic logic.

Our findings indicate that regardless of the level of hierarchy, the degree of openness has a strong positive effect on strategy knowledge. However, this effect is smaller when specific aspects of strategy knowledge are assessed compared to a general understanding of strategy. Our results highlight the potential of Open Strategy as an effective approach to enhancing employees’ knowledge of the employer’s strategy.

Our research demonstrates that the degree of openness in strategy processes significantly enhances strategy knowledge, thereby laying the groundwork for effective strategy implementation. The results highlight the importance of cultivating a culture of transparency, participation and inclusion of employees as well as ongoing communication to effectively integrate strategy into organizational practices. We offer practical implications for managers striving to optimize their strategic management processes.

To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education.

This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding.

The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding.

The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.

Problem-solving approaches to research have dominated the not-for-profit festival management field. Little attention has been paid to how festival organizations successfully create cultures where knowledge transfer is practised within the high intensity of a festival life cycle. Drawing upon insights from social practice theory and appreciative inquiry (AI), the purpose of this paper is to offer a different conceptual approach to understanding how knowledge transfer “works” as an organizational practice to produce a collaborative festival culture.

This paper draws upon an ethnographic case study with the highly acclaimed Queensland Music Festival organization in Australia. The research questions and methods were framed around an appreciative approach that identified formal and informal practices that " worked " rather than a conventional problem-focused analysis.

This research focused on appreciating the cultural context that shaped the interrelationships between formal and informal knowledge transfer practices that enabled trust and collaboration. A range of knowledge transfer practices was identified that contributed to the creation of a shared festival ethos and the on-going sustainability of the festival vision.

The not-for-profit sector brings numerous challenges for festival organizations, and there is a need to appreciate how collaborative and creative knowledge transfer can occur formally and informally. Festival organizers can benefit from understanding the relational and practice dimensions of knowledge management as they are performed within specific organizational contexts.

An appreciative understanding of knowledge transfer practices has not yet been applied to not-for-profit festival organizations, where problem-solving approaches dominate the field.

This paper aims to explore the role of a small‐scale project around storytelling as a form of informal education in five health clinics in rural areas of the Limpopo Province in South Africa. The aim of the project is to decrease the stigma around HIV/AIDS and to start an open dialogue in local communities about the disease.

This is an exploratory study using a qualitative approach, which was carried out in 2005/2006, that focused on perceptions of participants from the audience of the project and health practitioners.

The research findings emphasize the importance of involvement of a storyteller who can play an influential role in local rural communities by breaking the stigma attached to HIV/AIDS and providing people with little or no education with simple but effective messages about the disease. Stories are embedded in local traditions and make use of metaphors, like dialogues between animals. Beside, stories are a form of “edutainment”: education enriched with entertainment.

Owing to budgetary and time constraints insight into the impact of the project on the way the members of the audience protect themselves and deal with the essential issues of sexuality and relationships in their daily life as a result of storytelling was not gained.

Owing to its personal approach a project around storytelling in rural areas in South Africa is vital, because it seems to suit the local context better than nationwide health educational programmes which are normally disseminated through mass education.

Describes the initiation and development of a corporate identity/visual identity programme, using a major UK university as a case study. Concludes that assessing a visual identity can be useful in identifying organizational weaknesses. However, whereas a weak visual identity may be a symptom of corporate malaise, a new visual identity, although powerful, should be used as part of an integrated approach when repositioning an organization.

The purpose of this paper is to present a new particle swarm optimization (PSO) algorithm called HelixPSO for finding ribonucleic acid (RNA) secondary structures that have a low energy and are similar to the native structure.

Two variants of HelixPSO are described and compared to the recent algorithms Rna‐Predict, SARNA‐Predict, SetPSO and RNAfold. Furthermore, a parallel version of the HelixPSO is proposed.

For a set of standard RNA test sequences it is shown experimentally that HelixPSO obtains a better average sensitivity than SARNA‐Predict and SetPSO and is as good as RNA‐Predict and RNAfold. When best values for different measures (e.g. number of correctly predicted base pairs, false positives and sensitivity) over several runs are compared, HelixPSO performs better than RNAfold, similar to RNA‐Predict, and is outperformed by SARNA‐Predict. It is shown that HelixPSO complements RNA‐Predict and SARNA‐Predict well since the algorithms show often very different behavior on the same sequence. For the parallel version of HelixPSO it is shown that good speedup values can be obtained for small to medium size PC clusters.

The new PSO algorithm HelixPSO for finding RNA secondary structures uses different algorithmic ideas than the other existing PSO algorithm SetPSO. HelixPSO uses thermodynamic information as well as the centroid as a reference structure and is based on a multiple swarm approach.

Examines the effect of weather and temporal factors on the total calls for service (CFS) at the Minneapolis Police Department. Aims at the eventual development of an instrument to predict short‐term variations in CFS over time ‐ a goal which at present is unique. Finds that CFS increase at times when individuals have less habitual routine activities, e.g. after dark; during vacation months. Suggests that temporal factors have much more impact than the weather. Points out some practical implications for the criminal justice system, e.g., future schedules can be adjusted for temporal variations, thus helping in the deployment of officers. Shows that accurate prediction of the overall number of CFS is possible when temporal and weather factors are used.

What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay may be low, job security elusive, and in the end, it's not the glamorous work we envisioned it would be. Yet, it still holds fascination and interest for us. This is an article about American academic fiction. By academic fiction, I mean novels whosemain characters are professors, college students, and those individuals associated with academia. These works reveal many truths about the higher education experience not readily available elsewhere. We learn about ourselves and the university community in which we work.