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Learning styles are incorporated more and more in e‐education, mostly in order to provide adaptivity with respect to the learning styles of students. For identifying learning styles, at the present time questionnaires are widely used. While such questionnaires exist for most learning style models, their validity and reliability is an important issue and has to be investigated to guarantee that the questionnaire really assesses what the learning style theory aims at. In this paper, we focus on the Index of Learning Styles (ILS), a 44‐item questionnaire to identify learning styles based on Felder‐ Silverman learning style model. The aim of this paper is to analyse data gathered from ILS by a data‐driven approach in order to investigate relationships within the learning styles. Results, obtained by Multiple Correspondence Analysis and cross‐validated by correlation analysis, show the consistent dependencies between some learning styles and lead then to conclude for scarce validity of the ILS questionnaire. Some latent dimensions present in data, that are unexpected, are discussed. Results are then compared with the ones given by literature concerning validity and reliability of the ILS questionnaire. Both the results and the comparisons show the effectiveness of data‐driven methods for patterns extraction even when unexpected dependencies are found and the importance of coherence and consistency of mathematical representation of data with respect to the methods selected for effective, precise and accurate modelling.

Negotiators from Asia are increasingly confronted with exchange partners from other regions, particularly Europe. The European culture differs from the Asian culture in many regards, one major aspect being distinct levels of power distance (hierarchy versus egalitarianism). The purpose of this paper is to analyze the impact of power distance in electronic negotiations between Asia and Europe.

The paper describes an experimental study with a sample of 126 participants investigating the impact of power distance on strategies applied by Asian and European buyers and sellers in computer‐mediated negotiations.

Significant effects of power distance in electronic negotiations were identified. Culture confirms to play a significant role in negotiations. The results indicate that negotiation schemes differ depending on the cultural dimension power distance in Asia and Europe. In the hierarchical (Asian) culture, sellers show more efforts in negotiations, while buyers apply more power‐related negotiation strategies but also tend to take more responsibility. In contrast, in the egalitarian (European) culture, buyers prefer negotiation behavior spreading power.

First, use of a student sample engaging in a negotiation simulation might restrain the generalizability of the findings. Second, the authors investigated only two cultures in Asia and Europe.

The paper describes an experimental study comparing negotiators from Asia and Europe in order to analyze whether culture plays a significant role in electronic negotiations between Asia and Europe. The authors focus on power distance as the main cultural dimension.

The paper aims to introduce the papers in this special issue which highlight the importance of cooperation in organizations, and outline future research directions.

Conceptual approaches to cooperation in organizations are described and a brief outline is given to each paper in the special issue.

This special issue brings together studies that enhance our theoretical understanding of cooperation, addressing core issues related to the role of cultural differences, virtual communication, team processes, leader behavior, and the impact of norms on cooperation.

Factors that facilitate or hinder cooperation in organizations are highlighted, and suggestions on how to deal with those issues in practice are provided. The papers facilitate understanding of the role of cultural differences, communication, team processes, and leader behavior on cooperation in organizations.

The paper provides an introduction to the special issue.

Nanotechnology promises to be the defining science of the 21st century. With its integration of the organic and inorganic worlds, it represents more than simply a continuation of the principles of microtechnology. Because of this it requires new structures of R&D management, and new communication processes. A number of recent foresight studies identify potential future applications for European industry and point to the strengths and weaknesses of Member States. But only new interdisciplinary research networks will enable Europe to harness the power of nanotechnology – or prepare its citizens for the benefits.

Intercultural interfirm relationships have become a new challenge for international management. The purpose of this paper is to explore differences in computer‐mediated negotiation behavior between participants who come from nations which differ as regards two major cultural values: individualism and collectivism.

This is an empirical study with a sample containing 170 negotiators with different cultural backgrounds; it comprises content analysis; and multivariate analysis of variance models.

Comparing negotiators from Asian, North American, and European cultures, it is found that people who come from an individualist culture exhibit different negotiation strategies to individuals from a collectivist culture.

Based on the results management may sensitize negotiators in intercultural interfirm relationships to their counterparts' communication strategies.

The paper highlights how negotiators' cultures affect their strategic orientation.

This chapter summarizes the knowledge on sleep and restitution. Sleep constitutes the recuperative process of the central nervous system. The use of the brain during wakefulness will lead to depletion of energy in the cortical areas locally responsible for activity. The level of depletion is monitored and sleep is initiated when critical levels are reached. The attempts to initiate sleep are perceived as sleepiness or fatigue. The ensuing sleep then actively restores brain physiology to normal levels. This also results in restored alertness, memory capacity, and mood. Also, peripheral anabolic processes (secretion of growth hormone and testosterone) are strongly enhanced and catabolic process (secretion of cortisol and catecholamines) are strongly suppressed. In the long run, reduced or impaired sleep leads to metabolic diseases, depression, burnout, and mortality. Stress and irregular hours are among the main causes of disturbed sleep.

This article argues that the potential of the vast amount of research, published each year in the history of education, remains untapped. Given the rapidly growing number of academic publications in the field, there is a need for research that is based on articles, chapters and monographs already published. While analyses of existing research publications are widely used in other academic disciplines, such approaches remain under-utilized in the history of education.

The argument of this article is supported in three steps. Firstly, we distinguish between different forms of research using existing data and research publications, in particular secondary analyses, systematic literature reviews and meta-analyses. Due to the heterogeneous nature of research publications in educational history, this article argues for the method of qualitative meta-analysis. Secondly, we discuss the risks and methodological pitfalls of research using existing research publications, outlining possible areas of application and discuss examples of meta-analyses in educational history. Finally, the article explores the implications of an increased use of meta-analyses, especially for the editors of scientific journals.

This article provides an introduction to the main features of meta-analysis as applied in history of education. By promoting qualitative meta-analyses as original research, we argue that journals could help ensure that the potential for vibrant and highly productive research in the history of education is fully realized.

Despite that the use of published research is widely discussed in the behavioural and social sciences, there is a lack of reflection on how to use the knowledge produced in the history of education. By presenting qualitative meta-analysis, this article provides a starting point for such a discussion.

Discussing the Swiss case, the purpose of this paper is to examine how gender equality policies deal with the present requirements for scholars to be considered “excellent”. It aims to pinpoint the lines of tension or coherence between excellence, meritocracy and gender politics.

In order to specify the norms of academic careers and their different renditions, the author draws on two studies (at local and national levels) to illustrate where the changes and resistances are taking place.

The translations of a number of demands of feminist movements into the policies set up to favour equality between the sexes may combine to challenge the norms of academia as a gendered realm. Nevertheless, without strong pressure from feminists at local level and the conduct of research pursuing the enterprise of deconstructing norms, top-down policies may prove less “corrective” than affirmative action. This pressure is not only useful to build gender equality in science but also to broaden the spectrum of knowledge that can become a common good.

As neither the names nor the positions of the experts who select the candidates at national level are made public, we had to opt for other, less satisfactory means.

The originality of the paper lies in the link made between the enhancements brought by Equalities policies and the changes they bring. It attempts to bring to light the extent to which gender equality policies conform to the neo-managerial order or challenge its norms to build a world that is more just.