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To examine the changes in just‐in‐time (JIT) purchasing practices over time.

The evaluation of changes in JIT purchasing practices was done through a longitudinal study. The first study was performed in 1989. The second study was performed almost a decade later. The empirical studies measured the managerial perceptions of the importance of nine different areas of JIT purchasing activities. Regression and bootstrapping were used for comparison between time periods.

The study found similar results from a decade earlier on all but 17 out of a total of 103 JIT purchasing practices. The only significantly more important item was the contract provision for delivery frequency. It appears that purchasing professionals have learned and are more familiar with JIT purchasing practices. As a result four problem areas were significantly lower and 12 other practices deemed less important.

Sample size is a limitation for the study. The analysis suggested certain influences of SCM on JIT practices. More rigorous measurement of SCM needs to be undertaken to explore the degree of integration of JIT with SCM philosophy.

The study identifies best JIT practices from a decade of practice.

This is a longitudinal study. It tracks the changes in practices and identifies best practices for managers.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Good project plans include technical specifications, plans of work, budgets and schedules that are consistent with project goals. Text digitisation presents many variables and many choices, so there is no one‐size‐fits‐all solution to recommend. This article presents a simple‐to‐use questionnaire as a tool for project managers to translate their vision of text digitisation into a series of functional requirements optimised for their collections and users. These requirements can then be used to develop specifications, draft workflows, and select appropriate staff, services and equipment.

The purpose of this paper is to assess the extent to which the critical relational variables of university reputation, student trust and student-university identification influence student behaviour towards transnational education partnerships.

Students undertaking British degrees at two transnational partnership locations (Hong Kong, n=203 and Sri Lanka, n=325) completed a quantitative survey questionnaire. A conceptual model was developed and tested using structural equation modelling.

University reputation and student trust were found to be significant predictors of student identification with each partner institution, and student-university identification was a significant predictor of student satisfaction, loyalty and extra-role behaviours towards both the local and foreign educational organisations.

The findings suggest that student relationship management strategies should focus on strengthening the higher education institution’s reputation, and increasing the students’ trust and identification with the institution. Moreover, universities should also assess potential partners for these qualities when entering into transnational education partnerships.

Drawing on theories of social and organisational identification, this is the first study to consider student-university identification as the linchpin between the exogenous constructs of reputation and trust, and the endogenous constructs of student satisfaction, loyalty and extra-role behaviours in both the international education and international business literatures.

This issue is a selected bibliography covering the subject of leadership.

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?

We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.

We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.

These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

This paper aims to assess the quality of systematic reviews on the effectiveness of psychological therapy for adults with intellectual disabilities (ID) and mental health difficulties.

Four electronic databases were used: Cochrane, PsycINFO, PubMed and Scopus. Studies were included if they were a systematic review focused primarily on psychological therapy for adults with ID and mental health difficulties. Systematic reviews focused on anger were also considered for inclusion. These reviews were rated for quality on the Amstar-2, a quality rating tool designed to evaluate systematic reviews.

Twelve relevant systematic reviews were identified, which included seven reviews focused primarily on cognitive behavioural therapy, two on psychodynamic therapy and three on third-wave therapies. The AMSTAR-2 indicated that all 12 reviews were of “critically low” quality. Thus, there are significant problems with the evidence base.

To the best of the authors’ knowledge, this is the first systematic review of systematic reviews of the effectiveness of psychological therapies for people who have ID. It provides an overview of the quality of the evidence base into one place.

The number of people engaging in higher education (HE) has increased considerably over the past decade. However, there is a need to achieve a balance between increasing access and bearing down on rates of non‐completion. It has been argued that poor attainment and failure within the first year are significant contributors to the overall statistics for non‐progression and that, although research has concentrated on factors causative of student withdrawal, less attention has focused on students who fail academically. This study investigated the effects of a number of factors on the academic attainment of first‐year undergraduates within the Faculty of Humanities and Social Sciences at the University of Glamorgan. Results showed that gender and age had only minor impacts upon educational achievement, while place of residence, prior educational attainment and attendance emerged as significant predictors of attainment. Further analysis showed these three factors to be interrelated, with attendance correlating strongly with both entry points and place of residence. In turn, prior attainment was strongly linked to place of residence. Findings may be used to identify and proactively target students at risk of poor academic performance and dropout in order to improve rates of performance and progression.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.