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As entrepreneurship courses become more popular, an increasing number of institutions are turning to practising entrepreneurs as a source of classroom instructors. Bringing such people into the classroom, however, generates an entirely new set of questions for a college and its faculty. Four issues that schools should consider in attempting to recruit qualified entrepreneurs are identified: motives, entrepreneurial experiences, academic knowledge and teaching skills. To attract and retain these individuals, schools should offer adequate rewards, support and commitment, and should assign the entrepreneur a faculty “host”.

The purpose of this conceptual paper is to develop the construct of affective commitment in business‐to‐business relationships between customers and suppliers, as well as to introduce the psychological contract as a central antecedent to affective commitment.

A review of the literature on psychological contracts and relationship marketing relating to affective relationship commitment was conducted to make a theoretical contribution in a buyer‐supplier relationship context.

By focusing on the individual and incorporating relevant mental processes, theories on affective commitment have been developed. A model and propositions concerning the impact of psychological contracts on affective relationship commitment are suggested, where the psychological contract plays a central role in mediating the effects of several antecedents to affective commitment.

By focusing on the individual's role in affective relationship commitment, this paper contrasts with much of the earlier research, which has used the firm as the unit of analysis. For practitioners, using such an approach will provide a more realistic view of the dynamics in the relationship.

This study makes two main contributions. First, it develops conceptual clarity of the affective commitment construct by putting a clear focus on the individual. Second, it proposes a model that describes the influence of several antecedents to affective commitment, suggesting a central role of psychological contracts in explaining the presence of affective commitment in business‐to‐business relationships.

The purpose of the chapter is to elaborate the theory of academic capitalism by focusing on rarely examined forerunners of academic capitalism: namely, business schools.

A research-based essay.

The findings emphasize that there are different forms of academic capitalism. Our example from Dubai context shows how more extreme form of academic capitalism, which we label Acamanic Capitalism, developed as a result of free educational markets.

The chapter provides scholarly value through novel conceptualization. The phenomenon of acamanic capitalism should also be acknowledged in academia and in critical management education.

This paper explores the profound philosophical and conceptual foundations that underpin comparative international education research, particularly concerning the evolving roles of universities and colleges that transcend mere skills training or human capital development in contemporary times. Universities and colleges have predominantly focused on measuring their success through criteria such as research excellence and their ability to adapt to the ever-evolving demands of the job market. It is imperative to recognize that the diversity of postsecondary institutions is not only providers of human capital with curriculum shaped by labor market needs; rather, they should be recognized as institutions dedicated to human development, community anchors, the promotion of the public good, democratic education, the cultivation of civil society, and global citizenship. Relying on an extensive review of selected literature pertaining to the mission, goals, aims, and roles of the postsecondary sector in three regions (East Asia, Germanic Europe, and North America), this paper considers the question, “How do different approaches and traditions in different social contexts contribute to our understanding of the civic roles of postsecondary education institutions in shaping future global citizens, transcending the confines of national boundaries?” Throughout the paper, the unique contexts and traditions of these regions are meticulously examined alongside thematic discussions, culminating in comprehensive analyses on what factors are considered as the civic roles of institutions and what challenges are there for them to realize their goals.

Deafness and hearing impairments have a very interesting and ancient history. The term hearing impairments is used here to refer to any dysfunction of the hearing organ, regardless of the etiology, degree of hearing loss, and service provision implications. The history of hearing impairments can be traced back to centuries before Christ (BC). For instance, around 1000 BC a Hebrew law provided those with deafness and hearing impairments limited rights to own property and marry. Nonetheless, although this law protected people with hearing impairments from being cursed and maltreated by others, it did not grant them full participation in rituals of the temple (ASLInfo, 2010). People with hearing impairments were considered to be “subnormal” by great philosophers of that time. For instance, between 427 and 347 BC, Plato's philosophy of innate intelligence was the vogue. It claimed that all intelligence was present at birth. Therefore, all people were born with ideas and languages in their minds and required only time to demonstrate their outward sign of intelligence through speech. People with hearing impairments could not speak and were therefore considered incapable of rational thoughts and ideas. Indeed in 355 BC Aristotle was reported to have claimed that those who were born deaf would become stupid and incapable of reason. According to him, people with hearing impairments could not be educated because without the ability to hear, people could not learn. Greek which was spoken in his society was considered the perfect language and all people who did not speak Greek including people with deafness were considered Barbarians (ASLInfo, 2010).

We have witnessed, over the past century, an evolution in the manner in which students with disabilities are educated. Indeed, the quality of education students with special needs receive, in many ways, may be more aptly termed a revolution – from a legal and pedagogical perspective. The tremendous strides special education has made during this period of time has resulted in the current situation in which students with special needs are placed in the least restrictive environment, which often is an inclusive classroom in which general education and special education teachers work together in a collaborative, co-teaching environment. This chapter traces the events, legislation, and court cases that provide the historical context for this situation. In addition, models and essential components of co-teaching are examined, as well as the roles and requisite skills of general education and special education co-teachers. Of critical importance, in the success of co-teaching, is the need for special education and general education teachers to approach the curriculum planning and instructional processes in a collaborative and cooperative manner in order to achieve optimum results from the resulting co-teaching partnership. Finally, the assessment of special education and general education co-teaching efficacy is discussed, specifically through the use of three assessment rubrics used to evaluate co-teaching, co-planning, and co-assessment.

This paper aims to determine whether a single session of a motivational interview (MI) reduces smoking relapse amongst people released from smoke-free prisons.

This study sought to recruit 824 ex-smokers from 2 smoke-free prisons in the Northern Territory, Australia. Participants were randomised to receive either one session (45–60 min) face-to-face MI intervention 4–6 weeks prior to release or usual care (UC) without smoking advice. The primary outcome was continuous smoking abstinence verified by exhaled carbon monoxide test (<5 ppm) at three months post-release. Secondary outcomes included seven-day point-prevalence, time to the first cigarette and the daily number of cigarettes smoked after release.

From April 2017 to March 2018, a total of 557 participants were randomised to receive the MI (n = 266) or UC (n = 291), with 75% and 77% being followed up, respectively. There was no significant between-group difference in continuous abstinence (MI 8.6% vs UC 7.4%, risk ratio = 1.16, 95%CI 0.67∼2.03). Of all participants, 66.9% relapsed on the day of release and 90.2% relapsed within three months. On average, participants in the MI group smoked one less cigarette daily than those in the UC within the three months after release (p < 0.01).

A single-session of MI is insufficient to reduce relapse after release from a smoke-free prison. However, prison release remains an appealing time window to build on the public health benefit of smoke-free prisons. Further research is needed to develop both pre- and post-release interventions that provide continuity of care for relapse prevention.

This study is the first Australian randomised controlled trial to evaluate a pre-release MI intervention on smoking relapse prevention amongst people released from smoke-free prisons.

Organizational studies of time tend to be done by academic researchers rather than practitioners. This chapter builds on academic research to provide a practitioner perspective by reviewing time situated in theory and constructing two phenotypes: timescapes of business and social time. These timescapes are defined by six dimensions, each with a social and business time parameter. Organizational business and social timescapes have different functions and applications. Timescapes, with their concomitant dimensions and sets of parameters, are used differently by senior managers, middle managers, and entry-level managers. Three multi-level approaches (self, dyadic, and social relationships), composition theory, and compilation theory confirm these three managerial timescape usages. After a review of the theoretical bases of the timescape constructs and a brief discussion of the grounded, anthropological, research methodology used in the study, this chapter applies timescape theory and models to an extended time case study of the Procter & Gamble Company that frames the company's timescape understanding and use from a practitioner's view.

The growth of firms is fundamentally based on selfreinforcing feedback loops, one of the most important of which involves cash flow.When profit margin is positive, sales generate cash, which may then be reinvested to finance the operating cash cycle.We analyze simulations of a sustainable growth model of a generic new venture to assess the importance of taxes, and regulatory costs in determining growth.The results suggest that new ventures are particularly vulnerable to public policy effects, since their working capital resource levels are minimal, and they have few options to raise external funds necessary to fuel their initial operating cash cycles.Clearly, this has potential consequences in terms of gaining competitive advantage from experience effects, word of mouth, scale economies, etc. The results of this work suggest that system dynamics models may provide public policy-makers a cost-effective means to meet the spirit of the U.S. Regulatory Flexibility Act

In this article the need for a systems engineering approach in distribution planning is outlined. The basic tools of the logistics systems engineer are described with a particular emphasis on the development of a cost‐effectiveness orientation to the engineering problem.