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This paper presents the results of a heading estimation method for a remotely operated vehicle (ROV). The output rate of commercially available underwater compasses is typically in the order of a few Hz. Heading frequencies of at least 1 KHz are desirable for navigation and control purposes.

The estimation was performed by fusioning the signals of three inertial sensors: the ROV’s own underwater compass (which operates roughly at 10 Hz or less), the ROV’s embedded gyro and an additional angular rate sensor that provides readings from 1 to 3 KHz. The output signal of the additional angular rate sensor is not part of the proposed Kalman filter. Nonetheless a five-point Newton-Cotes closed integration of such signal is fed into the Kalman filter implementation that performs the required heading estimation at 1 KHz or more.

The proposed Kalman filter implementation is a suitable approach to estimate heading position even though the original compass signal rate is significantly slower than the signal required for both assisted and autonomous control.

The estimated heading yield good results in both simulation and experimental environments.

The method was embedded in a dedicated 16-bit DSP that handles both the acquisition of the three signals and the heading estimation, hence resulting in a very low-cost solution. The embedded solution was tested in the developed submarine and the obtained high-rate heading parameter is now used by the control system of the ROV.

The purpose of this paper is to introduce the anniversary issue marking 30 years of academic publication.

This anniversary issue contains 12 articles from 11 countries and 17 academic institutions which present literature reviews, meta-analyses, and novel studies. It also contains testimonials about the history of the journal from Enrique Ogliastri (Editor and/or Director between 1998 and 2018), Elvira Salgado (Editor between 2002 and 2013), and Carlos Pombo (Chief Editor, 2013 to the present).

The history of the journal may be divided into five stages: first, the foundation at the Universidad de Chile (1988-1998); second, the move to the Universidad de los Andes (Bogotá) and the preparation of a proposal to the Institute of Scientific Information (ISI) for inclusion among the scientific journals of the world (1999-2004); third, a period of consolidation in Latin America (2004-2007); fourth, the acceptance of the journal in ISI and the development of an electronic platform with free access to the journal (2008-2013); and fifth, the entry of the Emerald group as editorial partner (2013-2018).

The 12 articles present literature reviews, meta-analyzes, and novel studies.

El propósito de este editorial es presentar el tema del aniversario.

Se publican doce artículos provenientes de once países y 17 instituciones académicas. Se presentan los testimonios de Enrique Ogliastri (editor y/o director entre 1998 y 2018), Elvira Salgado (Editora entre 2002 y 2013), y Carlos Pombo (jefe editorial 2013-2018).

Se publican doce artículos provenientes de once países y 17 instituciones académicas. Se presentan los testimonios de Enrique Ogliastri (editor y/o director entre 1998 y 2018), Elvira Salgado (Editora entre 2002 y 2013), y Carlos Pombo (jefe editorial 2013-2018). La historia de la revista de CLADEA se podría dividir en cinco etapas: la fundación en la Universidad de Chile (1988-1998); pasó a cargo de la Universidad de los Andes (Bogotá), un período de puesta a punto para presentar al Institute of Scientific Information (ISI) la solicitud de ser analizada e incluida entre las revistas científicas del mundo (1999-2004); el período de consolidación en América Latina (2004-2007); la aceptación en ISI y el desarrollo de una plataforma electrónica de acceso libre a la revista (2008-2013); y el ingreso del grupo Emerald como socio editorial (2013-2018).

Los 12 artículos presentan revisiones de literatura, metanálisis y estudios novedosos

The purpose of this paper is to investigate whether managers at different levels differ in terms of ability and personality.

Assessment centre results for over a thousand managers on two cognitive and two non‐cognitive tests were subject to analysis of variance.

Non‐manager specialists scored highest on one ability test, but lowest on the other. Senior managers had highest Expressed Inclusion and Control scores but lowest Wanted Inclusion and Control scores. Non‐managers were found to be most diligent and dutiful.

Level is inevitably confounded with age and experience, which may impact onto the individual difference variables making it difficult to accurately attribute causality.

It is important to use psychometric test data to help in selection of all managers. Different levels require different profiles.

An exploration of individual differences in a large sample of managers that may relate to promotion to senior management levels.

The current study aims to investigate the extent to which personality and demographic variables contribute to motivation and job satisfaction as defined by the two‐factor theory.

A total of 202 fulltime workers completed three questionnaires measuring their personality, work motivation and satisfaction.

Results demonstrate that between 9 and 15 per cent of the variance in motivation is accounted for by demographic variables and the Big Five personality traits. In line with previous findings (Judge et al.), conscientiousness and job status were both significant predictors of job satisfaction, and between 11 and 13 per cent of the variance was accounted for by personality and other demographic variables.

This study was restricted to self‐report measure. It never took into consideration other potential confounds like a person's job history, level and responsibilities. It also showed personality factors accounted for very little evidence of the variance.

Implications are discussed in terms of attempts to improve employee attitudes without considering the effects of individual differences. An acknowledgement that individual differences can affect the success of an intervention, may contribute to the design of effective work reorganisation schemes that are better suited to the employees they seek to benefit.

The value of this paper was that it looked at how personality and demographic factors may influence a person's work satisfaction.

The purpose of this paper is to contribute to the knowledge on the efficiency of the incubators in Mexico, from a double-managerial approach (incubator and start-ups) measuring the efficiency oriented to the survival growth in the employment.

The efficiency of 25 business incubators of a university in a Mexico was analyzed from 2012 to 2014. Through the envelope data analysis (DEA) technique, composed of five inputs and three outputs, which help to determine the decision-making units (DMUs) that are in the best practice border, being able to know the factors relevant and how they have been managed in the different incubators.

One of the three years observed was identified as the most efficient, with 13 start-ups at the most efficient border. The projection shows some entries that must be modified to maximize the creation of new incubated business with a focus on survival and growth. The authors propose the resources that must be modified to adopt efficient management practices for incubators and start-ups small size.

This analysis recognizes the size and restriction of resources as a determinant in the efficiency of intermediate technology business incubators. However, an obvious limitation is the non-standardized sample of 25 incubators does not allow generalizing the results.

The special support received by start-ups linked to a university with strong financial and non-financial support.

Dual management (incubator and incubated start-ups) approach to efficiency analysis and the use of the DEA for the incubation topic and to fill a gap persists in the understanding of creation of new business in intermediate technology.

In this article, we explore some of the barriers that prevent learning about grand challenges. By grand challenges, we refer to transformational social and environmental issues and the critical barriers toward addressing them. Despite recent research contributions, initiatives, and calls for action to focus on such concerns, relatively little is known about the different barriers that hinder learning about grand challenges. To explore these issues, we draw from Rayner’s (2012) concept of uncomfortable knowledge, defined as knowledge that is disagreeable to organizations because it may challenge their value base, self-perception, organizing principles, or sources of legitimacy. Focusing on the example of recent programmatic attempts to advance “responsible education” in business schools, we identify three barriers to learning about grand challenges: Cognitive overload, emotional detachment, and organizational obliviousness. We conclude by outlining several implications on how to overcome these barriers, adding to recent academic and policy debates on how to make business school education more attuned to the transformational and social challenges of our time.

The purpose of this paper is to examine the relationship of the Five-Factor Model Personality Disorder (FFM PD) count technique to industrial, work, and organizational (IWO) criteria. In this vein, the present research sought to extend previous studies (e.g. De Fruyt et al., 2009) by eliminating common method variance, and by including several objectively assessed IWO criteria, namely, managerial level, intelligence, and creativity.

In total, 1,659 working adults reported their managerial level in their organization, and completed two intelligence tests, a measure of creativity, and a measure of the Big Five personality traits in an assessment centre. The data were analyzed using structural equation modeling.

Results showed that the FFM PD counts were significantly associated with each IWO criteria. Results also show that specific linear combinations of Five-Factor Model facets can explain a larger proportion of the variance in these criteria. Finally, normative benchmark values are provided and validated for personnel development contexts in the UK.

Because the FFM PD score-distributions were limited to one assessment setting (medium stakes) only, the use of proposed benchmarks may not be appropriate for other contexts.

Considering the mounting evidence in the area, assessing dark side traits is likely to be desirable for organizations – particularly in selection and development settings.

This study is the first to demonstrate the validity of the FFM PD count technique in relation to objectively measured IWO criteria.

Starting from the premise that lifelong learning is a significant asset when it comes to enjoying an active ageing process and an important resource for exploring new interests and capacities that were not developed in previous life stages, this contribution explores our findings regarding the participation of older women in higher education in Cantabria, a Northern Atlantic Spanish region. Through analyzing secondary data provided by the main higher education institutions and associations involved with the organization of lifelong learning programmes, it identifies gendered patterns of participation in both the formal and informal educational options. Women's greater involvement in these programmes is analyzed in terms of overcoming a patriarchal traditional culture that in past times had not considered women as active participants in educational spaces. This was particularly clear in the context of the years following the end of the Spanish Civil War and during Franco's dictatorship. Through education, for women, ageing becomes a new life opportunity for self-construction and empowerment as well as for their own decision making in relation to their own life chances. Educational changes implemented in Spain in the last decades have opened up many alternatives to formal education at adult educational centres and university levels. These include informal and semi-formal programmes and educational options opened to people independently of their previous educational backgrounds that provide many opportunities for filling educational gaps to generations of women who could not have consistent access to formal, high-quality training in their youth.

The aim of this paper is to present a vision for university educator professional development, based on self-analysis of pedagogical styles and production of knowledge about the practices that promote education for sustainable development (ESD).

The “STSE” course is part of the department’s Professional Development Program. The course aims to articulate the relationship between ESD processes and university educator training through reflection on their practices. To accomplish this objective, the course promotes interdisciplinary groups of educators from different backgrounds. These groups are encouraged to introspect regarding their pedagogical styles. A survey is applied to encourage self-analysis of the four pedagogical style dimensions.

University educators adopt their own pedagogical styles based on the evolution of their practices. This information is useful in generating education, formation and transformation of new professionals in their respective fields. This knowledge also raises questions about ESD, and the construction of processes, values and attitudes to aid this education.

This paper only describes the characterization stage of the university educator pedagogical styles through practice-related self-analysis

This study builds pedagogical knowledge, promotes higher education transformation for sustainable development and strengthens the quality of university education.