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The paper plans to explore the global environment and its implications for new product developers.

The case was written after in‐depth interviews with company managers.

The paper provides information and action approaches to new product developers engaged in global marketing.

As with most case studies, the situation, industry response and results are pertinent to this particular company. There may be limitations in generalizing to other industries or other countries.

The paper demonstrates a competitive approach to new product development and marketing strategy. It serves as an example of one technique to compete in industrial marketing.

The case reflects an innovative attempt to increase customer service, decrease cost and increase competitiveness in an industrial setting. The specific techniques and decisions represent a potentially valuable response to global competitiveness.

CoHousing provides a new approach in the UK to older people’s housing, and meets a clear demand for similarly minded groups of individuals who would like to grow old together. The purpose of this paper is to explore how a Collaborative Design Process (CDP) can work, as applied to a soon-to-be realised project in North London.

Report by the architects with comment from an end user on a CDP including end users, architect, developer and housing association management.

A group of individuals that has invested in building decision-making capacity can participate meaningfully in the design of their future homes.

This research was focused on one development, so work on a wider range of projects would help test its validity.

Older Women’s CoHousing (OWCH), and similar projects, demonstrate an appetite for: mutually supportive, intentional communities; planned downsizing and contemporary, sociable design for the third age of life.

The CDP developed for OWCH was comprehensively documented. It has already been adapted for further cohousing developments, and is intended to continue to evolve with the demands made on it.

It is becoming increasingly important for leaders to recognize and develop the skills needed to interact with diverse others (Karim, 2003). To this end, several leadership programs in American colleges and universities offer courses that explore the practice of multicultural leadership (Brungardt, Greenleaf, Brungardt, & Arensdorf, 2006); our institution’s leadership program is no different in its goals of preparing culturally competent leaders. The multicultural leadership course in the Staley School of Leadership Studies at Kansas State University has two learning outcomes: “Understand the impact of cultural identity (Note that this manuscript uses the terms social identity and cultural identity interchangeably, which is common practice (Wren, 2002), life experiences, and world views on leadership relationships as it relates to privilege and inclusion,” and, “Practice inclusive leadership through advocacy for social change.” Such goals are desirable, but also lofty – how can we know if our course has had any effect on student learning toward these objectives?

Theory-informed assessment of the effects of multicultural leadership courses can meet many pedagogical needs while answering the demands of multiple stakeholders (Fink, 2006; Wholey, Hatry, & Newcomer, 2004). Knowing what changes occur in students’ attitudes or behaviors during a multicultural leadership course would permit faculty, staff, and other practitioners to evaluate whether the experience may be able to meet desired learning goals. Future courses could be recalibrated to address deficiencies or strengthen successes. Assessment data also facilitates the sharing of the course’s effects to administrators, prospective students, parents, or donors in efforts to communicate the value of intentional, curricular student leadership development.

Beyond these larger-scale needs for assessment, we have an interest in knowing to what degree the course contributes to our students’ engagement and leadership development. Assessment can help us to identify what students are learning as a result of the course. Further, we hope that sharing our assessment structure, analysis, and results can help other leadership educators strengthen a culture of assessment in their own programs, particularly concerning multicultural leadership development.

To determine if we are making progress in meeting our learning outcomes, we developed an assessment tool to determine students’ change over the course of the term across two theoretical constructs: diversity attitudes, which encapsulates the first learning goal of recognizing linkages between worldview and leadership (Bennett, 2004; Karim, 2003; Komives, Longerbeam, Owen, Mainella, & Osteen, 2006); and changes in leadership behaviors and attitudes, which speaks to the second learning goal of catalyzing social change-based leadership (Komives, Wagner, & Associates, 2009).

We use a pre-test / post-test design to compare students’ reported values at the beginning of the semester to their values upon completion of the class (Fink, 2006). By comparing pre-test and post-test responses to questions from the assessment instrument, we demonstrate in what ways our course might influence student leadership development and multicultural competence, as well as areas we might wish to consider fortifying in future iterations of the course to better meet learning objectives. We then reflect on the effect the results will have on learning outcomes, curricular development, and the instrument itself, illustrating the cyclical relationship between theory, practice, and assessment in multicultural leadership education.

We have two aims here. Our first is to articulate what gains may be made by students who engage in our course to determine what exactly is gained by students who participate in such experiences. We believe such courses have educational value, but needed to find a way to articulate our course’s success in helping students meet our stated learning objectives. Our second aim is to illustrate both the necessity, rewards, and limitations of engaging in critical engagement with the assessment-practice cycle (Maki, 2002). Here, we reflect on what changes we or others could make to our course to better achieve our desired goals, as well as how we might continue to strengthen our assessment efforts. We hope that our analysis here provides some starting points to assess multicultural leadership programs’ efficacy in meeting student learning outcomes.

This paper sets out to evaluate the financial security consequences of the terrorists attack on the USA of 11 September 2001 with specific regard to money laundering.

The study itemises in minute detail the litany of actual and potential financial legislation in the wake of 9/11 in both the USA and the UK.

Basically, the study finds the depriving criminals of the proceeds of their crimes is illusory and ineffectual, since they never have sufficient funds available for confiscation in the first place.

The paper arguably represents the most comprehensive evaluation to date of the financial issues, both real and hypothetical, thrown up on both sides of the Atlantic by the events of 9/11.

The media consultant for the Reagan-Bush '84 campaign identifies his goal as stopping and reversing a strong decline in support for President Reagan. The case describes the results of some of the motivational research used, and introduces a framework for evaluating advertising strategies. The case also introduces the MECCAS framework for evaluating advertising copy and discusses theory-driven communication strategies.

This paper aims to stimulate the pursuit of waste-free food consumption and develop guidelines to avoid irresponsible consumer behaviours. In doing so, the paper answers the questions: How much food is thrown away by Australian households? What are the causes of food wasted? And, how motivated are Australian household members to reduce food waste?

An online survey was completed by a demographically representative sample of 5,272 households in Australia to address these questions. Using the state-wise data set and a structural equation modelling technique, this paper analyses behavioural and socio-demographic factors that influence household food waste in Australia.

The study identified that inedible food waste was the most common waste that people threw away (69%). The second-largest contribution towards waste came from meal leftovers (44%). The study identified household members not finishing their meal and cooking too much food as the leading causes of food waste from meal leftovers. Furthermore, household food members were unable to identify whether the food was safe to eat, uncertain whether they would eat prepared food that was saved for later consumption and remained confused about when to discard food. Finally, 42% indicated a high level of motivation to reduce food waste, while 34% indicated a moderated level.

This study's findings contribute to the practical challenges associated with the measurement of food waste in households. Further, the study provides insights to policymakers and practitioners to develop customised interventions to reduce household food waste.

Cognitive Behavioural Therapy (CBT) is an evidence-based treatment for common mental health problems that affect children, young people and adults. The suitability of CBT for children has been questioned because it requires children to think about their thoughts, feelings and behaviours. The purpose of this paper is to investigate which cognitive and affective capacities predict children’s ability to relate thoughts, feelings and behaviours.

A total of 59 typically developing children aged between 8 and 11 years took part in the study. CBT skills were assessed on a story task that required children to relate the character’s thoughts to their feelings and behaviours. Children also completed an assessment of IQ, a feeling-of-knowing metamemory task that assessed metacognition, and a higher-order theory of mind task. Furthermore, parents rated their child’s empathy on the children’s empathy quotient.

The findings suggest that CBT is developmentally appropriate for 8–11 year old children; however, young children and children with mental health problems may have impaired metacognition and CBT skills. Metacognition and empathy may moderate the efficacy of child CBT and warrant further investigation in clinical trials.

This study provides evidence for the cognitive and affective skills that might predict the outcome of CBT in children. Metacognition and empathy predict children’s ability to relate thoughts, feelings and behaviours, and therefore may moderate the efficacy of CBT.

The chapter examines to what extent research from social cognitive neuroscience can inform ethical leadership. We evaluate the contribution of brain research to the understanding of ethical leaders as moral persons as well the understanding of their role as moral managers. The areas of social cognitive neuroscience that mirror these two aspects of ethical leadership comprise research relating to understanding oneself, understanding others, and the relationship between the self and others. Within these, we deem it relevant for ethical leadership to incorporate research findings about self-reflection, self-regulation, theory of mind, empathy, trust, and fairness. The chapter highlights social cognitive neuroscience research in these areas and discusses its actual and potential contributions to ethical leadership. The chapter thereby engages also with the broader discussion on the neuroscience of leadership. We suggest new avenues for future research in the field of leadership ethics and responsibility.

Movement of people from one retail trade area to another in search of better options and deals has been studied across the world owing to its large impact on trade flow. Studies have been done in various rural and urban settings. However, almost all except one fails to provide a comprehensive model of outshopping which has its own limitations with regard to its applicability’s across cultures and in various settings. Nonetheless findings from the literature provides necessary inputs to start studies in various other cultures and settings. Results are presented in form of various definitions, various types, methodologies used, factors identified (individual characteristics, market characteristics, product related variables and accessibility factors) and patterns across continents. Attempts have also been made to explain their applicability to Indian conditions along with various limitations and gaps.