Using a recently developed instrument, the environmental characteristics and constraints of Canadian public schools and those of Swaziland were captured in respective profiles for…
Abstract
Using a recently developed instrument, the environmental characteristics and constraints of Canadian public schools and those of Swaziland were captured in respective profiles for detailed comparison. Problems unique to the school in each cultural setting were identified and the adaptation processes each system had undergone were explored.
With data secured from 256 school principals in Manitoba, the study examined the impact of external environmental constraints upon the various types and sources of job‐related…
Abstract
With data secured from 256 school principals in Manitoba, the study examined the impact of external environmental constraints upon the various types and sources of job‐related stress. Results indicated external pressures triggered extra‐organizational, intra‐organizational as well as the less obvious intrapersonal stress. Constraints from external sources therefore constitute a major dimension that cannot be ignored in understanding the complex phenomenon of school administrators' stress.
Factors considered important for predicing attrition were extracted from the research done on university dropouts for the past twenty‐five years and integrated into a conceptual…
Abstract
Factors considered important for predicing attrition were extracted from the research done on university dropouts for the past twenty‐five years and integrated into a conceptual model. Stepwise discriminant analysis coupled with logit regression analysis of freshman data from Brandon University yielded six variables: student status, residence, financial sources, distance of hometown from the university, goal fulfilment, and satisfaction with overall university atmosphere, which were useful in prediction. Several recommendations are made for minimizing the withdrawal phenomenon.
Y.L. Jack Lam and S.K. Nicholas Pang
In the context of rapid environmental changes under current school reform, the present paper attempts to locate an answer for a historical question related to the sources of…
Abstract
In the context of rapid environmental changes under current school reform, the present paper attempts to locate an answer for a historical question related to the sources of organizational changes and for a prevailing question probing the relationships among external, internal and contextual factors affecting school organizational learning. Based on the information provided by 1,197 teaching staff from 67 Hong Kong government‐aided elementary and secondary schools, the present study confirms the proposition advanced by the “strategic choice school”, that it is leadership action which accounts for organizational adaptation. Moreover, through a series of path analyses, transformational leadership along with supportive culture and flexible structure are mainly accountable for organizational learning, while external and contextual conditions provide the additional incentives in dictating the extent of organizational learning that is taking place in schools.
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Jordyn Hrenyk, Mike Szymanski, Anirban Kar and Stacey R. Fitzsimmons
Multicultural individuals are those who identify with two or more cultures, such as Chinese-Canadians, Turkish-Germans, or Arab-Americans. They are more likely to see multiple…
Abstract
Multicultural individuals are those who identify with two or more cultures, such as Chinese-Canadians, Turkish-Germans, or Arab-Americans. They are more likely to see multiple sides of an ethical dilemma than monocultural individuals, who identify with one culture. This tendency toward ethical relativism – where ethics are seen to be relative to the context – could help multicultural individuals excel as ethical global leaders. Global leaders must manage the ethical tensions inherent in their multinational operations by understanding multiple ethical perspectives. Multiculturals’ inclination toward relativism may be driven by the structure or content of their cultural identities. The identity structure argument is based on the patterns in which individuals mentally organize their cultural identities, while the identity content argument is based on the degree to which individuals endorse relativism as a result of having internalized cultural schemas with relativist norms. We offer an exploratory test of these dual hypotheses, and find evidence to support the identity structure, but not the identity content argument. Specifically, multicultural individuals who separate their cultures are more likely to exhibit relativism in decision-making than those who integrate them. This indicates that identity patterns can drive relativism. In contrast, individuals who identify with high relativism cultures are not more likely to endorse relativism than those who identify with low relativism cultures, indicating a lack of evidence for identity content driving relativism. These findings have implications for hiring or placement managers who seek global leaders who are likely to see more than one side of an ethical issue.
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Y.L. Jack Lam, C.M. Marshall Chan, H.L.W. Pan and H.C.P. Wei
Against the backgrounds of twin forces (grass‐root and government) that have governed the reform movement in Taiwan since 1995, the present paper attempts to assess school…
Abstract
Against the backgrounds of twin forces (grass‐root and government) that have governed the reform movement in Taiwan since 1995, the present paper attempts to assess school development along the path towards learning organizations. Guiding the present assessment is a newly conceived model, which resorts to organizational learning processes and outcomes to construct a two‐by‐two typology, and four possible stages of development were postulated. From the distribution of a sample of 88 elementary and secondary Taiwanese schools, a bipolar concentration of schools in the relatively unchanged conditions and advanced stages of organizational learning were found. This suggested a sharp contrast between schools that prefer status quo versus those that actively search for new directions in meeting the rising challenges. Further exploration of factors that promote organizational changes revealed that external, intra‐organizational and, to a smaller extent, the contextual factors all play some part in organizational learning. Additional interviews with principals of schools located in differential stages of development clarify how their perception and mentality shape their schools’ development.
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As a follow‐up to an earlier effort to distinguish schools by stages of development along the context of organizational learning (OL), this paper further targets the OL processes…
Abstract
As a follow‐up to an earlier effort to distinguish schools by stages of development along the context of organizational learning (OL), this paper further targets the OL processes and outcomes to generate a more dynamic and functional framework for sustaining and refining the earlier version of the typology. It is hoped that through such a framework, the conditions that register the developmental characteristics of a school organization can be readily pinpointed. By comparison of schools in different conditions, factors that promote or retard school progress towards attaining the status of a learning organization can also be extracted for organizational restructuring.
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Runyue Han, Hugo K.S. Lam, Yuanzhu Zhan, Yichuan Wang, Yogesh K. Dwivedi and Kim Hua Tan
Although the value of artificial intelligence (AI) has been acknowledged by companies, the literature shows challenges concerning AI-enabled business-to-business (B2B) marketing…
Abstract
Purpose
Although the value of artificial intelligence (AI) has been acknowledged by companies, the literature shows challenges concerning AI-enabled business-to-business (B2B) marketing innovation, as well as the diversity of roles AI can play in this regard. Accordingly, this study investigates the approaches that AI can be used for enabling B2B marketing innovation.
Design/methodology/approach
Applying a bibliometric research method, this study systematically investigates the literature regarding AI-enabled B2B marketing. It synthesises state-of-the-art knowledge from 221 journal articles published between 1990 and 2021.
Findings
Apart from offering specific information regarding the most influential authors and most frequently cited articles, the study further categorises the use of AI for innovation in B2B marketing into five domains, identifying the main trends in the literature and suggesting directions for future research.
Practical implications
Through the five identified domains, practitioners can assess their current use of AI and identify their future needs in the relevant domains in order to make appropriate decisions on how to invest in AI. Thus, the research enables companies to realise their digital marketing innovation strategies through AI.
Originality/value
The research represents one of the first large-scale reviews of relevant literature on AI in B2B marketing by (1) obtaining and comparing the most influential works based on a series of analyses; (2) identifying five domains of research into how AI can be used for facilitating B2B marketing innovation and (3) classifying relevant articles into five different time periods in order to identify both past trends and future directions in this specific field.
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Y.L. Jack Lam, H.C. Peggy Wei, H.L. Wendy Pan and C.M. Marshall Chan
Reports upon research carried out in Taiwan to assess the relative importance of external environment, internal conditions and contextual variables as the major source or momentum…
Abstract
Reports upon research carried out in Taiwan to assess the relative importance of external environment, internal conditions and contextual variables as the major source or momentum for school organizational learning. Maps out the intricate causal relationships among all external, internal and contextual factors with organizational learning process and outcomes. The sample comprised 51 primary and 37 secondary schools. It was found that school internal conditions – notably transformational leadership, positive school culture and supportive structure – outrank factors from other sources as the most critical elements in promoting organizational change, irrespective of the type and nature of schools or individual personal and background factors. Environmental constraints were not shown to be the dominant forces for organizations to engage in learning. Concludes that it is the leaders through their voluntary choice who bring about organizational change.