Leadership considerations for executive vice chairs, new chairs, and chairs in the 21st century.

The need to fulfill academic goals in the context of significant economic challenges, new regulatory requirements, and ever-changing expectations for leadership requires continuous adaptation. This paper serves as an educational resource for emerging leaders from the literature, national leaders, and other “best practices” in the following domains: 1. Mentorship; 2. Faculty Development; 3. Promotion; 4. Demonstrating value in each of the academic missions; 5. Marketing and communications; and 6. Barrier

Corporate Philanthropy in Silicon Valley

Recognizes the generosity of employers and employees, and makes suggestions for ways companies and their leaders can encourage even greater levels of giving

The Use of Twitter by Luxury and Midscale Hotels

Twitter has demanded a presence in company brands since its start up in 2008, including the hotel industry. As an up and coming marketing tool, the social media website is still new to both hotels and their guests. Observing the different strategies incorporated by luxury and midscale hotels, the paper provides explanations on how these two segments differ in utilizing Twitter. Through direct interviews with US luxury and midscale hotels and analyzing individual Twitter feeds, it was found that luxury hotels and their target market are much more active on Twitter than the midscale hotel segment. Implications suggest that although there is no current expectation from midscale hotel travelers to follow a Twitter feed, the rising presence of Twitter will demand midscale hotels to actively participate on the social media site in the near future

Managing affect in learners' questions in undergraduate science

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2012 Society for Research into Higher Education.This article aims to position students' classroom questioning within the literature surrounding affect and its impact on learning. The article consists of two main sections. First, the act of questioning is discussed in order to highlight how affect shapes the process of questioning, and a four-part genesis to question-asking that we call CARE is described: the construction, asking, reception and evaluation of a learner's question. This work is contextualised through studies in science education and through our work with university students in undergraduate chemistry, although conducted in the firm belief that it has more general application. The second section focuses on teaching strategies to encourage and manage learners' questions, based here upon the conviction that university students in this case learn through questioning, and that an inquiry-based environment promotes better learning than a simple ‘transmission’ setting. Seven teaching strategies developed from the authors' work are described, where university teachers ‘scaffold’ learning through supporting learners' questions, and working with these to structure and organise the content and the shape of their teaching. The article concludes with a summary of the main issues, highlighting the impact of the affective dimension of learning through questioning, and a discussion of the implications for future research

Seeking and sending signals: Remodelling teaching practice during the Covid-19 crisis

With the increased use of online teaching during the Covid-19 crisis, technology-mediated interactions have become central to the co-constructive nature of learning in universities. This research questions the efficacy of online teaching as it has been implemented during the crisis by examining critical forms of online interaction. These include the strategies used by academics to identify cues from students to allow them to adapt their teaching and the interactions of academics with students to help learners self-regulate their learning. The findings provide evidence that technology-mediated interactions can help academics develop perceptions of students, but this requires opportunities for spontaneous, free-form interactions online. Academics can signal proactive learning strategies to students to help them self-regulate their learning, though these strategies have to be made visible within the online environment. Academics need guidance in the use of technologies to support these fundamental practices

Dynamic Organizations: Achieving Marketplace and Organizational Agility with People

Driven by dynamic competitive conditions, an increasing number of firms are experimenting with new, and what they hope will be, more dynamic organizational forms. This development has opened up exciting theoretical and empirical venues for students of leadership, business strategy, organizational theory, and the like. One domain that has yet to catch the wave, however, is strategic human resource management (SHRM). In an effort to catch up, we here draw on the dynamic organization (DO) and human resource strategy (HRS) literatures to delineate both a process for uncovering and the key features of a carefully crafted HRS for DOs. The logic is as follows. DOs compete through marketplace agility. Marketplace agility requires that employees at all levels engage in proactive, adaptive, and generative behaviors, bolstered by a supportive mindset. Under the right conditions, the essential mindset and behaviors, although highly dynamic, are fostered by a HRS centered on a relatively small number of dialectical, yet paradoxically stable, guiding principles and anchored in a supportive organizational infrastructure. This line of reasoning, however, rests on a rather modest empirical base and, thus, is offered less as a definitive statement than as a spur for much needed additional research

Small wins as footholds for co-creation

Peer reviewe

Generating resources through co-evolution of entrepreneurs and ecosystems

Purpose – The emerging perspectives of entrepreneurial ecosystems, bricolage and effectuationhighlight the interaction between the entrepreneur and the surrounding community, and its potentialfor creative resource acquisition and utilization. However, empirical work on how this process actuallyunfolds remains scarce. This paper aims to study the interaction between the opportunity constructionprocess and the development of resources in the surrounding ecosystem. Design/methodology/approach – This paper is a qualitative analysis of the extreme case of AaltoEntrepreneurship Society (Aaltoes), a newly founded organization successfully promotingentrepreneurship within a university merger with virtually no resources, based on interviews of six keycontributors and four stakeholder organisations. Findings – The opportunity construction process both supported and was supported by two keyresource generating mechanisms. Formulating and opportunistically reformulating the agenda forincreasing potential synergy laid the groundwork for mutual benefit. Proactive concretization enhancedboth initial resource allocation and sustaining input to the process through offering tangible instancesof specific opportunities and feedback. Research limitations/implications – Although based on a single case study in a university setting,proactive concretization emerges as a promising direction for further investigations of the benefits anddynamics of entrepreneur– ecosystem interaction in the opportunity construction process. Practical implications – Intentionally creating beneficial entrepreneur– ecosystem interaction andteaching proactive concretization becomes a key goal for educators of entrepreneurship. Originality/value – The paper extends an understanding of creative resource generation and utilizationin the opportunity construction process. The role of proactive concretization was emphasized in theinteraction of the entrepreneur and the ecosystem, creating virtuous spirals of entrepreneurial activity.Peer reviewe

Teaching and Assessing Soft Skills

[excerpt from article] It is our job as legal educators to put our law graduates in the best position to succeed as new lawyers.1 And to succeed, law graduates must possess certain qualities or character traits that will enable them to thrive within legal organizations.2 Despite many calls for reform in legal education to include more practice-related skills, including professionalism, many law professors teaching doctrinal courses are reluctant to incorporate teaching professional competencies and behaviors.3 They are unwilling to do so even though they have long decried students’ lack of professional skills.4 Professors complain that students show up late for classes and are unwilling to work hard. They criticize students for failing to persevere when faced with challenges or critiques, respond to professors’ emails, engage in teaching exercises, listen to their classmates, closely read assignments, or follow directions. Professors note that students’ attention spans are too short and they are addicted to their phones. It follows that the same student behaviors we see in the classroom transfer to practice. If these behaviors impair our students’ performance as attorneys, we should take steps to remedy the problem by teaching and assessing the qualities and character traits necessary to succeed throughout the law school curriculum, including in the first-year and other doctrinal classes