Book Review: Mission Today -- Reflection from an Ignatian Perspective

A review of Mission Today -- Reflection from an Ignatian Perspective by Michael Amaladoss

Cybertopia, Dystopia Or More Of The Same—Recent Writings On The Unknowable Future Of The Internet.

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A preliminary examination of the deployment of lean and reverse logistics within the pharmaceutical supply chain (PSC) UK

Drug treatment is the most common form of healthcare intervention and represents the highest non-staff revenue cost in the UK National Health Service (NHS).The annual drugs bill in the UK equates to just about 10% of NHS expenditure (McKee, 2012). Demand for NHS healthcare is effectively infinite (Lodge and Bamford, 2008); there are constant efforts to increase capacity and operational budgets are constrained. One area where hospital pharmacies are looking for cost saving and better services is through improving their Supply Chain Management (SCM) (AT Kearney, 2009). However, they have not only to manage the forward components of the logistics process to minimise waste and maximise patient wellbeing, but to manage the reverse components as well (Jamali et al., 2010). Success in this area can be realised through the application of a Lean Philosophy which focuses on eliminating waste by defining value (Brandao, 2009)

Performance measurement: questions for tomorrow

Ever since Johnson and Kaplan (1987) published their seminal article performance measurement gained increasing popularity both in practice and research with over 3600 articles between 1994 and 1996. A précis of the literature on global and business trends predicts that the world is heading towards a networking era dominated by global autopoietic networks. A systematic review of the performance measurement literature concludes that although historically the performance measurement literature had tracked the global business trends our current state of knowledge on performance measurement is not complete and a number of fundamental questions remain unanswered, particularly in the context of future trends

Situating the Next Generation of Impact Measurement and Evaluation for Impact Investing

In taking stock of the landscape, this paper promotes a convergence of methods, building from both the impact investment and evaluation fields.The commitment of impact investors to strengthen the process of generating evidence for their social returns alongside the evidence for financial returns is a veritable game changer. But social change is a complex business and good intentions do not necessarily translate into verifiable impact.As the public sector, bilaterals, and multilaterals increasingly partner with impact investors in achieving collective impact goals, the need for strong evidence about impact becomes even more compelling. The time has come to develop new mindsets and approaches that can be widely shared and employed in ways that will advance the frontier for impact measurement and evaluation of impact investing. Each of the menu options presented in this paper can contribute to building evidence about impact. The next generation of measurement will be stronger if the full range of options comes into play and the more evaluative approaches become commonplace as means for developing evidence and testing assumptions about the processes of change from a stakeholder perspective– with a view toward context and systems.Creating and sharing evidence about impact is a key lever for contributing to greater impact, demonstrating additionality, and for building confidence among potential investors, partners and observers in this emergent industry on its path to maturation. Further, the range of measurement options offers opportunities to choose appropriate approaches that will allow data to contribute to impact management– to improve on the business model of ventures and to improve services and systems that improve conditions for people and households living in poverty.

Global board games project:a cross-border entrepreneurship experiential learning initiative

Entrepreneurship training and development in the context of higher education has grown tremendously over the past four decades. What began as offerings of a handful of courses aimed primarily at business planning and small business management has evolved into over 3.000 higher education institutions around the world offering degree programs and concentrations in entrepreneurship on both undergraduate and graduate levels (Morris, Kuratko and Cornwall, 2013). Universities – particularly in the USA, UK and EU – have invested into developing entrepreneurship curricula but also extra-curricular programs and infrastructure aimed at supporting enterprise development. It is consensus among educators that entrepreneurship can be taught (Kuratko, 2005). Indeed, entrepreneurship education research has become a field in its own right (Fayolle, Gailly and Lassas‐Clerc, 2006; Pittaway and Cope, 2007; Penaluna, Penaluna and Jones, 2012; Fayolle, 2013; Fayolle and Gailly, 2015; Pittaway et al., 2015; Nabi et al., 2017). As literature indicates, entrepreneurship education can have an important impact on a variety of outcomes, including entrepreneurial intentions and behaviours. Intentions are a motivation to engage in certain behaviour that is geared towards venture creation (Gibb, 2008, 2011) as well as recognition and exploitation of opportunities (Shane and Venkataraman, 2000). Moreover, research has also identified the impact of entrepreneurship education on more subjective indicators such as attitudes (Boukamcha, 2015), perceived feasibility (Rauch and Hulsink, 2015), and skills and knowledge (Greene and Saridakis, 2008). Recently, the literature on the best practices in entrepreneurship education has centred on the importance of experiential learning allowing students to create knowledge from their interactions with the environment (Kolb, 1984). The key to effective experiential learning is engaging students individually and socially in a situation that enables them to interact with elements of the entrepreneurial context thus moving them away from text-driven to action-driven learning mode (Morris, Kuratko and Cornwall, 2013). Increasingly, digital technologies have been leveraged to create a learning environment that provides opportunities for experiential learning (Onyema and Daniil, 2017). This chapter provides findings of a study related to the development and implementation of a collaborative, digitally supported simulation project aimed at enhancing entrepreneurial social skills in an international context

Lean tools in the context of industry 4.0: literature review, implementation and trends

With the evolution of Industry 4.0, some problems related to inefficient digitalization become clearer in organizations. To minimize these problems, implementation of the lean philosophy is needed in the digital environment. However, before Lean can start to solve the digitalization problems, there is a need to digitalize its tools so that they can comprehend the Industry 4.0 dynamics and become more effective. The aim of this study is to contribute to the theoretical development of Lean tools in the context of Industry 4.0, promoting directions for the industrial sector from the evolution, difficulties, benefits, implementation and trends of Lean 4.0 tools. To achieve this objective, this study performs a systematic literature review and content analysis of 53 papers from 35 journals. The main results of the research show: (i) the characterization of the Lean 4.0 tools; (ii) the evolution of the Lean tools after the integration with digital technologies; (iii) the main trends of Lean 4.0; (iv) the proposal of a Lean 4.0 theoretical framework. From these results, this paper seeks to promote insights for studies in the area of Lean 4.0, as well as for companies to implement and use the Lean 4.0 tools for better improvement in their digital processes and avoid the digital waste.info:eu-repo/semantics/publishedVersio