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Lidia Sanchez-Ruiz, Beatriz Blanco and Asta Kyguolienė

, pp. 131-149. 11. Dadzie, K. Q., Winston, E. (2007). Consumer Response to Stock Out in the Online Supply Chain // International Journal of Physical Distribution and Logistics Management. Vol. 37, No. 1, pp. 19-42. doi: 10.1108/09600030710723309. 12. East, R., Hammond, K., Lomax, W. (2008). Measuring the Impact of Positive and Negative Word of Mouth on Brand Purchase Probability // International Journal of Research in Marketing. Vol. 25, pp. 215-224. doi: 10.1016/j.ijresmar.2008.04.001. 13. Efficient Consumer Response (2003). ECR – Optimal Shelf

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Mary C. Cowman and Alma M. McCarthy

) , Keogan (2006) and Clarke (2002) , there is a lack of in-depth evaluation studies on factors affecting training effectiveness and the transfer of training in the health care sector in particular. The current study sought to address the gaps identified in the literature by exploring training transfer over time utilising a training intervention in a health care context. The training intervention under investigation is a training programme to equip nursing and care staff with the skills for enhancing residents’ physical activities within long-stay facilities for older

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Gintarė Bartkevičiūtė, Asta Gaigalienė and Renata Legenzova

References 1. Ališauskaitė-Šeškienė, I., Remeikienė, R., Gasparenienė, L. (2015). The Factors that Determine Physical Entities’ Borrowing: Lithuanian Case // Procedia Economics and Finance. Vol. 26, pp. 616-622. doi: 10.1016/S2212-5671(15)00798-4. 2. Alqasa, K. M., Balhareth, H (2015). The Impact of Service Quality and Cultural Beliefs on Intention to Use Financial Services: The Moderating Role of Trust // Asian Social Science, Vol. 11, No. 21. doi: 10.5539/ass.v11n21p20. 3. Atkinson, A., Messy, F. A. (2012). Measuring Financial Literacy

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Graham E. Heaslip and Elizabeth Barber

uncertain demand patterns, face difficulties due to degradation of the local physical infrastructure as well as to the absence of certain governmental functions, attend injured and traumatised victims and are in constant observation of the media ( Balcik et al., 2010 ; Tatham and Kovács, 2010 ). Given the fundamental differences between commercial supply chains and humanitarian supply chains ( Beamon, 2004 ; Kovács and Spens, 2007; Oloruntoba and Gray, 2006; Thomas and Kopczak, 2005; Van Wassenhove, 2006 ) and the similarities between humanitarian supply chains

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Jeff Hughes and Joe McDonagh

quality, Table 5 provides an overview of the measures taken to ensure that each test was sufficiently satisfied. Table 5 Ensuring quality: measures taken to establish validity (adapted from Yin, 2009 ) Tests Case study tactic Phase of research Construct validity Multiple sources of evidences were collected in the form of interviews, documentation, archival records, and physical artefacts. Data collection A clear chain of evidence has been established. Data collection The individual case study reports have been

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Orla Byrne and Joe MacDonagh

characterised by the investment of physical, cognitive and emotional resources in the workplace. Thus, engaged employees feel positive and highly focused at work; they care highly about what they do and as such invest greater levels of effort in the workplace ( Christian et al., 2011 ; Kahn, 1990 ; Saks and Gruman, 2014 ; Schaufeli et al., 2002 ; Shuck and Wollard, 2010 ). As highlighted by the narrative synthesis of the academic engagement literature of Bailey et al. (2015) , some perspectives on engagement are more influential than others. The most widely adopted

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Graham Heaslip, Robert Galavan and Anne Sigismund Huff

for the abstracted classroom setting to approximate real-life work contexts, thereby enabling the active physical, mental and emotional engagement of learner/practitioners within their community of practice, which have been demonstrated in the literature to be central to learning. By understanding knowledge to be performative – a ‘dynamic and ongoing social accomplishment’ ( Orlikowski, 2006 : 460), rather than a representation or commodity – we view knowledge, or more accurately ‘knowing’, as a capability that emerges from, is embodied by, and embedded in recurrent

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Sinéad Murnane and Anna Browne

/practitioners’ active engagement within the community: physically (with practices and tools), mentally (reflection on actions and outcomes, storytelling), and emotionally (through connections and interconnections). Our key aim in this research was to explore whether it is possible for the classroom setting to approximate real-life work contexts, thereby enabling the active physical, mental, and emotional engagement of learner/practitioners with their community of practice, which have been demonstrated in the literature to be central to learning. In what ways is this accomplished

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Jacqueline Byrne, Tomás Dwyer and Declan Doyle

Company Three • Semi-structured interviews with the marketing manager and the human resource/culture manager • Fifteen online questionnaires completed Data analysis Data from the questionnaire were collated for analysis via SPSS. Subsequently, the data were suitably prepared (frequencies, means and standard deviations) to allow comparison and display in a coherent form as well as the investigation of relationships. As part of assessing the reliability of quantitative data, Cronbach’s a test was carried out on each of the scales ( Tavakol and

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Gabriel J. Costello

capabilities along which all organisations must innovate: physical systems, managerial systems, skills and norms of behaviours. She views organisations as sites of learning and information transfer rather than physical sites or financial entities. The workforce of a forward-looking organisation must be able to process and manipulate knowledge, as well as perform particular skills. Top management should encourage creative chaos among disciplines within the organisation and benchmarking with competitors. Basadur and Gelade (2006: 45) ‘argue that ‘current concepts of