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A multi-faceted examination of the export product adaptation—customer value creation relationship [Abstract]

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link. The question of ‘how we learn’ continues to direct scholarly debate, yet undergraduate teaching is typically designed to homogenise the learning environment. This is despite heterogeneous learning outcomes ensuing for students, owing to their different learning styles. Accordingly, we examine the relationship between teaching methodologies and learning styles. Drawing on the Herrmann Brain Dominance Instrument and the theory of ‘whole-brain’ teaching, we find a suite of teaching methodologies that are generic across learning styles—tutorials, group work, firm-oriented case studies, game playing, reading journal papers, handouts, PowerPoint slides, in-class examples, in-class short exercises, and videos—and find a group of teaching methodologies—lectures, seminars, people-oriented case studies, creative problem-solving, reading textbooks, guest speakers, in-class small group exercises, homework, role play, problem-based learning, self-directed learning, project-based learning, and class debates—that target and develop specific learning styles. Implications of the ‘whole brain’ model for teaching and learning are discussed.

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link. This article presents an alternative empirical test of the relationship between strategy content and service provider performance. Strategy content, conceptualized as comprising strategic stance and strategic action, has been shown to be a means to improve public service performance. We contribute to this growing body of research by deriving an alternative typology of strategy to better reflect competitive conditions in the public sector, which existing strategy typologies cannot fully explain. By assuming that public service providers must follow strategies best suited to their internal and external conditions for improved performance, we evaluate the significance of ‘fit’ between alternative strategic stances and organizational characteristics. Compromising the delivery of a strategy invariably leads to a misfit between strategy and what the service provider is actually doing. We highlight how to optimize strategic fit, to maximize service provider performance. Conclusions are drawn for public management theory and practice.