Purpose The purpose of this paper is to explore the association between memory (short- and long-term), a foundational cognition in learning and face-to-face, video-based and flipped instructional modalities. Design/methodology/approach This study used a one-way analysis of variance and linear regression analyses to compare students’ aggregated answers on multiple-choice questions over two different periods, including a repeat question from an earlier examination. Also, student-level answers were subjected to a binary logistic regression. Findings Face-to-face unambiguously was associated with superior short-term memory including ethics. Video-based performance was associated with a superior long-term memory, and flipped’s performance lay in between for both memory types. Research limitations/implications This study does not account for students’ learning styles, instructors’ preferred teaching approach and computer-aided virtual simulations. Practical implications The findings of this study may serve as a reference point for optimally blending multiple instruction modalities to leverage its association with memory for learning matched to instructors’ styles, students’ curricular pathway and coping with institutional imperatives. Social implications This paper provides a way for higher education institutions to match instructional modalities to memory needs, including business ethics as students’ progress on their pathways towards graduation. Originality/value This study illuminates the association between memory, a widely accepted foundational cognition in learning that has been under researched compared to critical thinking and reasoning, and three instructional modalities: face-to-face, video-based and flipped classroom.

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Purpose The purpose of this paper is to delineate lessons for business schools seeking re-accreditation and that face previous peer-review improvement expectations, strategic and operational imperatives similar to those faced at College of Business Administration (CBA) in University of the State Capital, all pseudonyms to mask their true identity. Design/methodology/approach Based on qualitative case study method, CBA’s Assessment Director, Gabriel Mouton, again a pseudonym, serves as the central protagonist whose interactive dialogical and technology-enabled change processes provide instructive practical lessons around the management of assurance of learning (AoL) for re-accreditation. Findings This paper offers a tripartite change focus in AoL for re-accreditation: balancing program goal integration with discipline differentiation, adopting an interactive dialogical shared governance process over a top-down or bottom-up process and technology-enabled straddling program depth and breadth. Research limitations/implications This paper is unique to CBA’s path-historical institutional change experiences in the USA with rich-shared faculty governance that may need to be first developed before emulation in institutions where such a tradition is absent. Practical implications The experiences narrated in this paper offer universal lessons for business schools aspiring to continuously improve their AoL and, in the process, uphold program meaning and quality standards for stakeholder relevance and re-accreditation. Social implications The experiences narrated in this paper offers lessons for tying program quality to external stakeholders’ expectations in the community, including for international business schools. Originality/value This paper advances an original tripartite change focus specifically relevant for business schools seeking re-accreditation and that are concurrently grappling with multiple strategic and operational imperatives.

PurposeThe purpose of this paper is to draw on previous research and propose a framework for evaluating interest‐based bargaining (IBB) around three criteria: efficient, amicable and wise, where mutual gains are not self‐evident.Design/methodology/approachThis paper reviews both survey and case study research on IBB in the USA and Canada. Based on trends discerned in the data, the paper uses the three criteria to present research and propositions on evaluating the IBB process.FindingsIBB connects front stage acts by negotiators during collective bargaining with backstage environments and fosters collaboration hinging on dialogue across competing values involving online and offline processes during negotiations. Where mutual gains are not self evident, there these findings underpin criteria for evaluating the IBB process’s potential to serve enduring values of industrial democracy and employee voice and the newer values of collaboration and partnership in strategic decision making.Research limitations/implicationsThe amicable criterion predisposes the framework favorably towards amicable relations, which creates a favorable bias within the framework towards the IBB process when compared to other bargaining processes. There is a need for updated quantitative data on IBB trends at a national level, similar to the three FMCS surveys last reported in 2004, and a need for institutional linkages that will increase case study research on IBB, similar to recent research on Kaiser Permanente.Practical implicationsNegotiators, trainers and policy makers will gain from the criteria listed here to evaluate IBB where mutual gains are not self‐evident.Originality/valueThe framework presented in the paper advances an original framework to evaluate IBB.

Purpose -Outsourcing of information technology jobs outside the USA has resulted in social costs in the form of mass layoffs and displaced workers. The purpose of this paper is to show the social cost of outsourcing from a transaction cost economics (TCE) perspective. Design/methodology/approach -The paper analyses the incidences of mass layoffs in sectors prone to outsourcing and its consequences on displaced workers. Mass Layoff Statistics (MLS) and the Displaced Workers Survey (DWS) data generated by the Bureau of Labor Statistics (BLS), USA, between 1996 and 2010, are examined for this purpose. Findings -Outsourcing as a reason for mass layoffs has continued to persist up until 2010. Displaced workers experienced earnings losses after job losses and reemployment. The more educated workers had higher post displacement reemployment rates, while older persons suffered the most earnings losses.Research limitations/implications -The data pertain to the period 1996 to 2010, including the "Dot Com Bubble Bust" and the "Great Recession." Changes in data collection methods by BLS over this time period makes it difficult to compare some of the data. Practical implications -For policy makers, managers and workers, this study focuses attention on the outsourcing by information technology dependent sectors and the accompanying social costs in the form of displaced workers. Originality/value -Most papers focus on the efficiency gains of outsourcing but this paper focuses attention on the social cost of outsourcing, which is under-researched and often overlooked.