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To demonstrate how applied projects integrated within master’s level graduate programs in the organizational sciences provide students with experiences that facilitate the translation of classroom concepts into practices that positively impact individual, organizational, and societal level outcomes.

We discuss how the scientist-practitioner model guides our thinking regarding the development of cocurriculum options for master’s level students. To give context, we provide thumbnail sketches of two applied programs — a master’s of science degree program in industrial-organizational psychology and a master’s of business administration (MBA) program — that serve as exemplars for linking practice with science.

We demonstrated, with specific examples, how practicum courses can bridge curricular and cocurricular offerings in stand-alone master’s programs, thus offering a glimpse into the range of activities completed by master’s students with little to over 20 years of work experience: job analysis, interview protocol development, program evaluation, talent acquisition, performance management, coaching, as well as training strategy ideation and delivery. We conclude the chapter with final reflections on the use of practicum classes in master’s level training.

The practicum courses detailed serve as unique exemplars of how to apply theory and research to organizational problems, thus bridging science and practice in the organizational sciences.

This article summarizes practitioner observations on three research questions. First, the factors that lead to the emergence and persistence of such teams. Second, the repercussions of siloed teams. And third, practical suggestions and recommendations that practitioners can employ to prevent silo formation or address existing silos. This article thus complements recent academic work that has previously explored the formation of silos.

The authors used the input of current team leads from a focus group along with their consulting experience to explore these three research questions. The team lead input and consulting expertise are integrated with academic research on silos.

The emergence and persistence of silos was mostly attributed to company characteristics (size, growth and stakeholder management) as well as communication inefficiencies (lack of role clarity and ownership within teams), which in turn were impacted by situational variables (pandemic and turnover). The authors noted the effect of team composition effects, team competition and organizational changes (rapid growth and restructuring) as potential contributors to the formation and persistence of silos. The team lead experts and our consulting experiences were congruent with the literature focused on repercussions of silos, from poor information exchanges to inefficiencies, divisions and perceived isolation of teams from the organization. Solutions focused on project organization and documentation as well as the adoption of new decision-making tools and practices, and the creation of more exchange and learning opportunities. The authors added additional options to promote more visibility, appreciation, proactive monitoring within teams and organizational identification initiatives.

The current article adds a pragmatic perspective to silos and how organizations can address these when they become problematic and hinder performance and collaboration.

The onboarding stage of new hires represents a unique opportunity for mutual learning between the new hires and the organisation regardless of the company size. The current paper aims to address these learning opportunities.

The authors reflect on current practice, draw on recent literature and their experience with recruitment and selection processes in the industry to generate new insights and identify opportunities for practitioners and new hires alike.

Today's new hires expect onboarding experiences that allow for a much greater degree of flexibility, customisation and personalisation. Similarly, many new hires expect hiring, onboarding, and learning and development to be interconnected to generate new learning and career opportunities. However, these expectations require changes in the way in which onboarding is implemented, evaluated and connected to other human resource practices, specifically with the dramatic (and successful) increase in remote work arrangements in 2020 in response to the global impact of the pandemic.

The current paper provides readers with an overview of potential learning opportunities, outlines specific success factors and highlights a variety of pointers for practice and further professional development.

The purpose of this paper is to examine the integration of Okala curriculum into Interior Design coursework. Okala, as a teaching package, is utilized extensively in industrial design education. However, this study examines the expansion and insertion of Okala modules in an existing interior design curriculum. The Okala modules included were: broad ecological information, eco‐design history, and strategies and processes for ecological design implementation. To interpret if the integration was effective, an online survey was developed and distributed to students enrolled in the course.

The survey was administered at the end of the spring 2009 semester. To evaluate the effectiveness of Okala modules and the perceived perceptions of the students' awareness toward the environment – ecologically, economically and sustainably – the researchers used the New Ecological Paradigm (NEP) questionnaire. Developed by Dunlap and Van Liere in 1978, the NEP has been a reliable instrument in several previous studies, has measured other populations' attitudes toward the environment, and correlates well with the intent of researching Okala modules.

The key findings suggest that the incorporation of Okala modules: heightened students' confidence that humans' ability to produce environmentally‐friendly technologies will not allow for environmental collapse; equalized students' feelings about humans' and nature's rights; and did not change students' perception about Earth's capabilities and limits. Overall, the study had successfully determined students' environmental feelings prior to and after course instruction.

This paper exposes the importance of integrating sustainable development and interdisciplinary coursework into the content of a curriculum‐required course.

Meetings with colleagues are an essential activity in workplace collaboration. The iterative nature of collaborative work demands spaces that team members can access quickly and easily. Creating suitable meeting spaces will become more critical if the hybrid work model continues and the workplace environment becomes the hub for face-to-face collaborative time, learning and training. Workspace and fit-out is expensive so it is crucial that the investment in meeting spaces supports employees’ collaboration activities.

This paper presents a case study of a corporate organisation undertaken in New Zealand to investigate how employees from two business units use their workspace to collaborate within their own team and across other teams in their organisation. The study uses ethnographic techniques, including participant observation and in-depth face-to-face interviews.

The findings show that the frequency and nature of small group work in collaboration was underestimated in the initial planning of the new workspace. Although participants found the design and fit-out of the formal meeting rooms supportive of collaborative work, the meeting rooms were in high demand, and it was difficult to find a room at short notice. The breakout spaces were confusing because they lacked key design attributes identified by the participants as conducive to small group work. Design shortfalls together with fit-out features perceived as supportive of collaborative work are identified.

The research reports on employees’ perceptions and experiences across two functionally diverse business units, reflecting their different needs and concerns.

The purpose of this paper is to provide a general exploratory review of perception and image in hospitality and tourism. The paper considers the nature of perception and image and how they can affect buying behaviour for hospitality and tourism products.

The authors use the literature to explore the nature of perception and image and how these can be manifested. A model is elucidated which might help to explain purchase decision making for hospitality and tourism products and services.

Findings supplement the authors' views about the importance of this issue for managing and marketing hospitality and tourism products more effectively. The model seeks to make explicit the stages in the process from image formation to purchase.

As both authors are working practitioners, this paper offers a model and a practical approach which will form the basis for a practitioner panel, from which the model will be refined.

There has been little research in an area which seeks to integrate image formation with practical implications for hospitality and tourism organizations.