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Systems theory has been challenged in the recent literature due to its perceived disconnection from today’s research and practice demands. Moving away from the reductionist frameworks and the complicated domain predominated by known unknowns and order, a call is being made to the social sciences to begin adopting complexity theory and newer connectionist methods that better address complexity and open social systems. Scholars and scholar-practitioners will continue to find the need to apply complexity theory as wicked problems become more prevalent in the social sciences. This paper differentiates between general systems theory (GST) and complexity theory, as well as identifies advantages for the social sciences in incorporating complexity theory as a formal theory. Complexity theory is expanded upon and identified as providing a new perspective and a new method of theorizing that can be practiced by disciplines within the social sciences. These additions could better position the social sciences to address the complexity associated with advancing technology, globalization, intricate markets, cultural change, and the myriad of challenges and opportunities to come.

Reviewed in this article is the potential for Massive Open Online Courses (MOOCs) to transform higher education delivery, accessibility, and costs. Next, five major value propositions for MOOCs are considered (headhunting, certification, face-to-face learning, personalized learning, integration with services external to the MOOC, marketing). Then, four pricing strategies for MOOCs are examined (cross-subsidy, third-party, “freemium”, nonmonetary). Although the MOOC movement has experienced growing pains similar to most innovations, we assert that the unyielding pace of improvements in network technologies combined with the need to tame the costs of higher education will create continuing demand for MOOC offerings.

Through the lens of complexity theory and by utilizing the methodological framework set forth in Gander’s 1999 article regarding internal and external organizational elements of administrative intensity, this secondary data analysis study linked the internal organizational elements of administrative intensity to institutional results as evidenced by higher education student retention and graduation rates. Representing institutional investments, efforts, and outcomes from 2004 to 2014, three years of data reporting were gathered from the Integrated Postsecondary Education Data Set (IPEDS) and were then cleaned per secondary data analysis techniques. Using canonical correlation analysis, the internal elements of administrative intensity were correlated with student retention and success. Findings indicate the relationships of internal elements of higher education institutions on student retention and success, which was measured by four-year, six-year, and eight-year graduation rates. The discussion includes education policy implications.

This study investigates the effects of adults' enrollment in and graduation from a two-year college on their hourly wages and occupational status in U.S. by employing a growth curve model and a piecewise model. College enrollment reduced hourly wages and occupational status by 13.8 % and 2.74 points, respectively. Less-educated workers whose wages were the main source of income were more likely to compromise their occupational status for a better work-study balance and thus to realize wage penalties during schooling. While a two-year college degree acquired in adulthood had significant positive effects on hourly wages and occupational status, the said positive economic returns from the degree were moderated by their self-esteem.

The powder metallurgy parts manufacturing (PM²) industry is a significant part of the history of the economy and technology of Pennsylvania. Powder metallurgy parts manufacturing is a process for forming a metal part by compacting metal powder in a die and then heating the compacted powder just below its melting point (called ‘sintering’). Powder metallurgy parts manufacturing producers purchase specialized metal powders, lubricants, binders, additives, tooling, process equipment, and industrial gases. Powder metallurgy parts manufacturing producers in north-central Pennsylvania sell most of their PM² parts to the automotive industry for use in internal combustion engines. However, the PM² industry is adapting its processes for part production in electric vehicles and non-automotive sectors. The small number of specialized suppliers combined with a customer base centered on the automotive industry creates a highly competitive environment among PM² firms clustered in the small, rural three-county region of north-central Pennsylvania. Powder metallurgy parts manufacturing in the United States is highly concentrated in this region.

This meta-analytic study is unique and significant in that all the 1,341 learners in 11 studies completed the Group Embedded Figures Test (GEFT). interacted with the same instructional module, and completed the same five criterion tests measuring different types of educational objectives. Studies varied in presentation mode and type of independent variables: visualization, rehearsal and feedback strategies. Within each of the independent variables, variations (varied treatments) were examined. Visualization, feedback and rehearsal strategies were embedded into the instructional module as a result of item analyses. Specifically, the purpose of this study was to assess the effect of the variations within each independent variable in terms of their effects in reducing the effect of learning style achievement differences associated with field independent (FI) and field dependent learners (FD). One hundred twenty two effect sizes were generated. Results are not only consistent with prior research related to the instructional effect of visualization, feedback and rehearsal but provide the foundation for significant hypothesis generation related to the instructional use of varied types of visualization, feedback, rehearsal strategies and presentation mode in terms of reducing achievement differences on different types of educational objectives associated with individual learning styles (FI & FD). [PUBLICATION ABSTRACT]

Common methods for obtaining and organizing information for evaluating human resource development (HRD) decisions, such as surveys, focus groups, Delphi processes, and discussion at business meetings, can be relatively costly, ad hoc, and difficult to apply. In this article, a review is presented of relatively inexpensive, continuous, and easy-to-apply innovations in information aggregation for examining futures of ideas that are drawn from principles and mechanisms of commodity futures markets. A description is given of how futures markets for ideas have strong applicability to strategic, tactical, and operational decisions about the development, diffusion, and implementation of HRD products and services. Examples are offered for how idea futures markets could support HRD decisions about sales forecasting, product efficacy, project management, environmental scanning, and identification of expertise.

  [...]these Pennsylvania firms, in turn, must buy goods and services that are required to make their products, indirectly generating even more jobs and income among Pennsylvania suppliers. [...]the pay earned by workers in Pennsylvania firms and their suppliers often is spent in Pennsylvania communities on consumer items such as bread, milk, autos, refrigerators, health care and fuel, creating even more jobs and income for Pennsylvanians.