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The purpose of this paper is to explore how organizations manage and integrate exploration and exploitation across the innovation project portfolio. Such ambidextrous capabilities are required for organizations to innovate and succeed in today's rapidly changing competitive environment. Understanding how exploration and exploitation projects are integrated can illustrate ways to enhance ambidexterity and boost learning for the benefit of both approaches.

A multiple-case study approach was used to explore innovation portfolio management in six large organizations that emphasize innovation in their strategies.

The findings draw upon concepts of paradox and contingency to reveal that the inherent tension between formality and flexibility in managing innovation project portfolios is aligned with the need for organizational ambidexterity that maintains effective exploitative innovation while supporting explorative innovation capabilities. Four integration mechanisms are identified that enhance ambidexterity across the innovation portfolio by embedding processes for transition from exploration to exploitation and cross-fertilizing knowledge to build innovation capability across both exploration and exploitation.

Managers may find inspiration on ways to enhance learning by bridging exploration and exploitation projects from the four types of integration mechanisms. Recognizing the paradoxical nature of the tension between formality and flexibility in project and portfolio management may also help guide organizations to effectively develop ambidextrous approaches to enhance overall innovation outcomes.

In contrast to perspectives which suggest that paradox and contingency approaches represent disparate perspectives, the authors demonstrate how they can complement each other and work together through innovation portfolio management to support ambidexterity at the portfolio and project levels.

The need for customer service and quality was recognised to be of paramount importance in bringing Dairy Crest Foods to its current market leadership position. Deputy chief executive Michael Knapp discusses this development by focusing on the marketing and distribution of its retail and catering products, which account for £240 million of total turnover.

The purpose of this paper is to direct attention to the intersection of external and internal accountability systems within urban schools, and the role of school leadership, especially that of the principal, in managing this intersection. In particular, the paper explores how school leaders are able to strengthen and sustain the school's internal accountability system, in pursuit of school‐defined learning improvement agenda, and at the same time respond productively to external accountability demands. The paper also seeks to identify consequences of these leaders’ efforts to navigate an often problematic set of converging demands.

This paper draws on findings from a larger multi‐case study of learning‐focused leadership in 15 schools in four urban school districts in the USA. Schools were chosen to represent those that were “making progress” (by local measures). Data were collected over 18 months, spanning two school years, from Spring 2007 to Fall 2008. Data collection included multiple site visits, semi‐structured interviews and observations of leadership activity across school and district settings, and a variety of documentary evidence.

Though working in substantially different contexts, these leaders found remarkably similar ways of crafting tools and creating occasions, from the array of external accountability demands and resources, to serve internal accountability purposes. They did so by internalizing external expectations and developing accountable practice within the school, leading through data, and modelling what it meant to learn to lead in a fully accountable way. As they did so, they reshaped the scope of instruction and the instructional improvement conversation, and also made teaching and leadership practice more public.

This paper extends discussions of school‐level accountability in two ways. First, it updates scholarship on accountability by examining school‐level responses at a time five years into the new accountability context in the USA defined by strict system‐wide expectations and mechanisms. Second, the paper demonstrates ways in which the often onerous demands of external accountability systems can be treated as a resource by school leaders and used in ways that bolster the school's capacity for accountable professional practice.

This chapter includes a citation analysis of the first 16 volumes of Advances in Accounting Education: Teaching and Curriculum Innovations (henceforth, Advances in Accounting Education). Using this analysis, we identified the top 20 articles of the 195 articles published. This analysis provides an understanding of the relative contribution and impact of the papers published in Advances in Accounting Education, and the information provides past authors with a measure of how their contributions compare with the contributions of other authors. Also, this analysis may be valuable for potential contributors who are developing a research topic in that it will enable them to identify the types of articles that have traditionally had the greatest impact.

We also identify the top 30 authors of the 383 who have published in the journal. This analysis not only gives feedback to the authors listed, but also helps accounting education researchers identify authors whose work may be relevant to their interests.

We report the research categories (issues) and methodologies used for all articles published from 1998 to 2015 in Advances in Accounting Education. We also compare the research issues and research methodologies used in Advances in Accounting Education to those in the Journal of Accounting Education and Issues in Accounting Education for the period 2006–2015. Authors considering submitting a manuscript to one of these journals can use this information to determine which journal might be the best fit for their work.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Firms can optimize innovation outcomes by creating portfolios containing both exploitation and exploration projects. Development of ambidexterity capabilities helps attainment of such aims as companies will be more able to manage the inherent paradoxes of an integrated portfolio and the need to balance formality and flexibility in the approach.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Cotgrove and Duff, among others, suggest that planned human behaviour, both personal and collective, is influenced by values. Therefore any change or discrepancy in value systems might provide a major key to understanding social and personality change. Previous empirical research has shown values, for example, to be determinant of managerial practices, to influence managerial decisions, to affect organisational goals and strategy, to be related to motivation, and work satisfaction. The study of values enables researchers to deal with the individual in society and to analyse social process and structure. Furthermore, extensive evidence suggests that the understanding and monitoring of values associated with the work environment is a critical influence on organisational efficiency and effectiveness.

This research is a 6-year extension of Bernardi's (2005) initial ranking of the top ethics authors in accounting; it also represents a broadening of the scope of the original data into accounting's top-40 journals. While Bernardi only considered publications in business-ethics journals in his initial ranking, we developed a methodology to identify ethics articles in accounting's top-40 journals. The purpose of this research is to provide a more complete list of accounting's ethics authors for use by authors, administrators, and other stakeholders. In this study, 26 business-ethics and accounting's top-40 journals were analyzed for a 23-year period between 1986 through 2008. Our data indicate that 16.8 percent of the 4,680 colleagues with either a PhD or DBA who teach accounting at North American institutions had authored/coauthored one ethics article and only 6.3 percent had authored/coauthored more than one ethics article in the 66 journals we examined. Consequently, 83.2 percent of the PhDs and DBAs in accounting had not authored/coauthored even one ethics article.