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Over the last few decades, management has witnessed a proliferation of research on mergers and acquisitions (M&As) and strategic alliances (SAs). Although both fields have been widely studied, the relationship between the two bodies of literature has not been sufficiently explored. Despite the enormous commonality between both phenomena in terms of the drivers behind them and of the critical success factors associated with the M&A and alliance process management, scholars from the two fields have rarely exchanged findings and insights, even though they may be highly relevant to each other. M&A and SA research remain mostly separated from each other, thus minimizing the ability for more mutually beneficial complementary and synergetic knowledge sharing effects.

This chapter synthesizes and compares existing theoretical perspectives from the M&A and SA literatures and identifies opportunities for future research and knowledge cross fertilization between the two fields. Building upon previous review studies about M&A and SA literatures, the authors develop a comparative longitudinal review of both literatures published in top management journals over a 27-year period. For that purpose, the authors resort to machine learning algorithms to discover thematic patterns that may have gone unnoticed by using traditional review methods.

By highlighting some of the shortcomings that limit the authors’ theoretical and practical understandings, they challenge scholars from both fields (M&A and SA) to go beyond what they think they know from compartmentalized received theory, and draw upon novel and meaningful ideas, concepts, and theoretical approaches from “the other side of the fence.” The authors believe that such a dialog will facilitate further theoretical exploration and empirical investigation of both phenomena and produce insights that will influence the practical management of M&A and SAs.

Preventing and tackling bullying effectively are important agenda for schools to safeguard all children’s well-being, engagement and sense of belongingness. Children perceived to be different from their peers tend to have a higher risk of being bullied at school, in particular, children with disabilities. It can be challenging for teachers to stop bullying that targets children with disabilities. This chapter considers bullying as a barrier to ensuring inclusive and quality education for everyone. It draws on findings from an ethnographic study concerning the status of inclusion of children identified as having learning difficulties in mainstream schools in China, by listening to what children and teachers have to say (Wang, 2016). The study found that the child participants were subject to forms of bullying. They found it useful to gain support from others when bullying happened, and they showed empathy towards peers’ well-being. The teacher participants reflected on the dilemmas and challenges of dealing with bullying and were keen to share experiences about what they found helpful in addressing the issue. The chapter discusses how insights about bullying learned from children and teachers can be used to inform the enactment of inclusive pedagogy. It is concluded that an inclusive pedagogical response that recognizes every child’s voice is necessary for tackling bullying and co-creating an inclusive environment.