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The purpose of this study is to discover the learning mechanisms and temporal dynamics of implementing systems (Six Sigma) as it unfolds over time.

The data come from a European engineering company that was implementing a Six Sigma-based quality management system (QMS) over a seven-year period. The analysis is based on an event-sequence reconstruction of the implementation process as it unfolded over time and discovers four different learning mechanisms that emerged: programmatic, persistent, adaptive and dialectical learning mechanisms. The research follows a process design study, where the authors study how the process unfolds over time.

Much of the literature on implementing management systems suggests that implementation follows a prescribed sequence of “turn-key” steps. However, the findings show that only 40% of all events were driven by prescribed “turn-key” generic practices, while 56% of events required constructing new practices via adaptive and dialectical learning. Moreover, the implementation process did not proceed in a linear programmatic fashion, but instead followed a punctuated equilibrium pattern, which alternated between periods of incremental change and major organizational change. The study also found that implementation required changing many complementary organizational structures and practices that were interdependent with the management system (i.e. Six Sigma). By understanding the implementation process, managers can better assess the time and effort involved, better adapt the system to their situated context and predict critical junctures where implementation could break down.

This research complements the few studies that have examined the process of implementing management systems. Most studies examine factors or conditions that result in implementation success (the what of implementing systems), but few examine the process of implementation and the learning that takes place during implementation (the how of implementing systems), which is a complex nonlinear process that involves different modes of learning.

Our understanding of leaders and the role they play in organizations and society is changing, which has important implications for leadership education. At the turn of the century, society began to move from a mechanistic understanding of leadership to a more ecological one. The latter, ecological approach to leadership is characterized by collective decision-making, collaboration, shared leadership, and grassroots organization. While leadership educators have acknowledged this shift, more case examples are needed to illuminate practical implications for leadership. This study of county 4-H associations uses an explanatory sequential mixed methods design to explore the relationship between three factors: (a) subjects’ levels of hierarchical and systemic thinking; (b) how their associations engage in leadership and organizational learning; and (c) programmatic success. While no direct relationship emerged between programmatic success and subjects’ levels of hierarchical and systemic thinking, mixed methods results revealed several distinctions between high and low scoring programs’ approaches to leadership. These distinctions support an ecological approach to leadership, which in turn impacts modern approaches to leadership education.

Digital advertising enables retailers to rely on large volumes of data on consumers and even leverage artificial intelligence (AI) to target consumers online with personalised and context-aware advertisements. One recent example of such advertisements is programmatic advertising (PA), which is facilitated by automatic bidding systems. Given that retailers are expected to increase their use of PA in the future, further insights on the pros and cons of PA are required. This paper aims to enhance the understanding of the implications of PA use for retailers.

A theoretical overview is conducted that compares PA to traditional advertising, with an empirical investigation into consumer attitudes towards PA (an online survey of 189 consumers using an experimental design) and a research agenda.

Consumer attitudes towards PA are positively related to attitudes towards the retailer. Further, perceived ad relevance is positively related to attitudes towards PA, which is moderated by (1) consumer perceptions of risks related to sharing their data with retailers online and (2) consumer perceptions of AI's positive potential. Surprisingly, the disclosed use of AI for PA does not significantly influence consumer attitudes towards PA.

This paper contributes to the literature on technology-enabled services by empirically demonstrating that ad relevance drives consumer attitudes towards PA. This paper further examines two contingencies: risk beliefs related to data (i.e. the source of PA) and perceptions of AI (i.e. the somewhat nebulous technology associated with PA) as beneficial. A research agenda illuminates central topics to guide future research on PA in retailing.

In this article, we explore some of the barriers that prevent learning about grand challenges. By grand challenges, we refer to transformational social and environmental issues and the critical barriers toward addressing them. Despite recent research contributions, initiatives, and calls for action to focus on such concerns, relatively little is known about the different barriers that hinder learning about grand challenges. To explore these issues, we draw from Rayner’s (2012) concept of uncomfortable knowledge, defined as knowledge that is disagreeable to organizations because it may challenge their value base, self-perception, organizing principles, or sources of legitimacy. Focusing on the example of recent programmatic attempts to advance “responsible education” in business schools, we identify three barriers to learning about grand challenges: Cognitive overload, emotional detachment, and organizational obliviousness. We conclude by outlining several implications on how to overcome these barriers, adding to recent academic and policy debates on how to make business school education more attuned to the transformational and social challenges of our time.

This paper aims to analyze the conceptions that underlie the notion of “sustainable food” of different social actors based on a study focused on promoting sustainable food strategies on university campuses.

The research incorporates the views of various actors linked to a sustainable food project on the campuses of the National Autonomous University of Mexico (Universidad Nacional Autónoma de México), which is one of the most important universities in Latin America. The study includes a literature review on food sustainability strategies on university campuses and implemented sustainable food programmes in 100 universities worldwide. It also incorporates semistructured interviews and discussion groups conducted with consumers of the university community, 60 smallholder farmers and managers of 23 alternative food networks in Mexico City.

This research evidence the diversity of meanings and perspectives associated with food sustainability and a generalized emphasis on its environmental dimensions, although environmental problems tend to be partially understood. It also highlights the priority students and producers give to the accessibility of healthy foods.

The results of this study revealed important elements, potentially useful for designing sustainable food strategies on the campuses, considering the principles of the rights-based approach to development and social participation.

The research evinces tensions in the definition of food sustainability and its translation into actions from a multistakeholder perspective.

This study explored cooperation between members of two interdisciplinary teams of educators within the agricultural field in a northeastern state. A researcher-developed instrument was used to explore individual perceptions regarding interdisciplinary cooperation. Using qualitative methods, the researchers intended to bring to light the thoughts, feelings and perceptions of educators regarding both the benefits and successes they had encountered, as well as the barriers they had come across during their cooperative experiences. Results indicated several areas of overlap for the disciplines. Recognized advantages included programmatic improvement, time saved, workload reduction and an increase in available resources. Barriers mentioned include time constraints, lack of awareness combined with perceived programmatic differences, and the lack of relationships and networks across disciplines. Suggestions include further research on the subject of cooperation, as well as possible combined in-service training sessions, encouraging the development of relationships through pre-service means (i.e., a combined undergraduate course) and administrator education.

Regionalisation in education has gained increased interest and importance because of the increasing collaborations among neighbouring nations. Definitions of the term vary, and more so the regionalisation practices and initiatives of higher educational institutions. In the Philippines, the emphasis on regionalisation has become even more pronounced with the Association of Southeast Asian Nations (ASEAN) Integration Vision. This vision of the ASEAN is geared towards enhancing regional collaboration and the creation of an ASEAN identity and puts education at the forefront, considering it as a strategic objective to achieve the region’s development agenda of economic, social and cultural growth. It becomes of paramount importance then to examine how regionalisation in education is understood by university constituents, its manifestations in terms of institutional activities and especially, how the ASEAN Integration shapes these initiatives and constructions of regionalisation. The paper aims to discuss these issues.

Using a multiple case study design that looked at three higher education institutions (HEIs) in the Philippines, this study found that regionalisation is associated and interchanged with internationalisation in terms of purpose, goal and activities, but is differentiated in dimensions of geographical location and orientation.

Institutional initiatives pertaining to regionalisation were largely functional and mostly open and soft collaborations. The ASEAN Integration creates an ASEAN-centric consciousness, and functions as an opportunity for expanding partnerships, institutional niches and programmatic initiatives; and for legitimising regionalisation and internationalisation goals.

These definitions and approaches to regionalisation have significant policy implications as HEIs strive to respond to the challenges of the Integration.

Community-engaged partnerships have the ability to combine expertise and resources to enhance the local STEM learning ecosystem, by engaging the actors in communities that can enhance students' experiences in science, technology, engineering and mathematics (STEM) education. Texas Tech University (TTU) and Lubbock Independent School District (LISD) have partnered to coordinate an annual STEM Challenge to encourage STEM learning and interest among local middle grade students. Each summer, teams of (three to four) students from ten LISD middle schools participate in a week-long engineering design challenge, facilitated by TTU undergraduate mentors and their teachers, structured by the Engineering Design Process (EDP).

Quantitative (survey) and qualitative (open-ended responses) data from two years of student glider and hovercraft projects offer insight into how 66 students developed STEM knowledge and leveraged 21^st-century skills to accomplish a shared aim (design challenge).

Findings suggest growth in students' 21^st-century skills, most among underrepresented (racial, ethnic and gender minority) groups. Data from year one (2018) informed year two (2019) in both programming and the research, including enhanced training for mentors and a deeper exploration of students' experiences during each stage of the EDP during the STEM challenge.

Significant and salient findings are discussed along with recommendations for both programmatic and methodological improvements for year three (2020). This study provides insight into how to structure similar community-engaged partnerships in enhancing the community STEM ecosystem through collaborative STEM experiences for diverse, younger learners.

The purpose of this paper is to examine the roles and responsibilities of non-state actors (NSAs) in contributing to disaster governance from an international human rights law (IHRL) perspective. In particular, it examines how non-governmental organizations (NGOs) and business enterprises are implicated.

The paper analyzes a range of IHRL instruments, particularly treaties and international soft-law documents, and it utilizes the concepts “human rights-based approaches” (HRBAs) and “direct”/“indirect” human rights obligations to frame and understand how IHRL responsibilities for NSAs arise from these instruments.

IHRL not only includes relevant standards for NSAs in the area of disaster management, but NGOs and businesses also actively engage with IHRL and HRBAs by means of (soft) self-regulatory instruments to further clarify their responsibilities.

The findings are of interest to all actors involved in disaster governance, and are instructive for NGOs and businesses seeking to improve the design of disaster management activity. The research addresses only the responsibility of NGOs and private companies, but the framework of analysis set out is equally of interest to other actors’ activities.

The implications of IHRL for NSAs involved in disaster management are still poorly understood, despite their vast engagement. This study contributes by clarifying the roles and IHRL responsibilities of NGOs and businesses specifically, and articulates how applications of HRBAs may improve the protection of persons.

This study aims to outline an axiology of inclusivity, which can facilitate self-reflection on the possible impact of acting and pursuing a more inclusive branding and marketing for places.

By deconstructing the main assumption, which constitutes the new inclusive paradigm in the marketing and branding of places as more participatory, responsible and democratic, this article tackles critical and pragmatist concerns about the political dimension and its implications for branding and marketing theories and practices in the realm of places.

The article argues that, to be understood and enacted as inclusive, branding and marketing should be seen and act as (bio)political arts of government, characterized by the impolitical as an alternative form of political praxis, whose axiological foundation is based on a particular form of civism, which offers a different mode and stance of approaching political effects and impacts for all stakeholders involved.

Little has been written about the political value, substance and appearance that indicate inclusivity as a fundamental notion for participation, engagement and democracy. This article contributes to the existing literature, arguing that inclusivity should be demystified, as it may present a self-fulfilling discourse that might create political problems.