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The purpose of this paper is to explain why the historical integration of manufacturing with service was quickly seen as advantageous in some circumstances, but not so in others.

The paper reviews the history of manufacturing companies in the USA during the last half of the nineteenth century, categorizes them, and ties them to theory.

The bundling of manufactured goods to downstream‐available services was led by companies with new products but with no great manufacturing strengths, as a way to establish barriers to entry. Companies with significant manufacturing capabilities were not as quick or as complete in their integration of manufacturing and service.

This paper shows that servitization has antecedents that go back 150 years.

In the 1980s, the National Collegiate Athletic Association (NCAA) passed several eligibility rules to address concerns about the academic and personal development of its participants (Gaston-Gayles, 2009). Despite garnering publicity, fostering school pride, providing entertainment, and generating billions of dollars in revenue for the Division I-affiliated institutions they attend (Sylwester, M., & Witosky, T. (2004). Athletic spending grows as academic funds dry up. USAToday.com , February 18. Retrieved from http://www.usatoday.com/sports/college/2004-02-18-athletic-spending- cover_x.htm), student-athletes are prevented from receiving compensation beyond athletic scholarships by the NCAA’s amateurism principle. Consequently, the ethical question at the center of college sports is: how do participants benefit from the college experience relative to their non-sport peers? While the NCAA typically reports benefits, research that disaggregates the data by sport, division, race, and sex reveals long-standing and pervasive inequities (Harper, Williams, & Blackman, 2013). Accordingly, this chapter juxtaposes NCAA’s rhetoric, principles, and espoused goals with the lived realities of the most populous demographic group within high revenue-generating collegiate sports, Black male student-athletes.

The purpose of this research was to study teachers' self‐efficacy and occupational stress in the context of a large‐scale curriculum reform in New South Wales, Australia. The study aims to follow up and replicate a study carried out approximately one year earlier.

A theoretical framework, primarily based on social cognitive theory and the teachers' attribution of responsibility for stress model and consistent with the earlier study, was used to guide the research. Data were gathered using a self‐report questionnaire. Analysis was carried out using structural equation modelling, based on results of the earlier study, and partial correlation analysis.

A more parsimonious model of the related phenomena than had been established by the earlier study was confirmed, suggesting that the context of the educational reform was different one year later, particularly in terms of perceived social support and occupational stress specifically associated with the changes. The important result from the earlier study was replicated – understanding what was required by the reform was negatively associated with teachers' self‐efficacy for the new type of teaching and self‐efficacy for using technology with the new curriculum.

The paper provides insights into teachers' cognitions associated with a major curriculum reform. Results have implications for system administrators and reforming curriculum bodies.

This paper aims to investigate how apparel product presentation influences consumer decision-making and whether there are any differences between age groups.

A mixed methodology was used including eye-tracking and qualitative in-depth interviews, with a purposive sample of 50 participants between age 20 and 70.

A higher number of product presentation features resulted in increased positive visual, cognitive and affective responses as consumers wanted as much visual information as possible to aid decision-making. Images of models attracted the most attention and were the most influential product presentation feature, followed by mannequin images and the zoom function. The 20 s spent much less time viewing and interacting with the product presentation features than middle age groups (30 s-50 s), had minimal fixations on mannequin images and had a much quicker decision-making process than other age groups.

The research informs retailers which product presentation features are the most effective for their target market to aid consumer decision-making with the aim of reducing returns.

The paper contributes to the literature by providing more in-depth insights than previous studies into the impact of online product presentation on consumer decision-making by using qualitative research and eye-tracking. The research also explores more product presentation features than previous research and investigates the presentation of apparel products, which are notoriously the most difficult products for consumers to assess online. The research is unique in its exploration of age differences in relation to product presentation features.

By trailing data collection and analytical methods this study aims to address the dearth of research into the use of attending off‐site events for professional learning.

Three events, for academics and school leaders, were studied. A range of methods was trailed during 2006‐2007, with the aim of collecting real‐time data. These included shadowing individual delegates, interviews of other delegates, still and moving imagery and a survey questionnaire.

Collecting evidence of professional activities in real‐time requires sensitivity to minimise its impact on the activities. It is ideal if everyone at such events can be informed fully in advance of data collection. Any assistance, including participating in the research, in reflecting on the benefits of attending an event was appreciated. The most important benefit of attending events was in networking rather than the formal purpose of the event itself. It was found that such interactions are likely to affect the delegates' sense of identity. Individuals also reported that their strategies for using knowledge from events are incompletely developed.

The study raises issues of how best to support learning at events and the use of knowledge and understanding back in the workplace. Raising awareness of the importance of networking at an event to participants could influence how both organisers plan for, and delegates use, such events.

The study is exploratory both in methodological and in conceptual development and highlights key issues and possible avenues for conceptualising the learning from events. Few studies have been carried out on such events.

This chapter connects colorblind ideology to organizational processes. Despite advances in our thinking about colorblindness as the current dominant racial ideology, scholars are reluctant to tie this ideology to organizational processes – creating the impression that colorblindness is an individual attribute rather than a structural phenomenon. Because the frames of colorblindness are usually interpreted through interviews – as opposed to organizational practices – focusing on the frames reinforces the sense that ideologies are free-floating prejudices unconnected to social structures. In this theoretical piece, we draw on the organizational literature, to tie Bonilla-Silva’s colorblind frames – abstract liberalism, cultural racism, the minimization of racism, and naturalization – to organizational processes, showing how mundane organizational procedures reinforce structural inequality. We argue that organizational policies and practices rely on normative Whiteness, devaluing the cultural norms of nonwhites, and passing those practices to successive administrations. Ostensibly nonracial procedures such as hiring, promotion, and performance reviews are rife with racialized meanings.

Much of the extant literature has focused heavily on the recruiting aspects of college sports (Beamon, 2008; Broughton, E., & Neyer, M. (2001). Advising and counseling student athletes. New Directions for Student Services, 93, 47–53). Far less attention has been given to the supply chain of athletic departments from a macro-level perspective. A supply chain is a stream of information or goods from a supplier to an end customer. This study will provide a synthesis of previous literature, which will be integrated into a conceptual framework explaining the college athlete supply chain and its impact on Black males. We will also utilize secondary data to examine the organizational development of college recruiting and the conceptual nature of college athlete suppliers and manufacturers. The chapter will conclude with recommendations on how best to address the issues of the supply chain where revenue in college football has taken precedence over the collegiate experiences of many Black male student-athletes. This knowledge will be essential to all stakeholders within college athletics, particularly administrators, athletes, recruiters, coaches, and parents of athletes.

To be denied the status of formal worker is to be denied the rights and protections of the formal sector. Such classification is a source of insecurity and uncertainty for many. When employers privilege disembedded employment arrangements, workers in precarious semi-formal settings face many financial and relational challenges, yet receive limited support. In hostile economic, social, and legal contexts, what practices and discourses do these workers draw on to respond to their work situations? When, and against whom, do they struggle for labor embeddedness? Analyses of ethnographic and interview data from two fieldwork projects studying semi-formal work – one study of inmate labor in a US prison and one of a local independent culture industry – reveal that workers engage in collective and independent classification struggles in search of formal and symbolic reclassification. A typology of such struggles is presented. By viewing these practices through this lens, this chapter aims to reveal parallels in the experiences of workers in seemingly disconnected fields and advance our understanding of worker action and embeddedness in contemporary capitalism.

Learning gain – the attempt to measure the different ways in which students benefit from their learning experience – is now a core part of government plans for higher education across many countries. A focus on student outcomes is a key strand of enquiry for judging quality and assessing value for money. New approaches to quantifying learning gain and new metrics were developed through 13 pilot projects across England. Evaluation of the projects explored the theoretical underpinnings of the metrics including behavioural, cognitive and affective approaches, as well as progress and outcome measures, and identified challenges to measuring learning gain. In this chapter policy implications of the global accountability agenda are discussed, including the use of metrics to drive enhancement, rank excellence and ensure quality and standards.