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During a press conference at the Imperial Hotel in Delhi on 13 March 2001, the Internet news site, Tehelka.com, showed secret video footage of senior politicians, bureaucrats, and army officers accepting money in a fake defense deal. Two journalists from Tehelka, Anirudha Bahal and Mathew Samuel, posed as arms dealers from a fictitious arms company called West End International to sell nonexistent handheld thermal cameras to senior officials of the Ministry of Defense (MOD) in India. Bahal and Samuel paid bribes to politicians, civil servants, and army officers to procure government contracts. The journalists used three hidden cameras to videotape the corrupt politicians and officials accepting the bribes, with the most dramatic video clip showing the Bharatiya Janata Party (BJP) President, Bangaru Laxman, accepting a wad of currency notes from them. Laxman later claimed that he was not guilty of wrongdoing for accepting Rs. 100,000 (US$2,170) as a donation for the BJP. Describing the episode as “concocted,” he added that he had given the donation to the BJP's treasurer (BBC News, 2001a).

Firms pursue a number of redeployment strategies in order to achieve growth and create value for their stakeholders. While the majority of previous research focuses on how firms create synergic value by sharing resources across multiple business units, we lack a systematic analysis of the determinants of different redeployment strategies. In this paper, we develop a theoretical framework that allows us to systematically investigate how intrinsic resource characteristics affect resource redeployment strategies. Our framework identifies four critical characteristics of resources, that is, fungibility, scale-free nature, decomposability, and tradability. We develop a number of predictions that provide guidance for researchers to identify the optimal resource redeployment strategy appropriate for resources with a certain set of characteristics.

This chapter aims to present the idea of leader robots (LRs) and proposes how LRs can step in to fill various manager positions. LRs are the robots that lead robots. Robotics engineers have already produced many robots for various applications such as in manufacturing, marketing, accounting even human resources in business management. We have witnessed many significant advancements in robotics and artificial intelligence research to achieve digital transformation. There are robots for various purposes of providing digital transformation toward Industry 5.0. Some post-modern organizations have already had robot employees and artificial intelligence applications. There are many studies on human–robot collaboration, robot development, and robot employee but limited research on LR. In this study, therefore, it is discussed the possibility of LRs that may be a key concept of Industry 5.0 in perspective digital transformation. Therefore, it is believed that this study will be one of the focuses of many upcoming organizational robotics research studies.

In this chapter, we aim to shed more light on the role of formal institutional distance in firms’ foreign entry mode choices by accounting for the direction of that distance. Specifically, we distinguish between foreign entries where the host country is institutionally less developed than the investing firm’s home country (negative institutional distance) and those where the host country’s institutions are comparatively more developed (positive institutional distance), and explore whether these different types of entries are implemented through different equity-based modes. We take an information economics perspective to develop hypotheses on the effects of positive and negative formal institutional distance on firms’ choices between greenfields and acquisitions, and between full and partial ownership of greenfield and acquired subsidiaries. We test our hypotheses on a sample of 1,070 foreign entries made by 796 emerging market multinationals originating from 14 countries. Controlling for the host country’s formal institutional quality and other factors, we find that negative institutional distance increases the likelihood that a foreign entry takes the form of a greenfield investment rather than an acquisition and that positive institutional distance decreases that likelihood. We also find that negative institutional distance increases the chances that firms choose greenfield joint ventures over wholly owned greenfields and full over partial acquisitions. Finally, we find that positive institutional distance does not affect firms’ ownership stake choices, neither for greenfields nor for acquisitions. Overall, these findings argue for a nuanced, contingency view of the role of formal institutional distance in foreign entry mode choices. To the best of our knowledge, this study is the first to use information economics to construct a holistic picture of firms’ equity-based entry mode choices, taking into account both establishment and ownership modes.

The Analytical Hierarchy Process (AHP), a multicriteria decision support system that has been successfully applied to numerous decision-making situations, has been applied to patient assessment. The AHP was used with Timeslips™, a group storytelling program that encourages creative expression among dementia patients, to determine the optimal scale for pre and post assessment among the nine most common agitation and anxiety scales. The AHP used the six criteria identified by qualitative assessment of the nine scales: (1) validity/reliability, (2) observation period, (3) training required, (4) time to administer, (5) most appropriate administrator, and (6) accessibility/cost. The AHP indicated that the Overt Agitation & Anxiety Scale was optimal for use with Timeslips; the process and results are discussed.

In the past five years, state education agencies (SEAs) have increased the number of social and emotional learning (SEL) policies, oftentimes engaging stakeholders across the state. However, few use multiple sources of stakeholder engagement data to develop and improve their SEL standards and resources (Yoder, Dusenbury, Martinez-Black, & Weissberg, 2020). This chapter describes the experience of a nonprofit research organization supporting an SEA and a volunteer workgroup in Washington state to gather and use several forms of stakeholder input and feedback in developing statewide SEL guidance for K-12 educators. Operating from a research–practice partnership framework (Coburn & Penuel, 2016), the team assisted the workgroup members in applying both an ecological systems theory perspective (Bronfenbrenner, 1979; Bronfenbrenner & Morris, 2006) and an equity lens to their work through an iterative process of data collection, interpretation, and use. This chapter describes the process and outcomes of this research–practice partnership and provides examples of how the workgroup incorporated stakeholder input and feedback into the development of SEL guidance and resources. We offer insights and lessons learned from these efforts to expand the perspectives represented in SEL research and policymaking. Our aim is to highlight the importance of stakeholder engagement to ensure that SEL guidance considers the priorities and values of diverse communities, especially historically marginalized communities. We hope to encourage more research–practice partnerships to investigate and amplify community perspectives in SEL.

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

Strategy researchers have become fascinated with the possibilities for developing theoretical perspectives rooted in knowledge and intellectual assets as drivers of superior performance. However, there have been many different schools of thought, each with its own conceptualization lenses and operationalization approaches. In this chapter, we focus on three schools of thought: (1) knowledge as stocks; (2) knowledge as flow; and (3) knowledge as a driver of an organizational capability. We use them to: (a) lay out the distinct approaches to conceptualization and operationalization of strategy-related concepts; and (b) identify specific ways to enhance theory-method correspondence. We believe that considerable progress could be made towards developing a knowledge-based view of strategy but only when accompanied by serious attention to measurement and methodological issues.