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Criminological, historical, and sociological research has continually underestimated women’s violent potential in the German Neo-Nazism movement. Contemplating this leads to questions about female agency in the Third Reich, a link that has not been established yet. This chapter seeks to expose this link, arguing that regardless of social environment, changing gender roles or political situation, Neo-Nazi women and women, in general, have a potential for violence in the public sphere.

The chapter looks at female perpetrators in both the Third Reich and the contemporary Neo-Nazi period and examines their involvement from the overarching theoretical viewpoint that women are not any less capable of violent crimes than men.

The scope of Neo-Nazi women’s aggression and violence is not a modern phenomenon or an exception. Their invisibility is not a result of their suggested passive involvement; it stems from the public’s and institutions’ inability to perceive them as agents of violence. Bourdieu developed the concept of symbolic violence to characterize the violence experienced by victims who accept their societal subordination. It is shown that because researchers, officials, and the public reified the concept; they overlooked the reality that women can exercise their agency beyond the limits of their roles as wife and mother and commit violent acts.

Reliable data are not available on the number of violent female Neo-Nazis. It is likely, however, that the numbers given are an underestimation.

Law enforcement agencies have long overlooked women as potential offenders. A basic change in perspective is needed to better identify female perpetrators.

The chapter is based on the murders of ten immigrants between 2000 and 2006, which puzzled investigators over a decade. Nobody suspected a woman was a key member of the group thought to be responsible for these murders.

With the increasing prevalence of awards for reporting fraudulent activity, it is important to learn if there are unintended consequences associated with the language offering such awards. Aside from issues regarding submitting unsubstantiated claims of fraud to the Securities and Exchange Commission (SEC), Section 922 of the Dodd–Frank Act may inadvertently encourage would-be whistleblowers to delay reporting fraud. Potential whistleblowers may choose to delay reporting due to the consideration of alternatives to external reporting, in a misguided attempt to increase the size of an award, or due to their ethical stance on the issues. Using a three-stage mixed methods (experiment, open-ended interviews, and experiment) approach, this study provides evidence that increased knowledge of statutes involving external whistleblowing may result in reporting delays. The data suggest that despite statements from the SEC forbidding this, managers may choose to delay reporting when under the threshold necessary to receive an award. In such a manner, managers may be allowing the fraud to grow to a necessary perceived level over time. As might be expected, the accountants in this study were more cautious, checking to see if internal reporting worked first. Of particular note, 16 individuals indicated that they would never report, with the motivation apparently driven by fear of job loss and/or retaliation. Lastly, the intention to delay or speed up reporting may be very different based on the perception of ethics involved in the decision.

University–industry collaborations are an important driver of innovation that highlights the benefits of collaborative processes across organizational boundaries. However, like in most collaborative processes, many challenges remain when trying to manage the process of knowledge sharing and interaction in university–industry partnerships. In this chapter, the authors specifically investigate how leadership as a managerial dimension facilitates collaboration within university–industry joint laboratories. The authors present an explorative and inductive case study of eight joint laboratories set up by Telecom Italia within five major Italian universities. The results show that the laboratory directors play a crucial role in providing a dynamic and socially active working environment, which is enabled through a process of sensemaking and sensegiving. The authors, moreover, find that this process plays a crucial role by shaping effective communication channels that facilitate knowledge sharing and transfer of information. The authors find that this process ultimately acts as a mediator between charismatic leadership on the individual level and distributed leadership on the collective level.

Entrepreneurship educators have recently employed various computer- and game-based teaching methods to develop students’ entrepreneurship knowledge and competencies. However, our understanding of the learning outcomes (LOs) of such methods for students and specifically gamification teaching techniques is fragmented and underdeveloped. This chapter aimed to narrow the gap by systematically analyzing the peer-reviewed empirical studies on gamification and students’ entrepreneurship LOs (ELOs).

This study employed the systematic literature review method to examine the papers on the intersection between gamification and entrepreneurship education (EE). Some of 80 papers were retrieved from Google Scholar, Web of Science and Scopus databases and 16 papers were included in the final analysis. The papers were analyzed based on the key LOs that teaching entrepreneurship using gamification have for students.

This study found limited literature on the interrelationship between gamification and students’ ELOs. The majority of these studies suggested a positive association between gamification and students’ ELOs. These ELOs were classified into four key groups including cognitive, behavioral, social/interpersonal and skill-based LOs. This analysis explored the huge gap in empirical studies on the impact of gamification on students’ ELOs.

This exploratory study is limited to the systematic review of the empirical researches published in scientific journals. Of the numerous game-based and simulation teaching methods, this systematic analysis focused on gamification and its effects on cultivating entrepreneurial knowledge and competencies in students. Future studies should include published and unpublished papers in other sources (such as books, book chapters, working papers and theses) and other types of technology-based entrepreneurship teaching methods.

Educators and computer-based game designers may use the findings of this study to improve the effectiveness of gamified EE and training programs by connecting the objectives and content of the programs to students’ ELOs and examining if the programs create the intended ELOs in students.

This chapter is one of the first attempts that examines students’ LOs of gamification in EE. This chapter contributes to the limited validated knowledge and understanding of the impact of gamification on ELOs of students.

Whilst online and blended learning approaches are now widely used by many higher education institutions, the extent and depth of eLearning implementation often depend more on the efforts of enthusiastic individual lecturers rather than effective institution-wide strategies. Innovation is thus frequently restricted to local settings and the enrichment of existing educational approaches rather than radically questioning current paradigms and creating new ways of delivering education. In recent years, there has been more urgency in calling for a deeper re-thinking of how higher education can be made more flexible, scalable and individualised not only at the level of courses but in a systemic and strategic way. This article describes a strategic approach to implementing blended learning at Management Center Innsbruck in Austria. I argue that the whole-of-programme approach taken in this case is an effective way to strategically introduce sustainable and scalable blended learning, and thus not only respond to but actively shape the disruption brought about by online education.

What insights might attending to the cyclical history of colonially imposed environmental change experienced by Indigenous peoples offer to critical intellectual projects concerned with race? How might our understanding of race shift if we took Indigenous peoples' concerns with the usurpation and transformation of land seriously? Motivated by these broader questions, in this chapter, I deploy an approach to the critical inquiry of race that I have tentatively been calling anticolonial environmental sociology. As a single iteration of the anticolonial environmental sociology of race, this chapter focuses on Native (American) perspectives on land and experiences with colonialism. I argue that thinking with Native conceptualizations of land forces us to confront the ecomateriality of race that so often escapes sight in conventional analyses. The chapter proceeds by first theorizing the ecomateriality of race by thinking with recent critical theorizing on colonial racialization, alongside Native conceptualizations of land. To further explicate this theoretical argument, I then turn to an historical excavation of the relations between settlers, Natives, and the land in Rhode Island that is organized according to spatiotemporal distinctions that punctuate Native land relations in this particular global region: the Reservation, the Plantation, and the Narragansett.