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Strategy scholars have long argued that breakthrough innovation is generated by recombining knowledge from distant domains. Even if firms have the ability to access and absorb knowledge from distant domains, however, they may fail to pay attention to such knowledge because it is seemingly irrelevant to their tasks. We draw attention to this problem of knowledge relevance and develop a theoretical model to illuminate how ideas from seemingly irrelevant (i.e., peripheral) domains can generate breakthrough innovation through the cognitive process of analogical reasoning, as well as the conditions under which this is more likely to occur. We situate our theoretical model in the context of teams in order to develop insight into the microfoundations of knowledge recombination within firms. Our model reveals paradoxical requirements for teams that help to explain why breakthrough innovation is so difficult.

A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with possible tensions of identity teachers experience as ethnic Koreans teaching at an international school in Korea that promotes non-Korean, international education in English as a “language of inclusion” and instruction. With expansions of international schools in South Korea, also growing are numbers of Korean teachers teaching at such schools as returnees, individuals with cross-cultural experience. Stories of one Korean language and literature teacher with international schooling experience were examined.

While identifying the practical benefits of acquiring English, she expresses her concern for the presumed loss of Korean as a product of the prioritized use of English on campus. Equally recognized are the diverse opportunities not commonly available at Korean public schools that the participant upholds from her own experience. She acknowledged that her opportunities for the development of English language skills to a high level of proficiency through international education is not commonly accessible to all students in the Korean public school system. She also considered possible impacts associated with prioritizing the use of English over Korean in her international education experience, including their influence on: her sense of identity as a teacher and as Korean; her cultural knowledge as Korean; and her teacher knowledge as she supports her students' learning of English as subject matter in ways that might, in turn, also impact their sense of identity as Korean.

South Koreans in the city of Ulsan claim that eating whale meat is a tradition, but what is the role of SMOs in making whaling into a tradition identified with a local identity? In following account of a confrontation that took place in Korea between anti-whaling protesters from Greenpeace and local defenders of whaling, it is shown that tradition is not an inevitable outcome of conserving the past; instead, it is an outcome of mobilization, framing, and choices made by movement participants. Tradition in the whaling town of Ulsan was formed through the encounter between opposed social movements, prompting strategic choices of counterframing, frame bridging, and the dissonance between framing and feeling rules. Through the encounters with transnational activists, the Korean defenders of whaling refashioned themselves as rooted cosmopolitans, utilizing global norms to justify local practices in the name of heritage and tradition.

This chapter enters the debate of knowing if the financial regulations should be overhauled in the continuity of behavioural finance developments. The lack of precision in the behavioural finance conclusions could lead to misleading new financial regulations adoption. Furthermore, through an analysis of the literature, we show that behavioural finance hypothesis building converges to the neoclassical one's, which contradicts the idea to overhaul financial regulations. We also highlight the fact that universal heuristics and biases contribute to the financial regulations revision proposal. Finally, we analyse some of the propositions put forward by advocates of behavioural finance and the limits thereof.

This study contributes to the understanding of the health effects of pesticides exposure and of how pesticides have been and should be regulated.

This study presents literature reviews for the period 2000–2013 on (i) the health effects of pesticides and on (ii) preference valuation of health risks related to pesticides, as well as a discussion of the role of benefit-cost analysis applied to pesticide regulatory measures.

This study indicates that the health literature has focused on individuals with direct exposure to pesticides, i.e. farmers, while the literature on preference valuation has focused on those with indirect exposure, i.e. consumers. The discussion highlights the need to clarify the rationale for regulating pesticides, the role of risk perceptions in benefit-cost analysis, and the importance of inter-disciplinary research in this area.

This study relates findings of different disciplines (health, economics, public policy) regarding pesticides, and identifies gaps for future research.

This chapter reviews published studies of the use of pictorial information. Examining image user studies surfaces several research questions often addressed by this body of work, as well as some frequently encountered problems. These questions and problems organize this survey of the literature. Image user studies were included in two valuable reviews of digital image research and development, published by Christie Stephenson and Corinne Jörgensen in 1999 (Jörgensen, 1999; Stephenson, 1999). This overview considers research since that time, focusing on assessment that was not targeted at a single system or service. While attempting to incorporate some interesting research from the information and educational technology communities, this discussion of image delivery as an aspect of digital library development limits coverage of those important literatures.

The purpose of this chapter is to overview what extant research says about parental involvement in online learning environments.

The approach in this chapter is a systematic review of literature focusing on engagement frameworks.

Parents have the potential to be the key to overcoming key concerns about attrition and achievement in online settings. However, research has been silent as to how to engage parents more fully as learning coaches for their children.

Research about parental involvement in online learning should consider the roles of both teacher and parent as they coordinate their efforts to improve student engagement. Research also needs to look at what parents need to know about helping their students be successful and how to provide the training and expertise to parents that will help them learn critical support skills.

This chapter is particularly timely in light of the dramatic growth in online learning and the resulting concerns about achievement and attrition that are particularly acute among at-risk populations.

Managing differences is a difficult undertaking, especially considering the difficulties arising from the unconscious functions of our brains. Organisations should strive to counteract the potentially harmful effects of unconscious bias by implementing policies that support bias-aware management and decision-making. Although it is obvious that bias cannot be completely eliminated, there is enough data, as discussed in this work, to demonstrate that unconscious bias and stereotypes can be addressed and decreased with mindfulness-based interventions (MBIs) to some extent. Mindfulness involves the process of bringing non-judgemental awareness to experience by striving for full attention in the present moment. In this context, including mindfulness practises into training programmes for equality, diversity, and inclusion may serve as an accelerator for recognising hidden biases, reducing stereotypes, eliminating discrimination, and encouraging cognitive changes. This chapter explains the ways in which MBIs can be used to promote cognitive changes and comprehend the automatic and unconscious nature of emotions and thoughts in order to remove barriers between all differences in the workplace.

This chapter explores the concept of branding in a contemporary competitive arena of places. The multi-dimensional interpretations of places offer a variety of possibilities to better understand the true essence of destination branding. One of the common interpretations of places is through the study of their images, as destination branding requires a thorough understanding of destination image. The important foundation and relation of destination image are specified and explained. The notion of destination branding has evolved from the fields of marketing and urban studies and has become a cross-disciplinary research area. Thus, the researchers explain that destination branding as well as ‘place branding’ are dynamic concepts that are being continuously being explored in academia for the benefit of practitioners in travel and tourism. This chapter suggests that the use of brand equity is also one of the frontier areas of study in ‘place branding’ as it emphasises the need to thematise destinations (e.g. for their historical heritage, cultural value, natural attractions, etc.) and places for residence (e.g. as green cities, creative cities, smart cities, etc.).