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This article seeks to identify the type of producers most likely to deviate from category-based expectations in the pursuit of profit. I describe circumstances under which a category’s core members are, paradoxically, more likely (than its peripheral members) to deviate. This phenomenon reflects market participants’ default expectations about core members and the resulting bias in information-search processes. I offer empirical evidence of Champagne producers getting involved in “buyer’s own brands” (BOB), a behavior that is not directly observed yet deviates considerably from grape suppliers’ category-based expectations. The econometric analysis leverages an exogenous shock that increased the scrutiny of BOB by grape suppliers. I find that before the shock, BOB products were more likely to be supplied by “traditional” houses – which grape suppliers view as core industry members and hence as being above suspicion in that regard. I discuss the implications of these results for prior work in this area as well as the article’s contribution to extant literature.

We have been working together for more than 40 years with some success. In this chapter, we use that lengthy collaboration to suggest what elements and processes have been important for us, and, which we believe are important for working together more generally. These include: the local environment for collaborative research; the dynamics of an ongoing collaboration; the process of managing collaboration; the impact of personal styles; the changing nature of collaboration the longer it continues; the impact of career changes; and the role of successful outcomes. We examine what lessons we have learned and make some observations about our experience in relation to more general ideas about collaboration.

This article explores the symbolic aspects of change agency on a learning platform designed to facilitate system-wide transformation in cancer care. A sensemaking–sensegiving perspective is adopted to analyze the construction of meaning in interaction between the leader of a regional cancer center, senior physicians, and an action research team in relation to patient-centered care. The analysis suggests that the physicians, as change agents, made sense of the vision from three quite distinct discourses in relation to the development effort. We argue that although meanings reconstructed in development initiatives may well be far from shared, this by no means implies that they are dysfunctional.

Information and Communication Technology offers powerful Web 2.0 tools that can benefit learners with different learning preferences. The rise of video streaming, the increased proliferation of ‘on demand’ televisual media and new smartphone streaming opportunities have generated a range of web-based media that may usefully support teachers and learners in accommodating these varied learning styles. At the same time, media streaming technologies such as YouTube have distinct drawbacks for students, teachers and their institutions, particularly in relation to appropriate content and the ethical issues around the uploading of student materials to a public repository.

Two studies are reported. In Study 1, two case studies of how teachers engaged students with a media-streaming system called Box of Broadcasts (BoB) are discussed using principles of design-based research. The result from the first case study indicated that BoB provided an improved efficiency for teachers who filmed students’ presentations in a second language. The second case study illustrated how the integration of BoB into their classroom teaching led a psychology teacher to think differently about students and the design and delivery of teaching and learning resources. In Study 2, the use of a qualitative semi-structured interview approach with eight teachers indicated that staff felt that BoB was beneficial in supporting pedagogic practice. Furthermore, staff highlighted the opportunities for dialogue about theory, reality and practice that video materials offered to students as added value. Key limitations for some staff in their use of BoB as a support for video-enriched pedagogic practice were the restricted level of available content on BoB, some difficulties relating to the skills required for creating and using clips and technical stability when using clips.