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Notwithstanding the relevance of managerial control systems (MCS) in any organization, as well the distinctive role they can play in family business, due to its specific features, the literature rarely dealt with the role and characteristics of MCS in family business. Taking into account previous contributions from different disciplines (organization, management accounting, and family business), the current work aims to better understand the state of the art about research in the field of MCS in family business in order to identify main research gaps and propose future research directions.

Forty-five articles have been analyzed, which were issued in 29 sources. Research findings show that the literature on MCS in family business is limited and not very conclusive. Some authors focused on the type of controls, other authors outlined the role of MCS in managerialization and the relation with professionalization. A few studies focused on some specific mechanisms, especially strategic planning and compensation. Some contributes dealt with MCS’ determinants and impacts. Differences between family and non-family firms were proposed. However, a clear and organized picture of the features of MCS in family firms, their determinants, and impacts has not yet been developed. Particularly, the impact of the distinctive features of family business on MCS represents an underdeveloped research field along with how MCS can be differently developed and used in different kinds of family firms. In the light of findings of the literature review, we propose a reference research framework on MCS in family business.

In an era of polycrisis, we argue that responsible leaders need to unlearn common thinking patterns imprinted by old (management) paradigms in order to find new solutions to the grand challenges of our time. To be able to overcome the “crisis of the imagination” and spur narratives about more sustainable futures, leaders need to update and restructure their skill sets and invest in developing anticipatory and futures (thinking) skills, as well as futures literacy as a competence. To achieve this on the student level, we also need to rethink business and management education at the university level by challenging the ways we teach, i.e., teaching pedagogics, as well as the content and story we want to tell about the future of management. Thus, with this chapter, we aim to rethink pedagogical methods and tools by introducing educators to potential pathways for equipping students with adequate skills to be able to “use-the-future”. As the process of unlearning is difficult, we argue that we need to venture out of the business discipline and push the barriers of the business and management curriculum so as to be able to further unleash creativity and imagination. To achieve this aim, we propose the integration of methods and approaches from art-related disciplines, such as theater, visual arts, or design, into the business curriculum.

South Africa is a developing country with an education system that remains in crisis, despite three decades of democracy. The vestiges of South Africa's oppressive past continues to plague a system where repeated efforts at top-down transformation and curriculum renewal have failed to create the change required (Roodt, 2018). Extensive country-wide research attests to persistent inequalities linked to poverty, unemployment, and poor educational outcomes, effectively trapping disadvantaged communities in downward spirals (World Bank, 2018). As in most other countries, evidence-informed practice (EIP) has been widely discussed and advocated for in South Africa, with the matric (school leavers') results resurging the conversation annually. Unfortunately, as is the case in many developing countries, it is well documented that the actual implementation of EIP is not as widespread as desired.

This chapter reviews and analyzes the use of EIP in South Africa through an exploration of the various spaces where EIP is reported to occur within the broader education landscape. Examples of teacher and school level EIP innovations, led by a wide variety of actors within the system, are evident – this despite the pervasive lack of resources, support, and effective leadership within the formal education system. Through reflecting on these ‘pockets of hope,’ which were found to exist not only within, but also outside and alongside the system, we hope to gather insights and initiate debate on how the uptake of EIP might be better informed and facilitated within the broader South African public education system.

Food security reflects the amount of access and availability of healthy, nutritious, and culturally appropriate food and represents a significant problem both nationally and globally. Individuals and families that are considered food insecure experience disparities and inequities in food access and availability and insufficiency in the amount and kind of food required for a healthy lifestyle. We see high food insecurity as a violation of one's rights to a healthy and secure life and a denial of the opportunity for individuals, families, and communities to realize their full potential in society. Thus, we examine food insecurity from three distinct but related perspectives: social responsibility, social justice, and social sustainability. We then explore the link between food insecurity and the “built environment” as needed to shape research, practice, and sustainable solutions in the future.

The world consists of diverse and distinctive economic systems. Due to the unique historical, cultural and location-specific contexts embedded in each economy, a comparison of strategic behaviors across economies is unlikely to provide a causal estimate of the influence of these contextual factors on strategy–performance relationships. In this paper, I outline three approaches to researching multinational firms that address this dilemma. They include the multilevel, historical and variance-centered perspectives, all of which can help international-business (IB) researchers develop stronger theoretical foundations from which to explain why country-specific contexts matter in designing IB action and research.