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The purpose of this paper is to argue, using the New Zealand context as reference, that heterogeneous societies with diverse cultures have an expanded space of possibilities for developing social innovations.

Incorporation of the cultural context is integral to finding innovative, collective solutions for mitigating complex social problems and sparking transformational social change. Empirical support for this contention draws on examples of social innovations that embed the cultural values of Māori, New Zealand’s indigenous people.

Using illustrative cases, the authors highlight the capacity of Māori values, encompassed in an ecosystem of Māori social institutions, to catalyse social innovation in New Zealand. The authors position these examples within two paradigms of social innovation.

The paper limits its focus to the implications of Māori cultural values for social innovation. However, it serves to highlight that appreciation of indigenous and minority cultural values can provide a foundation for social innovations in other contexts too.

Recognising cultural values increases the range of possibilities for innovatively addressing social and environmental challenges.

Respect and recognition of indigenous culture and knowledge offers potential for sustainable solutions to complex social challenges.

This is one of the few papers to explore the cultural embeddedness of social innovation and highlight public policy social innovations.

The goal of this chapter is to address the importance of helping teachers develop an understanding of LGBTQ+ issues and ways to create inclusive classrooms for LGBTQ+ students with particular attention to how LGBTQ+ identities/experiences can be valued and visible through literary and literacy practices. The issues addressed in this chapter are grounded in queer theory and intersectionality, which provide a space for challenging heteronormative environments in many schools as well as acknowledging the complex intersectionality of diverse identities. This framework is unpacked so readers can see how it supports instructional practices. Theory and literature inform discussion of the move in the literacy profession toward LGBTQ+ -inclusive mindsets and pedagogies. They further inform practical implications and examples provided by the author. A major issue of our time is LGBTQ+ inclusion in schools and the role of teachers in implementing literacy practices that address the needs of LGBTQ+ students and making visible their diverse identities. For the field of literacy, this is evidenced in the revision of Standard 4 Diversity and Equity in the International Literacy Association’s (ILA) Standards for the Preparation of Literacy Professionals 2017 (Standards 2017). ILA Standards 2017, which will be released in 2018, require programs preparing literacy professionals to develop candidates’ knowledge of queer theory and literacy practices inclusive of diverse students, with diversity including sexual orientation, gender identity, and gender expression. Further, ILA Standards 2017 acknowledge intersectionality across forms of diversity and that a rich understanding of diversity improves the quality of teaching and learning within and across classrooms, schools, and communities. This chapter expands on these topics and offers foundational content and resources to help literacy teacher educators, candidates in literacy programs, and other stakeholders to answer this call for building a literacy field that is welcoming, inclusive, and equity-oriented. Developing the knowledge base about LGBTQ+ issues, including theoretical foundations, social justice teaching mindsets, and concrete pedagogical literacy practices that build inclusive classrooms, can be an accessible, meaningful, and fruitful endeavor that will enrich literacy education programs and the learning communities in which literacy professionals work. Teacher educators and teachers can utilize book choices, approaches to classroom discussion and assignments, and school initiatives to build a learning environment that values LGBTQ+ students’ identities and experiences and disrupts heteronormativity in the curriculum. Multiple examples of how this can be done are offered. Understanding intersectionality also helps teacher educators and teachers see how forms of diversity are not silos. Individuals’ identities are comprised of various aspects. The topics discussed in this chapter center on LGBTQ+ issues but are applicable beyond just this scope.

The bulk of milk sold in this country is pasteurized whole milk. This is normally made by the high temperature‐short time (HTST) process in which the milk is heated to 72°C, held there for 15 seconds, and then cooled using a very rapid heat exchanger. Pasteurization destroys all the pathogenic organisms and about 99% of the other bacteria in milk.

This paper seeks to develop understanding of how competent practitioners develop into experts through learning expert thinking processes and how knowledge management initiatives can be used to structure this development.

A literature review‐derived research model underpinned the semi‐structured interviews with 21 acknowledged experts from a wide variety of disciplines and sectors. A qualitative exploratory research design was used to study how the experts go about developing other professionals in the field through showing them how they learn themselves and making visible their own thinking processes. The implications for KM programs were developed in conjunction with KM practitioners.

The experts used various methods to make their thinking visible through demonstration of practice and direction of structured learning activities. KM's contribution to this form of expertise development lies in structuring approaches to making work in progress more visible (through technology and process) and through introducing a coaching framework that enables and supports reflection on practice.

The specific context of expertise development that has been studied is those situations where generalized principles and explicit knowledge cannot be readily captured in artifacts. Further research is needed to show how this can be combined with other approaches to developing and retaining expertise. Confirmatory research is also needed to refine and further validate the proposed recommendations for KM practice.

The paper prepares the ground for integrating an important aspect of expertise development within KM programs.

The paper extends KM's contribution to expertise retention and development to include structured support for the development of expert thinking processes.

Decisions are integral to daily business practice. Sound and agile decision making is argued to be a core strategic capability. Knowledge helps avoid the consequences of ill‐informed decisions. Facts and expertise provide content; know‐how about the pitfalls and requirements of thinking through problems in different contexts contributes to sound process. This paper seeks to offer a staged framework to guide organisational discussions about how knowledge management (KM) can contribute to better decision‐making capability.

Consistent with a maturity model approach, the study used an interactive multi‐method design to explore knowledge and decision making with experienced practitioners. Guided by the literature the authors collected input via three focus groups and eight interviews with KM practitioners plus 19 interviews with senior decision makers chosen for their good track record. From the combination of input five stages of capability building in five key areas of intellectual capital development were identified.

The output is a maturity model that can be used to assess organisational status in knowledge‐enabled decision making and plan for relevant KM interventions to improve organisational capability across a range of contexts.

A discussion around current status raises awareness of the pitfalls that can lead to poor or unsound decisions. This can help individuals reflect on how to improve their practice, and organisations to learn systematically from past experience, improve governance of the decision‐making process and progressively improve capability by planning deliberate developmental action.

The paper provides a rigorously developed tool for systematic evaluation and planning about a critical business capability.

The purpose of this paper is to identify possible tax synergies from acquisitions when the acquiring firm gains a non‐debt tax shield (NDTS) not directly associated with its own past performance, or a windfall NDTS. One possible benefit of a windfall NDTS is reduced reliance on interest tax shields to lower the firm's marginal tax rate (MTR).

This paper tests the likelihood of issuing debt following acquisitions of windfall non‐debt tax attributes with logistic regressions. Both acquirers and targets are publicly held US firms. Acquisitions are completed from 1987 to 2003, and debt issues are observed following the deal. Target firm tax attributes are defined as the total tax spread, tax loss carryforward (TLCF), and the MTR.

Target firm tax spread and TLCFs are inconsequential to the acquirer's likelihood of issuing future debt, suggesting that tax synergies are relatively unimportant motives for acquisitions. As predicted, the target firm MTR is not significant to acquirer debt issues.

This paper makes several contributions. First, the notion of tax synergies from acquisitions is unresolved. This paper continues the search for tax synergies in acquisitions by examining the importance of acquired NDTS in the post‐acquisition period. Second, this paper examines the influence of NDTS on debt issuance in a post‐event framework. Third, this paper provides additional evidence that corporate managers have leverage targets.

This paper aims to develop the understanding of how organizations can derive more value from participating in inter‐organizational learning collaborations.

The collaboration is viewed as one “level” within an extended organizational learning system and both feedback processes between levels and the dynamics within the collaboration itself are explored. Seven learning‐based inter‐organizational learning collaborations are studied using a qualitative exploratory research design. An extensive literature review is used to design the semi‐structured interviews undertaken with participants in the collaborations, as well as the convenor of each.

Multiple forms of value are evident (individual capacity building, operational value, affirmation, reputation and relationship building and learning about how to collaborate more effectively), though subject specific organizational capability building is rarely achieved. Two main factors seemed to influence this: individuals not translating the implications of the learning, and the organizations not transferring and amplify that learning. Building capability required a visible long‐term commitment by leaders to the collaboration.

Confirmatory research is needed to refine the proposed framework of actions to develop the organizational capability to derive value from participating in this kind of collaboration.

A coherent set of actions is proposed for organizations wishing to build the capability to derive more value from participating in inter‐organizational learning collaborations. Recommendations are also generated for those wishing to convene a collaboration.

The contribution is the development of the concept of the organizational capability to participate effectively in inter‐organizational learning collaborations, and the identification of a coherent set of actions required to develop this capability.

This chapter studies the social reproduction of the traditional heterosexual engagement ritual in which men propose marriage to women, even as many women now occupy positions of power, surpass men in educational attainment, and provide their own incomes. We draw from 37 semi-structured interviews with middle-class, heterosexual women in which they discussed their marriage proposals. We argue that three related types of socioeconomic incentives encourage women to participate in traditional proposals: (1) the social status of being chosen to marry, (2) the value of gifts, especially an engagement ring, which also reflects the fiancé’s implied taste, and (3) the proposal story itself as scrip for inclusion in heterosexual women’s social groups. By considering social factors that mediate relationships among women, we show that economic and status incentives are important explanations for the perpetuation of the traditional engagement ritual. Specifically, the middle-class, heterosexual women in our study exchange socioeconomic status in their female-centered reference groups for their participation in gender-normative relations with their male partners.

Markets for free from foods have undergone extensive growth as consumers attempt to manage their health in increasingly novel ways. This research explores the making of consumer perceptions about the health of gluten-free foods.

This research employs qualitative methods including in-depth interviews with consumers of gluten-free foods and content analysis of online consumer comments.

Findings illustrate how consumers leverage personal responsibility, social commentary and political criticism in ways that forge essential connections with traditional medical authority. In particular, consumers blend diverse views together by expressing reverence, positioning complementarity and framing temporality.

This research highlights the productive role of consumers in shaping what constitutes health-related concerns and widens the scope of explanatory factors beyond product- and individual-level differences. This research is set in the context of gluten-free foods and draws on interview data from a single set of consumers. Future research could consider other free from markets including, for example, soy-free foods and corn-free foods, both of which implicate some of the most common ingredients in food products and potential regional differences both within and outside of North America.

This research offers insights into the marketing of gluten-free foods and free from foods in general, specifically the participation of consumers in legitimising the need for these foods on the basis of health.

I weave together multiple streams of work across disciplines including food marketing, contested illnesses and institutional logics to further our understanding of the dynamic nature of contemporary markets for free from foods.

The purpose of this paper is to examine three high school teachers’ beliefs about how their understanding of historiography influences their teaching.

The authors engaged in a qualitative multiple-case study based on semi-structured interviews and artifact analysis.

The analysis describes the teachers’ understanding of historiography in relation to ideas about historical perspective-taking, textbook use, the incorporation of primary sources in the classroom, and tensions between teaching content and teaching skills. The study concludes that while undergraduate exposure to historiography is potentially useful and can help history teachers manage the complexity of the profession, drawing upon historiographical understandings in order to recognize the construction of historical narratives in the classroom remains a persistent challenge.

Much of the work addressing the potential role of historiographical understanding for teachers has focused on teacher preparation and the ideas held by teaching candidates. This research emphasizes experienced teachers’ beliefs about the role that historiography plays in their teaching.