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This chapter examines changing attitudes towards exhibiting Chinese immigration in New Zealand. Drawing on archival research and qualitative interviews with subject experts and visitors, three museums are discussed: national narratives at the New Zealand Maritime Museum in Auckland and The Museum of New Zealand Te Papa Tongarewa in Wellington; and regional representations at the Toitū Otago Settlers Museum in Dunedin.

The exhibition analysis shows that multicultural narratives of tangata tiriti immigration including Chinese only became prevalent in the 1990s, when changing attitudes in society at large and progressive immigration legislation influenced strategies of display.

These modernised national narratives propagate a multicultural paradigm. However, exhibiting Chinese immigration history constitutes only a small part of the larger mission of national museums. Accordingly, narratives of Chinese immigration remain superficial, serving celebratory representations of ethnic communities, while racism and discrimination are an important, but not central aspect of these narratives.

At the regional level, Toitū re-invented itself into a social history museum with a more inclusive and reconciliatory agenda, with a redesign in 2013 subsuming Chinese immigration into an intercultural narrative, featuring alongside other minority groups with a focus on cultural contact and exchange.

Nevertheless, all three museums still rely on narratives based on minorities and majorities arranged around a stable hegemony. Consultation and cooperation with Māori also reveal the wish to be presented as first people, set apart from tangata tiriti. That way biculturalism seems to act as a dividing force spatially, but thematically both immigration histories are more and more intertwined.

Many retailers in India have decided to adopt one or another enterprise resource planning (ERP) system to improve their businesses, but implementing an ERP system can be a demanding venture. ERP implementation has always been an intricate process and is one of the challenges of the retail sector. There have been many obstacles seen in implementing ERP successfully. According to Standish Group's report, around 75 per cent of the ERP projects are classified as failures. The purpose of this paper is to focus on the process of identifying, analyzing and prioritizing the failure factors of ERP implementation using cause‐effect and Pareto analysis.

Empirical data were collected via a survey questionnaire/interview technique. The questionnaires were distributed to practitioners like project sponsors, project managers, implementation consultants and team members who had been involved/implementing/using ERP in retail sector.

Results suggest that 9 critical failure items namely Inadequate resources, Poor User involvement, Users' resistance to change, High Attrition rate of project team members, Lack of top management commitment, Poor project management, Inadequate project team composition, Ineffective organizational change management and Unrealistic project scheduling have a high impact on ERP implementation and therefore deserve serious attention in the process of ERP implementation.

This paper identifies and prioritizes the critical failure factors of ERP implementation in Indian retail sector. The awareness about these critical failure items may help the decision makers in formulating a better strategy for ERP implementation in Indian retail.

This chapter highlights the perspectives, examples, and applications on the current trend in teaching and learning counseling ethics education in a more effective way. The trend utilizes inquiry-based learning concept and educational activities to foster counselor education training programs fast-forward in meeting the social demands and global challenges. The discussion is based on the theme emerged from an interpretive case study research conducted by the authors, in addition to the insightful literature authored by the profound educators and counseling researchers, globally. Teaching and learning counseling ethics education is an integrative effort and is more than just content acquisition from textbooks. In addition, the inquiry-based teaching and learning approach can be a tool in finding solutions for authentic problems through in-depth investigations while learning counseling ethics education. This chapter hopefully will improve counselor educators’ ability, strengthen counselor education training programs’ capability, and expand counseling students ethical competency; for creating innovations and adaptations in teaching and learning counseling ethics education, utilizing inquiry-based learning toward enhanced professional ethical practice in counseling realm.

The era of austerity that has followed the outbreak of the global financial crisis has posed a myriad of challenges for public services, with demands for major cuts in government spending, the delivery of balanced budgets and zstrategies for deficit reduction. The purpose of this paper is to consider how public sector accounting and accountability systems are implicated in the development and implementation of austerity policies. Also, it pinpoints a range of issues that accounting researchers need to be contemplating on the subject of accounting for austerity.

Interdisciplinary literature review, coupled with an illustrative discussion of the changing nature of public sector accounting practices under austerity.

Despite the significance and scale of austerity, public sector accounting research on the topic is in its infancy, with the prominent focus being on how accounting technologies are used to manage austerity. There have been few attempts to debate critically the construction of austerity and to provide alternative accounts of austerity. Accounting for austerity, especially in terms of its implications and consequences, is far too complex and challenging to be categorized as simply seeking to “balance the books”.

As an academic community, we need to be developing understanding of public sector accounting research under austerity across different organizational levels and contexts. Also, we should be framing the accounts of austerity in ways that respect and build on a sound understanding of the extensive available interdisciplinary research on this topic. Key research questions to address include: how is accounting shaping constructions of, and impressions, attitudes and behaviors toward, austerity and the status of governments and public service organizations? What do such patterns of development mean for the roles and contributions of public sector accountants under austerity? Are accounting systems destined to be used primarily as vehicles for cost-cutting, or can they be used as engines for growth and for thinking about public service responsibilities in more socially inclusive forms?

Accountings of austerity in the field of public sector accounting research have been worryingly limited. This paper and the papers in this special issue of AAAJ address such failings, revealing a range of critical implications and challenges of austerity policies for public sector accounting research.

The Personal Responsibility Work Opportunity and Reconciliation Act of 1996, better known as Welfare Reform, implemented, in addition to many other features, a 60-month lifetime limit for welfare receipt. Research to date primarily documents individual-level barriers, characteristics, and outcomes of those who time out. Very little scholarly work considers experiences of mothering or carework after timing out. In this chapter, I ask, what kinds of carework strategies are used by women who have met their lifetime limits to welfare? What do the ways mothers talk about these strategies tell us about the discursive forces they are resisting and/or engaging? Using in-depth interviews at two points in time with women who have timed out of welfare (n = 32 and 23), this analysis shows how mothers’ strategies and the ways they discuss them reveal covert material and symbolic resistance to key discourses – negative assumptions about welfare mothers and a culture of work enforcement – and the conditions shaping their lives (Hollander & Einwohner, 2004). Mothers use carework strategies very similar to those identified in many other studies (e.g., London, Scott, Edin, & Hunter, 2004; Morgen, Acker, & Weigt, 2010; Scott, Edin, London, & Mazelis, 2001), but they provide us with an understanding of carework in a new context. The three groups of strategies explored here – structuring employment and non-employment, protecting children, and securing resources – reveal raced, classed, and gendered labor in which women engage to care for children in circumstances marked by limited employment opportunities and limited state support. The policy implications of mothers’ strategies are also discussed.

The purpose is to explore how the process of action research (AR) can support building legitimacy and organizational learning in innovation project management and portfolio practices in merger contexts.

Meta-reflection on method issues in Action Research through an action research case study with an innovation group during an organizational change process. This case demonstrates an example of an action research cycle focused on building practitioner legitimacy rather than problem-solving.

Key findings include (1) demonstrating how AR can be used for building legitimacy through visualizing the innovation process, and embedding those visuals in top management practices of the organization; and (2) demonstrating how AR can work as an organizational learning tool in merger contexts.

This study focuses on an action research cooperation during a two-and-a-half-year period. Thus, findings offer the depth of a medium term case study. The processes of building legitimacy represent this particular case, and can be investigated in other organizational contexts to see the extent to which these issues can be generalized.

For researchers, this paper offers an additional type of AR cycle to consider in their research design which can be seen as demonstrating a form of interplay between practitioner action and organizational level legitimacy. For practitioners, this paper demonstrates a connection between legitimacy and organizational learning in innovation contexts. The discussion of how visuals were co-created and used for building legitimacy for an innovation process that differs from the standard stage gate model demonstrates how engaging in AR research can contribute to developing visuals as resources for building legitimacy and organizational learning based on connections between theory and practice.

This case rethinks AR practice for innovation project management contexts to include legitimacy and organizational learning. This focus on legitimacy building from organizational learning and knowledge conversion contributes to our understanding of the soft side of innovation project management. Legitimacy is demonstrated to be a key concern for innovation project management practices.

Significant differences exist in the racial composition of America’s student and teacher populations. This reality is compounded by the racial re-segregation patterns affecting many schools and systems in the USA. These trends make it increasingly less likely that educators encounter racial diversity during their experiences as K-12 students and more likely that they encounter racial diversity as educators. This paper aims to present the results of a study designed to explore the consequences of this reality on those educators’ abilities to successfully reach their students?

The present study used a quantitative exploratory design. Data were analyzed to determine if educators’ experiences as K-12 students affected their present self-efficacy for teaching in diverse classrooms, their self-efficacy for using culturally responsive techniques, and their confidence in the merits of deploying these approaches in classrooms.

Data from the present study suggest that educators whose school experiences included significant interactions in racially diverse settings are significantly more likely to possess a higher level of self-efficacy than those who do not.

This study illuminates an unexplored consequence of school resegregation and lends support for efforts to diversify the teaching force and resist school resegregation.