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The authors use the extension mechanism provided by the Business Process Model and Notation (BPMN) to define roles, which allows roles to be fully aligned with the BPMN standard. The authors describe how a pattern can be defined in terms of roles and present the formal semantics of pattern realization and refinement to support systematic reuse of patterns in business process development.

It is widely agreed that the use of business process patterns improves the efficiency and quality of business process development. However, few techniques are available to describe business process patterns at an appropriate level of abstraction to facilitate the reuse of patterns. To address this, this paper presents the role-based Business Process Model and Notation (R-BPMN), an extension of BPMN for abstract modeling of business process patterns based on a novel notion of role.

The authors apply R-BPMN in case studies for pattern realization and refinement and discuss tool support via an existing tool. The case studies demonstrate the practical benefits of R-BPMN in capturing pattern variability and facilitating pattern reuse.

The findings imply a potential impact of R-BPMN on practical benefits when it is supported at the metamodel level in tool development.

This study addresses the need for abstract modeling of process patterns at the metamodel level, which facilitates the formalization of pattern variability and tool development to support various realizations of process patterns at the model level.

Proposes an object‐oriented role‐based access control (ORBAC) model to efficiently represent the real world. Though ORBAC is a good model, administration of ORBAC, including creating and maintaining an access control security policy, still remains a challenging problem. Presents a practical method that can be employed in an enterprise environment to manage security policies using eXtensible Markup Language (XML). Based on ORBAC security policy expressed in XML, a role assignment algorithm is presented. The computation complexity of the algorithms is O(N) where n is the number of position roles in a user’s assigned position role scope.

The purpose of this paper is to revisit the issue of the entry of women into the Anglo-Australian accounting profession in the Second World War and provide insights on the role that gender, class, and ethnicity played in mediating women’s relations with the accounting profession in that period.

The study is based on the narratives of three women from diverse social backgrounds who entered the Anglo-Australian profession during this period.

The analysis indicates that while participants had the mindset needed for accounting work, the more removed the individual’s perceived social identity was from her perception of the dominant British, white, middle-class ideology of the profession, the less likely she was to embrace the opportunity to join the accounting profession. The distance was anchored in social (ethnicity and class) and historical forces. The study also finds that the appropriation of education and credentials ameliorated disadvantages accruing from gender and working-class status.

This study has implications for our understanding of the accounting profession and what is required to reduce the risks of marginalization in a contemporary setting.

The study provides a richer understanding of how class and ethnicity shape the female experience differently. The results also demonstrate that in times of social change, the processes of inclusion and exclusion are not confined to the deliberations of the accounting profession but also the individual. Whether the women valued accounting as an occupation depended on whether or not if offered them the freedom to achieve what they valued most. At the same time, however, the freedom to realize what they valued most was a function of class and ethnicity. Finally, the results demonstrate the capacity of unique experience to shape the perceptions, aspirations and actions of women.

This chapter challenges middle-class bias in work-life literature by examining work-life balance dynamics through a social class perspective. It reveals class-based disparities in physical, temporal, and psychological outcomes, including the role of economic capital in work-life balance and the challenges encountered by the socially mobile in achieving psychological balance. It emphasizes the need to acknowledge social class implications for work-life balance and urges organizations to address class-based inconsistencies and inequalities in their practices.

All clients are to some extent subject to their attorney's construction of their interests. This state of affairs reaches the extreme in the case of the class action because the class action permits masses of individual claims to be combined in one proceeding to promote efficiency and solve collective action problems. Class action scholars have long debated the role of class members without conclusion. The doctrine on whether and when the class member is considered a “party” to the litigation is incoherent. Neither courts nor commentators are clear on limits of the ethical duty of class counsel – does it run to individual class members or to the class as a whole? And if such a duty runs to the class as a whole, is the class an entity, like a corporation, or an aggregation of individuals each of whom is entitled to enforce class counsel's attorney–client obligations?

The social and environmental challenges facing our society, coupled with financial scandals and crises, have led to increased focus on and expectations for corporate social responsibility (CSR) (Ditlev-Simonsen, 2009; Knox, Maklan, & French, 2005; Midttun, 2007; Samuel & Ioanna, 2007). However, in order to meet this expectation, business students need education in the CSR field. The amount of attention to CSR in business education varies widely (Evans, Treviño, & Weaver, 2006) and the lack of a CSR curriculum in some countries has been severely criticised, with calls for more focus on the subject (Aronsen & Bue Olsen, 2009). In Norway, for example, propositions to the Parliament about CSR urge The Research Council for Norway to pursue and strengthen their programme for financing research in this field (Utenriksdepartementet, 2009). CSR addresses normative and ethical issues, and students’ self-awareness, attitudes and understandings of others are key elements (Banaji, Bazerman, & Chugh, 2003). CSR-related situations comprise a set of dilemmas with no absolute ‘right’ or ‘wrong’. In this sense CSR education is different from most of business school education format, and therefore requires different educational tools.

In this chapter, I utilize insights from symbolic interaction to analyze the identity work processes of larp subculture participants to construct and perform their in-game identities. I extend the research on larp subcultures in two ways. First, I place larping within the larger context of leisure subcultures and society by arguing that larping is representative of changes in leisure and subcultures in postmodern society. Second, I draw upon ethnographic data collected among the New England Role-playing Organization (NERO) to analyze larpers character identity performances. RPG and Larp researchers have developed several theories about the relationship between larp participants and their character performances. While these concepts provide a helpful framework for understanding the participant-character relationship, they undertheorize the in-game constructed performance of identity. Using symbolic interaction theory, I analyze the identity work processes larpers use to construct and perform their larp identities extending our understanding of the similarities between everyday identity and larpers' character identity performances.

The growth of the middle class has become a subject of growing fascination for scholars as of late, not just because the numbers are so astonishing but also because the patterns suggest a shift in both global demographics and the regional geographies of development. Recent estimates from the World Bank indicate that the world's middle class is expected “to grow from 430 million in 2000 to 1.15 billion in 2030”;¹ and that the greatest growth will occur in the developing world. While in 2000, only 56% of the world's middle classes lived in the developing world, this figure is expected to reach 93% by the year 2030 – with China and India alone expected to account for two-thirds of all this expansion.² What may be most striking about the middle classes are not merely their mind-boggling numbers, or their location in the developing world, or the fact that these particular class actors have been ignored for years in studies of late industrializers, or even the fact that the newfound interest in the middle classes comes on the heels of a controversy about the relevance of class in the contemporary era more generally (see Portes, 2000). Indeed, what may be most noteworthy is the set of adjectives that come attached to the study of middle classes, as well as the fact that these qualifiers are different than those employed in prior periods.

This paper aims to explore how teachers’ choice of text, centering of student voices and collaboration with the community around a language arts curriculum impacted the engagement and learning experiences of 85 11th and 12th-grade refugee background students designated as English language learners.

A qualitative self-study framework that inquired into the assumptions about teaching and learning and the roles as social justice educators framed this narrative paper. Student journaling and teachers’ reflection logs and observations of class dramatization during a lesson unit on the play Les Blancs by Lorraine Hansberry formed the research text and informed the thematic analysis and findings of this study. The lenses of culturally sustaining pedagogy and a third space helped unpack the vantages of student voice and community engagement in the curriculum.

In a unit whose central text was chosen based on students’ racial and ethnic identities and their interests, they actively engaged in class and role-played as teachers, generating content that fostered their linguistic repertoires and critical discussions in class. Collaboration with community partners boosted the teacher’s agency with the curriculum and created a model of collaboration and learning for the class.

Student voices and community engagement in learning are powerful tools for designing culturally sustaining pedagogies.

While Lesson Studies are usually defined as “teacher-led” collaborative research for the purpose of improving teaching, one Japanese junior high school has conducted “student-led” Lesson Studies (SLS) for the past 20 years. The purpose of this paper is to clarify how this school involves students in the Lesson Study process to identify the importance of learners’ perspectives and create the best learning environment.

Using the case study method, the researcher observed the lesson study process, research lessons and pre-lesson and post-lesson discussions with teachers and students at the case school, as well as examining the school’s annual reports. One-on-one interviews were held with the principal and teachers at the case school. A group interview was conducted with 18 students (8th grade), and additional interviews were held with four students and a Homeroom Teacher. All interviews were recorded and analyzed based on self-regulated learning theory.

In SLS, students observe the learning activities in other classes and compare them with their own learning activities. Thus, they come to view their in-class learning process in a metacognitive way and can collaborate with teachers to reflect on their learning process and to create a more effective learning environment.

While previous studies on Lesson Study have consisted of artificial/experimental one-time practices involving acute researcher-led interventions, this paper uniquely investigates genuine, daily practices that teachers and students developed on their own. This research is of considerable interest as it goes beyond traditional studies in Japan.