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Young women's leadership is an area frequently overlooked in educational leadership development. This paper aims to bring young women's voices into educational leadership conversations and illustrate an alternative approach to young women's leadership development.

This qualitative action research study was located in an urban girls' high school in New Zealand. The researcher worked in partnership with 12 young women and used a process of co‐construction to design a leadership development programme. The young women then participated in, evaluated and modified the programme before teaching it to another group of students.

Co‐construction was an effective way to develop a relevant and authentic leadership programme that met the needs of the young women, however, the process was extremely complex. The findings indicated that this approach challenged existing views of teaching and learning and was an active process that required significant efforts to balance input and share ownership between the researcher and the young women.

The findings highlighted the importance of including young women in decision‐making processes related to their leadership learning. Future consideration in this area could relate to creating a sustainable leadership culture in schools by engaging this process across year levels.

This paper outlines an alternative approach to leadership development in high schools that could be used in a number of contexts as these findings related to women's youth leadership development have implications on leadership development for women at all levels.

Increasingly, customers are demanding products that fit their individual needs. Many firms respond by cultivating product individualization via mass customization, often integrating this capability via interactive platforms that connect them with customers. Despite such customization, research to date has lacked cohesion, often taking the organizational, rather than customer, view. The purpose of this paper is to provide inconclusive theorizing in regard to customization from the consumers’ perspective.

The review and synthesis of the literature revealed that co-configuration is an underexplored domain of mass customization. Consequently, an initial conceptualization of co-configuration is developed and compared with current customization strategies. Specifically, the definition and boundary conditions of co-configuration are compared with three domains of mass customization, namely, co-production, co-construction and co-design. This led to the development of research priority areas to establish an agenda for future research on mass customization and its role in customer’ firm relationships.

This paper provides the delineation of four distinct consumer customization strategies, conceptualized in a matrix, and proposes separate customer journey visualizations. In advancing the theoretical understanding by means of a unifying typology, this paper identifies three existing Cs of mass customization (co-production, co-construction and co-design) and focuses specifically on a fourth (co-configuration), identified as an understudied mass customization strategy.

This paper extends the previous conceptualizations of mass customization comprising co-production, co-design and co-construction. The proposed typology establishes a foundation for four research priority areas that can improve both academic rigor and practical application.

This chapter explores the use of Lesson Study (LS) as a strategy for co-constructing pedagogical knowledge and draws on data from a series of interviews with student teachers. Sixteen student teachers, undertaking a postgraduate teacher training program in higher education in England, engaged in LS as an official assessment of their ability to jointly plan, deliver, and evaluate a lesson. LS is thus seen to promote an intense collaborative working relationship between participating student teachers that engenders fresh opportunities for learning. It is argued, then, that this approach can challenge the prevalent model of individually led professional development by facilitating a space for the co-construction of pedagogical knowledge. LS is also explored for its potential to bridge the theory-practice divide by enabling participant student teachers to generate theory from practice.

The paper explores processes associated with the adoption of corporate sustainability communication in a B2B context. It employs a combined action research and sensemaking approach to document moments that precede the initiation of external sustainability communication.

The paper is the outcome of an action research project, where we examine the case of one industrial company that was silent on its multiple sustainability-related practices, but recently decided to become more transparent to the outside world. A processual approach to sensemaking is adopted to show how organisational and non-organisational members actively participated in meaning co-construction.

Corporate silence can be disrupted by triggering events that cause moments of sudden realisation for organisational members, eventually leading to the initiation of sensemaking processes inside the organisation. Once this occurs, the possibility of externally communicating sustainability appears a feasible and strategic approach to pursue. We document how different actors are involved in meaning co-construction and how the entire process of sensemaking unfolds.

A sensemaking approach sheds light on the complexity of sustainability communication, where multiple actors are involved. This is a useful approach to consider in order to couple sustainability with other organisational practices. Moreover, sensemaking opens a window of opportunity for various societal actors' interventions to shape the role and content of sustainability communication.

The paper offers an original, theoretically informed methodological contribution to the literature on sustainability communication by coupling a sensemaking approach with action research. The approach is employed to examine the role of internal organisational actors in sustainability reporting processes, an area that has received scant attention.

The construction of geographical indications agri-food (GIAF) brands play an important role in rural revitalization in China, this study aims to explore how to jointly promote brand building among multiple parties.

A tripartite game model of the producers, sales operating enterprises, and local governments is constructed to analyze the strategy choice of the parties in the complex system behavior evolution stability, and the simulation analysis of the influence factors of brand construction of GIAF and verify the game result.

(1) Increased government subsidies and supervision costs are beneficial to accelerating variety improvement and quality improvement of agri-food, but it is not conducive to the government, Therefore, it is necessary to ensure that the subsidy and supervision cost is kept within a reasonable range; (2) The dividend distributed to producers by sales operating enterprises play an important role in encouraging producers to improve the quality safety of agri-food, but it must be kept within a reasonable range to avoid discouraging the enthusiasm of sales operating enterprises; (3) Cost reduction, and revenue improvement are also effective ways to cooperate with all parties in brand co-construction.

This study does not consider consumers or logistics companies in the evolutionary game model.

This study proposes innovative policies and suggestions for improvement of the brand co-construction of all parties.

Based on the “Rural Revitalization” initiative, this study enriches research methods about brand value and provides a new perspective for brand value co-construction, and theoretical guidance, and empirical basis for formulating innovation policies and recommendations.

Purpose – This chapter demonstrates the social organization practices evident in early childhood disputes in order to promote a greater understanding of the role of non-verbal, embodied actions within the dispute process. In doing so, this chapter offers insight into children's co-construction of disputes and has practical implications for early childhood teachers.

Methodology – Ethnomethodology (EM), conversation analysis (CA) and membership categorization analysis (MCA) are applied to the current study of children's disputes in order to offer insight into the sequences of social organization processes evident in children's disagreements.

Findings – This chapter presents a detailed analysis of the everyday disputes which four-year-old children engage in during their morning playtime at a primary school in Wales, UK. It reveals the children's use of physical gestures to support their verbal actions in order to maximize intersubjectivity between the participants. This joint understanding was necessary during the social organization process.

Practical implications – Managing children's physical disputes within an educational context is recognized as a very difficult aspect of a teacher's routine as the timing and level of intervention are so subjective (Bateman, 2011a). This chapter offers insight into the organization of physical disputes between young children, and so enables teachers to make an informed decision in their practice.

This paper aims to clarify opportunities for collaborative interactions between cooperating teachers (CTs) and preservice teachers (PTs) in practice-based teacher preparation programs (TPPs). The study aimed to explore the discursive moves that facilitate collaboration between one CT and PT.

Grounded in the critical sociocultural theory, this study applied a qualitative microanalytic approach to the study of coaching interactions for the purpose of understanding why and how collaborative discourse developed between a CT and a PT.

This study of discourse moves within collaborative coaching interactions revealed collaborative interactions developed from strategic repositioning of social roles, which created space for authentic problem-posing by both the CT and the PT, and the co-construction of teaching events, which supported more specific planning toward future lessons; and routine and appreciative use of observational data created space for co-construction and co-inquiry.

This study illuminated the complex social and discursive dance embedded within collaborative interactions. The findings also suggested that the project of co-constructing curriculum with someone is a powerful and necessary experience for a PT because it is through this co-construction that PTs learn how to design meaningful curriculum and critically reflect on practice.

This study offers new understandings around how collaborative talk in educational discourse transpires and why providing opportunities for PTs to take a more active role in their own learning is important.

The purpose of this paper is to add to the literature on accounting change in explaining a decade-long effort by the FASB and IASB to develop a set of global accounting standards accepted by markets worldwide. This research studies the effort as one of “convergence” in accounting standards and aims to bring theoretical and empirical clarity as to how we can conceptualize the notion of convergence.

Through a longitudinal study of 23 key FASB-IASB projects undertaken between 2002 and 2011, this paper analyzes processes of accounting change using a blend of institutional theory and political economy. A process perspective provides a method to unfold variants of accounting change by identifying patterns that help us to understand the conditions for and characteristics of convergence.

The author highlights specific variants of accounting change observed during the convergence effort – direct emulation, difference reduction and progressive redesign – as analogous to institutional processes. Where direct emulation and difference reduction reflect institutional processes of imitation and editing or translation, respectively, the author shows how progressive redesign of accounting standards goes beyond these classical categorizations to encompass the notion of “institutional co-construction” (Djelic, 2008).

A longer (shorter) period of study and a greater (lesser) number of projects could be argued for a more comprehensive (more detailed) study; however, limiting the period and project to the terms of the formal convergence program allows for forces driving this particular process to be isolated and their effects extrapolated to broader thinking on accounting and global regulation.

This research informs the global standard-setting community of the evolution of convergence and the factors which impact that evolution by revealing the influence of various institutions, actors and events over time. In particular, the author identifies the impact of the competitive and cooperative conditions under which the FASB-IASB convergence effort operated and reveal how these conditions were influenced by the macro-level economic and political developments occurring over the period.

The purpose of this paper is to study the resource construction mode of the Digital Library Promotion Project, so as to summarize the general characteristics of successful collaborative collection building for digital libraries. Digital Library Promotion Project (DLPP) is a digital culture boosting project launched by the Ministry of Culture of the People’s Republic of China with National Library of China as its implementing unit. The project aims to build a nation-wide library network that could support and guarantee resource development and sharing among public libraries all over China so as to achieve equalization in public culture service among people from different parts of the country. This paper is a case study of the digital library development in China. The present situation of Chinese public libraries is accounted in this paper, and the developing mode and mechanism in cooperation between libraries of different administrative ranking are discussed along with the future development of the project. This paper may provide references to countries and libraries in their efforts to pursue sustainable development.

This paper is a case study of digital collection development and sharing in a developing country where regional differences are large. The paper starts with the environmental scan of the resource situation of public libraries in China, which is the background and significance of the DLPP. The main part of the paper is the introduction and analysis of the collection developing method of the DLPP, including: union catalogue, co-construction of featured resources and joint procurement of databases. Through analyzing the mechanism in collection development and sharing, this paper discusses the measures that guarantees the success of the project.

Through analyzing the mechanism in collection development and sharing, this paper discusses the measures that guarantee the success of the project, these are: sustained financial support from the government, scientific mechanism for cooperation, flexible handling of copyright issues unified standards in resource development and targeted training programs.

This paper is a case study of the digital library development in China. The present situation of Chinese public libraries is accounted in this paper, and the developing mode and mechanism in cooperation between libraries of different administrative ranking are discussed, as well as the future development of the project. This paper may provide references to countries and libraries in their efforts to pursue sustainable development.