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The purpose of this study is to examine the identification and collaboration rhetoric of the Norwegian government and public health authorities during the pandemic. The aim is to show whether and how actors use strategies and themes of identification, and whether they build identification with their publics.

The study combines qualitative and quantitative methods. Six identification strategies were identified through manual text analysis of press statements; word counts of each strategy were registered electronically to access quantitative data of individual actors.

The three strategies reflecting values, the two strategies reflecting division and disagreement and the strategy reflecting change showed almost equal frequencies. The strategy of shaping community, serving the function of change, and the division strategy, demonstrating identification through dissociation, were the most frequent strategies. Politicians preferred the collaboration strategy, while health experts preferred the strategy of concern and recognition.

The six identification strategies extend the understanding of leadership crisis communication and contemporary rhetoric as community-building discourse aiming for speaker–audience collaboration. The study demonstrates that division and disagreement are equally essential components of crisis communication as values and change. When actors differ in choice of strategy, themes and publics, they may still come across as coordinated and unified in their calls for solidarity, collective efforts and common understanding.

This paper aims to explore how Maori entrepreneurs in Aotearoa New Zealand negotiate cultural and commercial imperatives in their entrepreneurial practice. Culture is integral to Indigenous entrepreneurship, an example being tikanga Maori (Maori cultural values) and Maori entrepreneurship. This study discusses the tensions and synergies inherent in the negotiation of seemingly conflicting imperatives both theoretically and practically.

This study reports on a thematic analysis of semi-structured interviews involving ten Maori enterprises of the Ngati Porou tribe on the east coast of Aotearoa New Zealand.

This study finds that depending on their contextual and cultural orientation, Maori entrepreneurs use tikanga to help negotiate cultural and commercial imperatives. The contingency of entrepreneurial situations and the heterogeneity of Maori perspectives on whether (and in what way) tikanga influences entrepreneurial practice appear influential. The authors propose a typology of Maori entrepreneurs’ approaches to explain the negotiation of cultural and commercial imperatives comprising the “culturally engaged Maori entrepreneur”; the “culturally responsive Maori entrepreneur”; and the “culturally ambivalent Maori entrepreneur.”

This study proposes a typology to analyse entrepreneurial practices of Indigenous entrepreneurs’ negotiation of cultural and commercial imperatives.

Innovation for service contributes to service quality and customer satisfaction, and further benefits service-centered organizations to sustain competitive advantages. However, concurrent mediating and moderating mechanisms underlying innovation for service at both the group and individual levels have been scarcely investigated. The purpose of this study is to explore multilevel mediating and moderating mechanisms behind the relationship between dual-level transformational leadership (TFL) and innovation for service at the group and individual levels.

Data were collected from two countries (i.e. China and Australia). Multilevel structural equation modeling was employed to validate the research model. Bootstrapping with 5,000 replications and latent moderated structural equation modeling were used to respectively examine the mediating and moderating mechanisms.

The cross-national results showed that task interdependence and creative role identity respectively played as the group-level and individual-level mediating roles between TFL and innovation for service. It was also found that task interdependence played as a cross-level predictor enhancing individual innovation for service. Task interdependence was a moderator on the relationship between individual-level TFL and creative role identity among Australian employees, but not among Chinese employees. The relationship between creative role identity and individual innovation for service was not moderated by task interdependence among both Chinese and Australian employees.

This study contributes to advancing the TFL–innovation research through revealing dual-level TFL as the antecedent of innovation for service at both the group and individual levels. It also extends the understandings of the mediating and moderating mechanisms behind this dual-level relationship between TFL and innovation for service.

This study examined the impact of school leadership on teacher professional collaboration, with collective teacher innovativeness and teacher self-efficacy (TSE) playing the mediating role. Two most commonly used leadership styles, instructional leadership (IL) and distributed leadership (DL), were analyzed using a multilevel design, i.e. teachers are nested within schools.

The proposed model was validated using data of Taiwan TALIS 2018 collected from both teachers and principals and analyzed using hierarchical linear modeling.

Results showed that IL and DL influence teacher professional collaboration through different paths. IL had a significant direct impact on teacher professional collaboration alone, while DL had a significant direct impact on both teachers' collective innovativeness and their professional collaboration. While TSE had a direct effect on collective teacher innovativeness, TSE and collective teacher innovativeness had a direct effect on teacher professional collaboration.

This study highlights the significant impact of principal leadership as both principals and teachers work in the same environment and culture co-shaped through the interaction and collaboration. Research evidence regarding the effects of IL and DL on teacher professional collaboration is limited; this is even less evidential when the indirect effects of variables mediating between school leadership and teacher outcomes, including teacher collective innovativeness and TSE, are added to the total effects. The present findings provide useful references for principals and teachers when promoting professional collaboration to achieve desired outcomes in school and student improvement.

This study aims to think critically about collaborative working through the practical application of an ethics of care approach. The authors address the following research questions: How can the authors embed an ethics of care into academic collaboration? What are the benefits and challenges of this kind of collaborative approach? The contextual focus also incorporates a collective sense making of academic identities over the course of the COVID-19 pandemic.

The authors focus on the activities of the “Consumer Research with Impact for Society” collective at and around the 2021 Academy of Marketing conference. The authors draw on the insights and labour of the group in terms of individual and collaborative reflexivity, workshops and the development of a collaborative poem.

First, the authors present the “web of words” as the adopted approach to collaborative writing. Second, the authors consider the broader takeaways that have emerged from the collaboration in relation to blurring of boundaries, care in collaboration and transformations.

The overarching contribution of the paper is to introduce an Ethics of Collective Academic Care. The authors discuss three further contributions that emerged as central in its operationalisation: arts-based research, tensions and conflicts and structural issues. The application of the “web of words” approach also offers a template for an alternative means of engaging with, and representing, those involved in the research.

The purpose of this study is to explore mathematics teachers' collaboration within their professional learning communities (PLCs), and to gain insight into how the teachers developed their collective efficacy through it to focus on improving student learning.

Using a qualitative approach, data were collected from three high-performing secondary schools, mainly through semi-structured in-depth interviews with the Heads of Mathematics Unit. For explication and triangulation purposes, focus group interviews with the mathematics teachers and students and document analysis were also conducted.

The findings indicate that PLCs were the vessel through which a culture of disciplined teacher collaboration was fostered. More importantly, this culture encouraged teachers to participate in reflective dialogues that became a driver for their learning, and eventually led to their changed professional practice for improved student learning. The collaborative setting within the PLCs allowed teachers to pool their resources, knowledge and individual expertise to identify their student learning focus, and administer and measure their student intervention strategies. This collaborative professional learning reduced professional isolation, and as a result, improved teachers' collective pursuit of professional growth to impact student outcomes.

The aim of this qualitative study was to provide a detailed description of the teachers' collaboration within their PLCs based on the researchers' interpretation of how the participants make sense of their PLC practices and experiences. Hence, findings are indicative, and not definitive. In addition, the Heads of the Mathematics Unit, and the mathematics teacher participants in this study illustrated salient aspects of subject subcultures, where their beliefs, norms and practices were non-generic, or specific only to their subject context. Therefore, the implications to practice were built from commonalities shared only among the mathematics units.

This is a study in a Malaysian context that provides empirical evidences that are concerned primarily with the process of teachers developing their collective efficacy through disciplined collaboration within their PLCs.

This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?

Within this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.

Utilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.

Since collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.

Though there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.

This study examines whether engagement with Sustainable Development Goal (SDG)-focused specialized training programs enable senior public officials (focal actor) to collectively deliver on public services that have a transformational societal impact over time. Further, the study explores the factors that impede and facilitate the delivery of such services. The authors do so by using service mechanics theorization and drawing on the lens of actor and collective engagement.

This study undertakes a longitudinal exploratory qualitative study design. SDG-focused training programs were delivered, as interventions, for two cohorts of senior public officials from Bangladesh in an Australian University in 2017 and 2019. In-depth interviews were conducted upon the training's completion and then after 8- and 12-month intervals to assess the short- and long-term impact respectively.

An empirical framework is proposed from the study findings. It shows that engagement – cognitive, emotional and behavioral – with SDG-focused specialized training programs enables focal actors (i.e. senior public officials) to engage other actors (other public officials, community members) in networks, facilitated the delivery of SDG-aligned public services. Such engagement results in a transformative impact that spans micro (individual), meso (organizational) and macro (societal) levels over time. Factors that impede and facilitate SDG-aligned delivery of public services are also identified.

Theoretically, the authors contribute to the literature that relates to actor and collective engagement, SDG-focused capacity-building training programs and service mechanics. Practically, this study informs organizations about the ways that they can effectively engage their senior employees with capacity-building training programs that focus on sustainability.

This study is one of the few that connects the interface between public service delivery for enacting societal changes and SDG-focused capacity-building training programs through service mechanics theorization and using the lens of actor and collective engagement.

To explore the mechanism that shapes firms' supply chain learning (SCL) practices, this study examines the relationship between firms' knowledge network embeddedness and their SCL practice in a supply chain network, as well as the moderating role of supply chain network cohesion in this relationship.

Using patent application data and supply chain partner information from 869 listed firms between 2011 and 2020 in China, this study uses fixed-effect regression models to reduce endogeneity problems by controlling for individual heterogeneity effects that cannot be observed over time.

Firms' knowledge network embeddedness has an inverted U-shaped effect on their SCL, and this non-linear relationship is conditional on supply chain network cohesion, which strengthens (weakens) the positive (negative) effect of knowledge network embeddedness on SCL.

The findings show that managers can reconcile the downsides of knowledge network embeddedness on SCL by fostering greater supply chain network cohesion.

Drawing from the network pluralism perspective, this study contributes to supply chain literature by extending the research context of the antecedents of SCL from a single-network setting to a dual-network setting. It extends the network pluralism perspective by showing that not only positive effects but also negative effects of network embeddedness can transfer from one network to another.