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Social movement scholarship points to the significance of collective identity in social movement emergence. This chapter examines the relationship between structural identities, such as race, gender, and sexuality, and the collective identity of student activist conferences in order to analyze how groups succeed or fail at engaging difference. Utilizing ethnographic participant observation at two student activist conferences – one of majority Black students and the other of majority white male students – this chapter employs an intersectional framework in analyzing the resonance of organizational collective action frames. This chapter finds that cultural resonance, frame centrality, and experiential commensurability are all important factors in engaging difference, and that the utilization of political intersectionality in framing may shape frame resonance. This framework that applies intersectionality to framing contributes to social movement analysis by recognizing how structural identities shape collective identity and group mobilization.

This brief history of the International Study Association on Teachers and Teaching (ISATT) documents developments and trends during the decade 2013–2023. To situate recent ISATT history, we begin with an overview of the association's first 30 years (1983–2012). The dominant theme of those early years was developing ISATT as a recognized and influential professional organization connecting researchers on teaching and teacher education from a growing list of nations and regions of the world. During the most recent decade, there has been a concerted effort toward broad internationalization through biennial conferences and regional meetings, and a growing network of national representatives from across the world. Also, the ISATT journal, Teachers and Teaching: Theory and Practice, the journal, which began in 1995, has published hundreds of peer-reviewed articles written by more than 1000 authors and coauthors, contributing to a growing body of knowledge about teaching and teacher education in many cultures. In the last 20 years and especially in the past 10, the locations of ISATT meetings have become significantly more diverse, following a trend of greater internationalization compared with ISATT's European and North American beginnings. At the same time, the number of ISATT members remains stable and small thereby preserving a collegial and collaborative tone in our exchanges. In sum, ISATT's recent decade finds the association intellectually healthy, successful in managing the challenges of the Covid-19 pandemic, and enriched by the proliferation of multinational points of view and styles of research.

This chapter qualitatively explored the impact of including parent liaisons (i.e., parents with lived experience caring for a child with complex needs, who support other caregivers in navigating child and family needs) in a case conferencing model for children with complex medical/social needs. Case conferences are used to address fragmented care, shared decision-making, and set patient-centered goals. Seventeen semi-structured interviews were conducted with clinicians and parent liaisons to assess the involvement of parent liaisons in case conferencing. Two main themes included benefits of parent liaison involvement (10 subthemes) and challenges to parent liaison involvement (5 subthemes). Clinicians reported that liaison participation and support of patients reduced stress for clinicians as well as family members. Challenges to liaison involvement included clinical team/parent liaison communication delays, which were further exacerbated by the COVID-19 pandemic. Parent liaison involvement in case conferences is perceived to be beneficial to children with complex needs, their families, and the clinical team. Integration of liaisons ensures the familial perspective is included in clinical goal setting.

This chapter describes a unique model used by one teacher educator to provide an authentic process for assessing student learning and observing how students represent themselves as teachers to their families. The student-led parent conference is a means of making learning more viable and more intrinsically motivating because it incorporates elements of choice and a real audience for evaluation. A powerful by-product is the credibility it can give to at least one recommendation university professors often make about what classroom teachers should do.

Collaborative capital, or the capacity to work effectively with others toward shared goals and outcomes, reflects an accumulation of both skills and resources by individuals or groups. Traditionally, these skills and resources represented products of experiences in face-to-face task or interest groups. More recently, reflective of organizational trends to collaborate more often across both geographical and organizational boundaries, these experiences have been mediated by technologies designed to facilitate collaborative work. Often, however, the people using the technologies already know one another and interact face-to-face periodically. In contrast, in this chapter, we focus on a new technology-enabled social form, the multi-day online conference enabled by iCohere, an emerging groupware technology supporting the conference, to examine how collaborative capital might be built in and among previously unacquainted, globally distributed individuals. Using Erickson and Kellogg's notion of “social translucence” we explore the case of one online conference attended by over 600 participants in 50 countries to identify technologic and social infrastructures conducive to the generation of new collaborative capital through participation in virtual spaces. By design, the technology and conference plan replicated common conference experiences conducive to collaborative capital development, but conference attendees also interacted and participated in ways that transcended the possibilities of a face-to-face conference. We anticipate these findings to be interesting for both managers and project team leaders seeking to foster collaborative capital development with the aid of modern communication and collaboration technologies.

Bidding, planning, design, and management are principles of successful conference execution. In this chapter, an appreciation of context and the specification of concrete guidelines are shared on how to make a conference a success. Micro examples inform the perspectives on how to apply event domain literature in the management of an academic association conference. Practical viewpoints, including strategic planning guidelines, operational documents, and event design philosophies shed light on professional conference management. Key success factors and challenges related to its design provide a yardstick on how to execute a conference. Key summary issues and special tips for success are also highlighted.

This chapter covers the history of the Standing Conference for Management and Organizational Inquiry (sc’MOI). It develops insights into embodiment conference practices, how critical storytelling was part of our conference work from the beginning, and how the conference community used “ensemble leadership” rather than a hierarchical solo leader, or board-led approach. Sc’MOI existed for 25 years, and disbanded, while still solvent.

In this chapter, the relationship between self and community is addressed through inquiring into the impact of the International Study Association on Teachers and Teaching (ISATT) on the professional learning, teaching, and research of members specifically in the Asia-Pacific region. The authors employ qualitative methods, primarily self-study and narrative inquiry, and use descriptive statistics derived from survey responses to support their claims. The work not only speaks to ISATT’s significant shaping effects but also to historical and contemporary challenges the organization faces as it moves toward the future.

To identify change in the understanding of entrepreneurship in libraries through content analysis of presentations that were a part of the Conference for Entrepreneurial Librarians from 2009 through 2016. This chapter will discuss key topics and findings related to libraries and entrepreneurship.

Presentations delivered at the conference were categorized into topics and were tracked to uncover perceptions of what is entrepreneurial in libraries and how the importance of certain issues has changed over time. This chapter summarizes the results of that evaluation and of a survey of attendees after the conferences ended.

Entrepreneurship in libraries in 2009 was more heavily linked to making money. Over time, however, the term “entrepreneurial” became more conceptually associated with finding value, reaching out to new constituencies, and taking risks. There is a definite distinction as to the definition of “entrepreneurial” between public libraries (who consider community outreach to be a part of their core mission) and academic libraries (who often see this as an entrepreneurial enterprise). The finding that librarians attended the conference to “find change agents” indicates a yearning to identify with others in the field who are likewise seeking ways to be entrepreneurial.

The evaluation of the status of “entrepreneurship in libraries” has never before been undertaken by evaluating the presentations of the practitioners in a conference setting. Since the practitioners are determining what is most valuable to discuss with others in the field, this provides some insight into the status of entrepreneurship in the field.