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This paper aims to explore the effects of the increased influence of accounting on core values and practices within the services providing home care in Sweden – a public sector setting involving inter‐organisational cooperation.

Case study data were obtained primarily through semi‐structured interviews with managers and front‐line staff involved in home care.

When accountingisation is extended to include inter‐organisational cooperation, a form of heterogeneous accountingisation occurred in the home care services: an internal domain (with a low level of accountingisation) could be differentiated from an inter‐organisational domain (with a high level of accountingisation). When the accounting‐induced disturbances intensified, there was a redefinition of core values. In the internal domain, core values of pensioner‐oriented focus and flexibility during service delivery persisted. In contrast, in the inter‐organisational domain, core values had the legal boundaries of the organisation as their central foundation, standardisation was emphasised, and inter‐organisational work practices were defined as the other organisation's responsibility. The findings also extend the research on absorption groups by indicating the rise of a new type of absorption process. Absorption was not undertaken by a few individuals, specialist work groups or satellite organisations, as described in the literature; instead, all front‐line welfare professionals were involved in absorbing the accounting‐induced disturbances when performing their tasks.

This case study research is context‐specific and the meaning and consequences of accountingisation may differ within the public sector because of the status and strength of professional groups concerned.

To date, research on accountingisation has primarily employed an intra‐organisational perspective. This paper analyses accountingisation in an inter‐organisational setting.

Core groups stand as the tangible, but fluid repositories of knowledge, influence and power in organizations. Thus, the core group in any organization is the focal point of organizational learning throughout the organization, because people act to fulfill the perceived needs and priorities of some key group of people. An organization goes wherever its people perceive that the core group needs and wants to go. An organization becomes whatever its people perceive that the core group needs and wants it to become. Core Group Theory holds implications for how the complex of power, knowledge and influence interacts with organizational opportunities for genuine learning and creativity.

The purpose of this paper is to investigate how to strategically reengineer the government processes in e-governance to ensure the implementation of future-oriented and sustainable e-governance across developing countries.

This study has used learning from the theory of strategic intent. The present study has been conducted using exploratory sequential mixed method research. The findings of exploratory study, supported by extant literature on reengineering, core competencies and e-governance success, forms the basis for proposed research framework, which is empirically tested with 359 respondents from the two government departments in India using partial least square technique.

The findings of this study suggested that it is needed to reengineer the government processes with a view to develop the core competencies to ensure the long-term success of e-governance implementation in terms of future-orientation and sustainability. The reengineering transformations are found to have significant positive effect on the core competencies development that, in turn, has a positive effect on the success of e-governance.

The limitation of this study is the small sample size of qualitative and quantitative study owing to the missing willingness of government officials to respond to the research instruments.

The findings of this study would help e-governance practitioners to focus on the key strategic areas which will ensure the long-term success of e-governance and make the same valuable for the current and upcoming generations.

This study made an original contribution to e-governance literature by developing and validating a theoretical model for empirically assessing the strategic effect of business process reengineering changes on e-governance success (in terms of future orientation and sustainability) through mediating variable, core competencies.

The paper seeks to suggest methods that will enable innovative and effective communication and collaboration between clients and construction project management professionals.

The methodology involves workshops with construction clients documented in working documents circulated to participants.

Workshops revealed trends that urge a re‐evaluation of the briefing process. The need for better briefing with the focus on end‐users is increasing. The findings also pointed to difficulties for construction projects to deliver what the user‐clients need. There was considered to be a lack of systems and methods to keep track of user client demands sufficiently and in a satisfactory way. Goals need to be iterated and validated on a regular and coherent basis throughout projects. An increased interest for process‐oriented and strategic briefing was indicated.

Further studies are required to develop a client/user driven construction process that is more than just new statements. Research needs to address not only issues in the business as such, but also what requirements should be put on the education and training of stakeholders who are active in the construction sector.

The paper presents a challenge to the traditional role of several actors; there is a need to communicate core business needs to construction prerequisites in a reciprocal way. There is a need of choosing logic – however, this does not diminish the need for methodologies for capturing, processing and verifying requirements in the process of provision of facilities to a user.

The paper proposes the idea that different logics govern actions by construction industry stakeholders, an issue the construction sector needs to address.

This chapter describes concrete guidelines for promoting reflection in teacher education. First, a phase model for reflection is introduced, which helps to promote meaning-oriented reflection. Next, typical problems related to reflection in teacher learning are discussed, which have led to an approach for making reflection more effective and transformative. Examples show how this Core Reflection approach, which is based on a model of levels of reflection, can bring the power of ideals and personal qualities to bear upon practitioners’ experiences of teaching and learning. Empirical studies on the use of the approach are discussed, as well as implications and context factors influencing the possibilities for using Core Reflection in various international contexts.

Global procurement of service activities has received an increasing amount of managerial attention in recent years. Service firms seem to have begun sourcing part of their service activities from abroad in much the same way as manufacturing firms have sourced components and finished goods in the past 30 years. However, little is known about the nature of service global sourcing strategy. In this study, we examine the differences in the characteristics of core service activities provided by service firms that market pure service activities versus those service firms that market service activities which involve tangible goods, and the extent to which both types of service firms engage in internal and foreign sourcing of core service activities before the service activities are provided to their customers. The results show, among others, that the level of inseparability of core service activities performed and/or sourced by “pure” service firms is significantly higher than that of “non‐pure” service firms and that “non‐pure” service firms consider foreign sourcing drivers as much more important factors in influencing the decisions in selecting potential suppliers for core service activities. Managerial and theoretical implications are explored.

This study aims to investigate how university students' basic psychological needs (autonomy, competence and relatedness) determine whether coaching or training is more supportive for them.

Real-life coaching (N₁ = 110) and training (N₂ = 176) processes with students as clients were examined, measuring the students' needs before the coaching/training, their need fulfilment after the coaching/training and their satisfaction and goal attainment/intrinsic motivation after the coaching/training.

The results show that university students with a higher autonomy need had this need fulfilled to a greater extent through coaching, while university students with a higher competence need had this need fulfilled to a greater extent through training.

The research focused on university students and was conducted at German-speaking universities, so it is unclear to what extent the findings are transferable to other contexts. In addition, future research is needed to further compare other personal development tools, such as mentoring or consulting.

The results depict the relevance of the most appropriate personal development tool (coaching or training) depending on students' needs. Furthermore, coaches should be autonomy-supportive, while trainers should be competence-supportive.

Supporting students with the most appropriate personal development tool is essential for the effectiveness of this tool. Thus, the personal development tool used should reflect students' needs: students with a high autonomy need should receive coaching, while students with a high competence need should receive training.

The past 40 years of reform and opening up have seen the role of core competence receive unprecedented attention because of the impact of the new normal economy as well as the pressure of transformation and upgrading. Few Chinese enterprises have effectively constructed core competence, and there is also a lack of strategic perspective and contextual embedding of its construction process in theory. This study aims to analyse the unique contextual characteristics of China in the transitional period and the impact on the core competence construction of Chinese enterprises and proposes its construction mechanism for Chinese enterprises.

Through theoretical deduction and speculation, this paper analyses the process of concept formation, clarifies the concept, analyses its connotations and structure and emphasises its relativity. Based on a review of the theoretical research on the core competence construction process and an analysis of dual contextual impact, this paper puts forward a mechanism for core competence construction.

The results reveal that four specific characteristics of entrepreneurs in balancing and coping with the dual nature of external context constitute the key driving force for a Chinese enterprises’ core competence construction; under the influence of this driving force, the core competence construction mechanism includes process mode, knowledge source, management mode and key success factors.

Approaching it from a Chinese context, this study deepens the concept of core competence; enriches and develops the research related to the core strategic research proposition of its construction; and provides positive significance for Chinese enterprises to effectively build, develop and strengthen core competence and enhance their international competitiveness.