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To overcome the shortcomings of diversity training programs, the purpose of this paper is to conceptualize an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities. Borrowing key principles from the diversity learning (Rainey and Kolb, 1995); integration and learning perspective (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008), the authors develop a new organizational diversity learning framework for behavioral, attitudinal, and cognitive learning at workplaces. They conclude with directions for future research.

This paper first presents an overview of key shortcomings of diversity training programs in relation to their group composition, design, content and evaluation. Second, it borrows the key principles of diversity learning (Rainey and Kolb, 1995); integration and learning perspectives (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008) to delineate the organizational diversity learning framework. Third, it presents a table of the approach contrasted with the shortcomings of diversity training programs and discusses practical and theoretical contributions, along with directions for future research.

This paper conceptualizes an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities.

The organizational diversity learning framework developed in this paper provides an inclusive diversity learning paradigm in which diversity learning rests in the experience of the learner. As stated by experiential learning theory, this framework encourages workers to heuristically learn about diverse perspectives in a psychologically safe environment, to reflect on different perspectives, and to create a new awareness about learning from others. As the participants learn to apply new repertoires for interacting with others in their daily work interactions (e.g. listening to different perspectives shared by unfamiliar social group members), it proposes that their behaviors may create a ripple effect, changing other colleagues’ attitudes, behaviors, and thinking patterns on working with diverse coworkers.

This paper provides detailed instructions for practitioners to facilitate diversity learning. It highlights a few key practical implications. First, the framework provides a method of organization-wide diversity learning through intersecting networks within the workplace, which is designed to reduce the elitist organizational decision making that mainly occurs at the upper echelon. Second, unlike other stand-alone diversity initiatives, the framework is embedded in the organizational decision-making process, which makes employees’ learning applicable to core organizational activities, contributing to both employees’ diversity learning and organizational growth. Third, the framework provides a preliminary model for transferring employees’ diversity learning in daily work operations, nurturing their behavioral learning to interact with different social groups more frequently at work and inclusive of their colleagues’ perspectives, feelings, and attitudes.

Workforces across nations are becoming increasingly diverse, and, simultaneously, the gap and tension between demographic representation in the upper and lower echelons is widening. By joining with other scholars who have advocated for the need to move beyond diversity training programs, the authors developed the organizational diversity learning framework for meaningful co-participation of employees with different statuses, functions, and identities. By inviting minority perspectives into the organizational decision-making process, top managers can explicitly send a message to minority groups that their perspectives matter and that their contributions are highly valued by the organization.

There has not been a conceptual paper that delineates the diversity inclusive decision-making process within a workplace. The authors established the organizational diversity learning framework based on the diversity learning, organizational diversity integration and learning perspectives, and deliberative democracy practices. The proposed framework guides organizations in structural interventions to educate employees on how to learn from multiple perspectives for better organizational decision making.

The essential investments in new product development (NPD) made by industrial companies entail effective management of NPD activities. In this context, performance measurement is one of the means that can be employed in the pursuit of effectiveness.

The purpose of this paper is to propose a conceptual framework of experience co-creation that captures the multi-dimensionality of this construct, as well as a research process for defining of the antecedents of experience co-creation.

The framework of experience co-creation was conceptualized by means of a literature review. Subsequently, this framework was used as the conceptual basis for a qualitative content analysis of 66 empirical papers investigating alternative consumption models (ACMs), such as renting, remanufacturing, and second-hand models.

The qualitative content analysis resulted in 12 categories related to the consumer and 9 related to the ACM offerings that represent the antecedents of experience co-creation. These categories provide evidence that, to a large extent, the developed conceptual framework allows one to capture the multi-dimensionality of the experience co-creation construct.

This study underscores the understanding of experience co-creation as a function of the characteristics of the offering – which are, in turn, a function of the consumers’ motives as determined by their lifeworlds – as well as to service design as an iterative approach to finding, creating and refining service offerings.

The investigation of the antecedents of experience co-creation can enable service providers to determine significant consumer market conditions for forecasting the suitability and viability of their offerings and to adjust their service designs accordingly.

This paper provides a step toward the operationalization of the dimension-related experience co-creation construct and presents an approach to defining the antecedents of experience co-creation by considering different research perspectives that can enhance service design research.

Drawing on the phenomenological concepts of “empathy” and “communal emotions” developed by Edith Stein (1917, 1922), the purpose of this paper is to discuss the co-existence both of the legitimacy and accountability perspectives in voluntarily delivered social and environmental reporting (SER), based on different “levels of empathy” towards different stakeholders.

The paper adopts an interpretive research design, drawn from Stein’s concept of empathy by using a mixed-method approach. A manual content analysis was performed on 393 cooperative banks’ (CB) social and environmental reports from 2005 to 2013 in Italy, and 14 semi-structured interviews.

The results show that CBs voluntarily disclose information in different ways to different stakeholders. According to Stein, the phenomenological concept of empathy, and its understanding within institutions, allows us to interpret these multiple perspectives within a single social and environmental report. Therefore, when the process of acquiring knowledge in the CB–stakeholder relationship is complete and mentalised (level 3, re-enactive empathy), the SER holds high informative power, consistent with the accountability perspective; on the contrary, when this process is peripheral and perceptional (level 1, basic empathy), the SER tends to provide more self-assessment information, attempting to portray the bank in a positive light, which is consistent with the legitimacy perspective.

The concept of empathy introduced in this paper can assist in interpreting the interactions between an organisation and different stakeholders within the same social and environmental report. Moreover, the approach adopted in this paper considers different stakeholders simultaneously, thus responding to previous concerns regarding the lack of focus on multiple stakeholders.

Traditional perspectives of manufacturing strategy tend to focus internal transforming activities, including how transformed resources are handled and the relations with other value‐creating operations inside and outside the firm. Manufacturing management evolved as a discipline with little clear alignments with business strategy and firm positioning. Even manufacturing strategy is often delimited to the boundaries of the firm and its dyad relations to collaborating actors such as suppliers and distributors. This paper aims at exploring and demonstrating what a network perspective can add to the understanding of manufacturing management and strategy.

The research design is built on principal reasoning of future manufacturing strategy. Articles and conference papers together with over 25 years of field studies constitute the empirical base. An industry was chosen to demonstrate the application of the research framework of horizontal and vertical technologies.

The analysis indicates that manufacturing occurs within open‐production systems here called extraprises as an extension to enterprises with their inside the firm focus. Taking a network perspective, it is suggested that a conceptual framework of horizontal and vertical technologies offers a fruitful conceptualization to identify the content and meaning of future manufacturing strategy.

The network theory conceptualization takes the view of manufacturing systems a further step beyond systems theory and contributes a richer framework for manufacturing strategy research.

It is argued that future directions of manufacturing strategy will gain from taking a network perspective using network theory with its foundations in actors, resources, and activities.

The knowledge generated by academics in the field of management is often criticized because of its reduced relevance for professionals. In the review of the literature, the authors distinguish between three streams of thought. The review of the literature and the understanding of the research streams that have been addressed by the academic–practitioner gap in management has allowed to clarify that what truly underlies each of these approaches is a different assumption or paradigm from which the management science focusses.

This paper reviews the main approaches that have analysed this topic, drawing a number of conclusions.

The knowledge generated by academics in the field of management is often criticized because of its reduced relevance for professionals. In the review of the literature, the authors distinguish between three main perspectives. The review of the literature and the understanding of the research streams that have been addressed by the academic–practitioner gap in management has allowed us to clarify that what truly underlies each of these approaches is a different assumption or paradigm from which the management science focusses. To represent the findings of the literature review in this sense, the authors will present, first, a model that serves as a framework to interpret the different solutions proposed in the literature to close the gap from a positivist paradigm. Subsequently, they question this view through a reflection that brings us closer to a more pragmatic and interpretive paradigm of management science to bridge the research–practice gap.

In recent studies, researchers agree that there is an important gap between management research and practice, which may bear little resemblance to each other. However, the literature on this topic does not seem to be guided by a rigorously structured discourse and, for the most part, is not based on empirical studies. Moreover, a sizeable body of literature has been developed with the objective of analysing and contributing solutions that reconcile management researchers and professionals. To offer a more systematic view of the literature on this topic, the paper classifies previous approaches into three different perspectives based on the ideas on which they are supported. Finally, the paper concludes with some reflections that could help to reorient the paradigm from which the management research is carried out.

The purpose of this paper is to analyze the theoretical and practical implications of adopting customer-dominant logic (CDL) of service, focusing on how firms can become involved in the customers’ context.

Inspired by the conceptual discussion of service logic and service-dominant logic, this paper focuses on the conceptual underpinnings of CDL. CDL is contrasted with other service perspectives in marketing; CDL is a marketing and business perspective dominated by customer-related aspects instead of products, service, systems, costs or growth. It is grounded in understanding customer logic and how firms’ offerings can become embedded in customers’ lives/businesses.

The conceptual analysis challenges the prevailing assumptions of key phenomena in service research, including interaction, co-creation, service value and service. The paper presents five essential foundations of CDL: marketing as a business perspective, customer logic as the central concept, offering seen through the customer lens, value as formed and not created and the prevalence of customer ecosystems.

The paper differentiates CDL from other marketing perspectives. Further empirical research is needed in different empirical settings to provide guidelines for adopting the perspective on a strategic and operational business level.

As a firm’s holistic and strategic foundation, marketing is based on understanding how providers participate, at a profit, in customers’ value formation. The paper suggests how firms can successfully conduct business in dynamic markets with empowered customers.

This paper expands marketing and business logic based on customer dominance. It accentuates the importance of understanding customer logic and stresses the presence of providers in the customer ecosystem.

The assumption of wealth creation as the dominant motive underlying entrepreneurial efforts has been challenged in recent work on entrepreneurship. Taking the perspective that entrepreneurship involves emancipatory efforts by social actors to escape ideological and material constraints in their environments (Rindova, Barry, & Ketchen, 2009), researchers have sought to explain a range of entrepreneurial activities in contexts that have traditionally been excluded from entrepreneurship research. We seek to extend this research by proposing that entrepreneurial acts toward emancipation can be guided by different notions of the common good underlying varying conceptions of worth, beyond those emphasized in the view of entrepreneurial activity as driven by economic wealth creation. These alternative conceptions of worth are associated with specific subjectivities of entrepreneurial self and relevant others, and distinct legitimate bases for actions and coordination, enabling emancipation by operating from alternative value system perspectives. Drawing on Boltanski and Thévenot’s (2006) work on multiple orders of worth (OOWs), we describe how emancipatory entrepreneurship is framed within – and limited by – the dominant view, which is rooted in a market OOW. As alternatives to this view, we theorize how the civic and inspired OOWs point to alternate emancipatory ends and means through which entrepreneurs break free from material and ideological constraints. We describe factors that enable and constrain emancipatory entrepreneurship efforts within each of these OOWs, and discuss the implications of our theoretical ideas for how entrepreneurs can choose among different OOWs as perspectives and for the competencies required for engaging with pluralistic value perspectives.