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The purpose of this paper is to identify critical components for service science curricula that address the unique competency needs of the service sector.

The method for this investigation included a comprehensive review, analysis, and synthesis of service science, as well as service science management and engineering (SSME) related literature. As human capital is of unique importance in this business sector, particular emphasis was placed on examining the need for human resource development‐related content in service science curricula.

Expansion of the services sector globally has been unprecedented. “Some analysts predict that by 2020, services will account for 50 percent of world trade” (Downe et al.). Yet a global shortage of graduates with the skills needed for success in service sector jobs has been forecast. Compounding this talent shortage is the relatively small number of degree programs available to prepare professionals for service sector jobs. Because the growth in the service sector has outpaced improvements in productivity, quality, and innovation, and there is a lack of skilled talent to address these challenges, increasing attention is being placed on service science curricula.

Given the economic importance of, and current deficiencies in, the service sector it is poised to make a significant impact by improving service science education.

This study aims to explore how the theories of professional capital and decisional capital can be extended to introduce “professional mathematics capital” and “decisional mathematics capital”.

Professional development (PD) efforts in one school district in elementary mathematics education are described to illustrate these extensions and to contemplate ways to enhance teacher learning of mathematics pedagogy.

Both theoretical extensions provided useful frameworks for conceptualizing mathematics PD. Preliminary evidence suggests that participants demonstrated the emergence of professional and decisional mathematics capital.

While there were observed and reported changes to teacher practice, further research is needed to explore the implications of these theoretical extensions on student learning.

This study serves to enhance the literature related to PD and teachers' mathematical content knowledge. The theoretical extensions of professional and decisional mathematics capital are a novel and promising concept that allows for a unique approach to be laid out for those designing PD in mathematics.

In this chapter, we first argue for a green criminological perspective on culture as well as nature, as those concepts are framed in the United Nations Sustainable Development Goals. Second, from within this green criminological perspective we discern a neocolonial hegemony in the resource extraction from developing countries that is represented by international trafficking markets in looted cultural heritage and poached wildlife. In other words, developed nations benefit from these trades while developing nations suffer, and governance regimes attempting to control these global criminal trades prioritise the rational interests and cultural norms of the more powerful market nations over the local interests and cultural histories of communities at the source of the chain of supply. Finally, our third argument is that the emerging intellectual framework of sustainable development, as represented in the UN's goals, may provide a perspective on the issue of trafficking culture and nature that can push back against the neocolonial hegemony of international criminal markets such as these.

This paper offers a synthesis of best practice on how to build, maintain or modify an organisation’s culture. The image of a company in which all employees strive towards common goals is now a well‐established theme of management rhetoric. Teamwork has always been considered an adorned virtue of an organisation, where staff endeavour to work collectively as one body and stick together – whatever the outcome. This idealistic view is, however, a far cry from the real world. This paper provides a set of general guiding principles for culture management in organisations. Leaders and managers are advised to formulate an overall strategy, develop cultural leaders, share the culture by communicating effectively with staff, measure performance and communicate culture in all dealings with customers. These five distinct, yet related, elements are essential if culture management is to be successful, and so this paper argues that for organisational success, all five must ultimately merge to form one unified whole.

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors explain several problems/issues confronting Black male students in P-12 gifted and talented, advanced placement, and special education programs, along with the school-to-prison pipeline – inequitable discipline in the form of suspensions and expulsions. We parse underrepresentation and overrepresentation for this student group. A central part of this discussion is grounded in the achievement gap literature on Black students in general with implications for Black males in particular. Another fundamental aspect of this discussion is the need for educators to adopt an anti-racist (social justice or civil rights) and cultural competence approach to their work, which means being equity-based and culturally responsive in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of Black males are provided for educators. We also compel educators to go beyond talking about equity by setting quantifiable equity goals for minimum and maximum percentages (and numbers).

The nature of rural living is often characterized as remote, limited in social and academic experiences and opportunities, and predominantly White and low income. For Black gifted students, these characterizations define daily isolation and alienation, accompanied by racially oppressive conditions that cause stress and give constant reminders of their oppressed group status, despite their high intellectual, academic, affective, and creative potential. These conditions, coupled with the misnomer that being a rural student means that one must be from the dominant culture, render them invisible on many social and demographic variables. Most scholarly research related to rural education focuses on one demographic – poor White students from Appalachian, Midwest, or Southern communities. While most of the literature focuses on this demographic, the majority of Black gifted students living in rural areas are located in the southern region of the United States. The Black rural community, including Black gifted students, is almost invisible in literature explicating the conditions of rural education in America. This chapter takes an updated look at Black gifted students in rural America based on our previous work on this population. We explore where these students reside, the traits that make them unique, which includes attention to culture, and make recommendations for future research and programming to meet their intellectual, academic, creative, and psychosocial needs with attention to access, equity, and excellence.

As described in the z-Tree (Zurich Toolbox for Readymade Economic Experiments) tutorial (Fischbacher, 2002), use of the z-Tree software for designing and administering research experiments is quite straightforward. z-Tree is likely to be a viable alternative for accounting researchers interested in administering a computerized experimental game, and it could offer some advantages over web-based administration or use of complicated spreadsheet tools. With little or no programming experience and no familiarity with z-Tree, a researcher can likely program the example experiment described herein to be functional within a day and ready to administer within a week. Thus, one appeal of z-Tree is the ease of programming and execution and possibly reduced investment of time by the researcher. This tutorial describes use of the z-Tree software to program a noninteractive accounting research experiment; as such, it should serve as a supplemental and more specific tutorial, with many illustrations, for accounting researchers considering using the z-Tree program.