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Purpose – In this chapter, we report on the lessons of cross-disciplinary collaborative workshop between sociologists and engineering educators to synthesize what is known about legitimating and disseminating educational reform and to develop a research agenda for what needs to be known in order to spread educational reform and to overcome on-the-ground resistance to change.

Methodology/approach – This chapter is based on a case study of this workshop, describing the “white papers” prepared by participants prior to the workshop and the research agendas that emerged from discussions of them during the workshop and after.

Findings – The workshop resulted in a sophisticated research agenda as well as some modest efforts to create cross-disciplinary links to implement it. However, a one-time workshop did not overcome institutional barriers to this kind of activity.

Research limitations – Since this is a case study of a single collaboration we cannot generalize to all cross-disciplinary collaborations, although it does provide an example of what works to facilitate cross-disciplinary efforts and what obstacles remain.

Practical implications – An advantage to the workshop was the absence of institutional barriers to cross-disciplinary collaboration. Attendees were removed from their institutions, departments, disciplines, and turf battles. However, without increased institutional support for cross-disciplinary efforts, such as this one, the value of the social sciences for diffusing the innovations of science and engineering reform movements may not be realized.

The chapter presents the implementation of ethics education via challenge-based learning (CBL) in three European settings. At TU Eindhoven (the Netherlands), a mandatory first-year User, Society, and Enterprise course on the ethics and history of technology offers a CBL alternative on ethics and data analytics in collaboration with internal student and research teams. The University of Lübeck (Germany) initiated the project CREATE – Challenge-based Learning for Robotics Students by Engaging Start-Ups in Technology Ethics, which enables 60 students in Robotics and Autonomous Systems to integrate ethical and societal considerations into technological development processes, in cooperation with start-ups from a local accelerator. In Spain, CBI-Fusion Point brings together 40 students from business and law (ESADE), engineering and technology (Polytechnic University of Catalonia), and design (IED Barcelona Design University) for an innovation course focused on the application of CERN-developed technologies to real-world problems. The chapter documents the process of setting up three CBL courses that engage students with grand societal topics which require the integration of ethical concerns from the design stage of technological development. The authors also reflect on the challenges of teaching ethics via CBL and the lessons they learned by delivering experiential learning activities rooted in real-life challenges and contexts marked by high epistemic uncertainty. The contribution reflects the transition to remote teaching and presents strategies employed to enhance online communication and collaboration. The chapter thus provides guidance for instructors interested in teaching ethics via CBL and recommends further lines for action and research.

A review of the first year physics laboratory program in 1991 at the University of Technology, Sydney (UTS) revealed that student laboratory experiences did not: resemble the practice of physicists; give a realistic picture of the contribution of physics to everyday life, or; enhance students’ capabilities of broad value, such as their communication skills. Physics academics at UTS committed themselves to reforming students’ laboratory experiences with inquiry-oriented learning as a center-piece of the reform. This chapter explores the drivers that led to the reconceptualization of the role of the laboratory in the undergraduate curriculum and the strategies and processes we adopted over more than 20 years to embed inquiry-oriented activities into first year physics laboratory programs.

The world of management and technology has become accustomed to the notion of “2.0” advancements and transformative innovations. Is the field of Change Management/Organizational Development itself in this story? Not enough! We re-examine the field’s foundational beliefs, practices, focus, research directions, and value add. We conclude that there is strong evidence from the front line and from an IBM Case Study that the field must “reboot” – to rethink our methods and frameworks; the role and skills of change leadership for the future; change practitioner capabilities for the future; the metrics needed to evaluate progress; and the knowledge exchange between Academe and practitioners.

The wide spread application of projects to many areas of society has led us to identify five generic elements that every project will have to address. They are: project management, project task, stakeholders, resources, and project environment. Each element will be further divided into five sub-elements. This five-by-five model will be used to identify the nature of a specific project and to develop appropriate approaches and means. It will also allow a circular planning process that gradually will lead to coherence among the five elements.

To illustrate the broad spectrum of projects that we see in practice, we have identified five types that will be characterized by the five-by-five model.

In view of the complex nature of most projects, the chapter will introduce four complementary perspectives: a technical, a business, an organizational, and a stakeholder perspective. Each perspective will describe key features of a project and is supported by theories, models, and methods. Although the perspectives are complementary, they are strongly interdependent.

The chapter will give an overview of the book.

Organizational Development and Change (ODC) has been called to aid organizational greening goals. Carbon labeling of products by organizations is a common greening strategy. However, its effectiveness is dependent on supportive consumer behavior. The Theory of Planned Behavior (TPB) is used to explain actor choice in buying low carbon products (LCPs). Actual buying behavior of 873 subjects in China, a country new to carbon labeling, demonstrated that Declarative norms, Attitude, and Perceived behavioral control explained significant variance in actual buying behavior of LCPs. The TPB model may be better served by observing actual behavior versus behavioral intention. Revisions to the TPB model for diagnosis and interventions in behavioral change are indicated. ODC should revert to theoretically informed practice versus the increasing reliance on A-theoretical tools and techniques.

This chapter focuses on exploring social innovation among Māori entrepreneurs. The notion that social entrepreneurship (SE) has always been a core part of Indigenous entrepreneurship is supported by existing literature. However, the role of Indigenous worldviews and the entrepreneurial ecosystem within which the Indigenous entrepreneur operates has been overlooked. A Case Study method was used, Case 1 was a whānau (kinship)-based social enterprise and Case 2 was a trust-based social enterprise. Both cases showed similarities in terms of cultural integration of Māoritanga into their values and how they created social innovation. Case 1 models a social engineer by designing architectural works that integrated Māori designs, but with a contemporary style that changed how the community designed projects. Case 2 also exemplified similar characteristics, but with more focus on creating economic development through community-based enterprise with a social goal using very innovative means such as community volunteering and youth engagement. Case 3 stood for a more shared-economy approach to social innovation. The entrepreneurial ecosystem is perceived by the cases quite similarly because they felt government policies were irrelevant because they did not integrate the core values of Māori. The implications of these findings are mainly policy-based because the Crown needs to re-evaulate how it engages with Māori social entrepreneurs.

Purpose – This paper explores differences in decision-making approaches between physician executives and nonphysician executives in a managerial setting.

Design/Methodology/Approach – Fredrickson and Mitchell's (1984) conceptualization of the construct of comprehensiveness in strategic decision making is the central construct of this paper. Theories of professional identity, socialization, and institutional/dominant logics are applied to illustrate their impact on strategic decision-making approaches of physician and nonphysician executives.

Findings – This paper proposes that high-status professionals, specifically physicians, occupying senior management roles are likely to approach decision making in a way that is consistent with their professional identity, and by extension, that departments led by physician executives are less likely to exhibit comprehensiveness in strategic decision-making processes than departments led by nonphysician executives.

Originality/Value – This paper provides conceptual evidence that physicians and nonphysicians approach management differently, and introduces the utility of comprehensiveness as a construct for strategic decision making in the context of health care management.