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The purpose of this paper is to explore how an individual's cognitive style influences the type of knowledge they prefer to work with, and to identify how this relationship influences knowledge management strategies and their outcomes.

The paper integrates adaption‐innovation theory and aspects of knowledge management theories.

Adaptors are likely to prefer to work with knowledge that is relatively more explicit and innovators are likely to prefer to work with knowledge that is relatively more tacit. Understanding these preferences, and making the appropriate type of knowledge available to the right mix of adaptor and innovator types of individuals may influence organizational performance.

Conceptual and empirical research should consider how individuals' cognitive style influences their ability to utilize organizational knowledge resources.

Organizations should consider evaluating the cognitive style of their members in order to be able to better assign them to knowledge tasks. Group tasks should be planned with the mix of individuals' cognitive style in mind. These efforts should help to avoid underutilization of appropriate knowledge as well as overuse of inappropriate knowledge.

The paper proposes that cognitive style influences the degree to which an individual prefers to work with tacit or explicit knowledge. This preference can influence the type and degree of knowledge use when performing organizational tasks.

This article aims to introduce the theoretical underpinnings of a project that contributes to the empirical field research study literature concerning societal cultural and individual value priority effects on explicit preferred leader behaviour of employed businesspeople, and in some cases business students. The article then reviews research studies and results related to the theories and operationalisations.

This particular article is an introduction to the history and systems of the Leader Behaviour Description Questionnaire XII (LBDQXII) instrument to assess preferred leader behaviour priorities, followed by a review of empirical studies employing the instrument.

The findings indicate that the LBDQXII is adequate for the task at hand, and that societal cultural differences moderate variability in preferences for leader behaviour associated with leadership effectiveness. The reputation of the LBDQXII has been damaged by researchers, editors, reviewers, and dissertation and thesis supervisors’ lack of knowledge or disregard of available knowledge concerning the development of the instrument, its use, and proper methods and methodology. The results in the project studies indicate that similarities such as the same local language coupled with geographic proximity lead to similar kinds of preferred leader behaviour priorities between countries and within countries having diverse sub‐cultures, such as China. Although the samples were all employed businesspeople, sample differences can have significant effects, such as influence stemming industry membership. A conclusion is that, carefully applied and analysed, the LBDQXII is a useful, reliable, and valid survey instrument that can be employed to prepare, educate, and develop expatriates and local managers as to what behaviours are expected in business organisations in different cultures.

The reliabilities of some scales in the LBDQXII are low for some dimension scales for some countries. An objective of the research project is to produce a shorter, more reliable survey for use across cultures. Studies in the project indicate an influence on factor structure apparently due to the overarching analytic cognition or holistic cognition nature of a society.

The practical implications of the project are to identify and measure preferred leader behaviour dimensions that are similar and different across national and sub‐national cultures. Such information can be used to develop global leaders and to educate and train managerial leaders for success in multiple countries. A conclusion is that the LBDQXII can be employed to prepare, educate, and develop expatriates and local managers for international assignments.

Explicit theories of leadership (ELTs) and implicit theories of leadership (ILTs) have received varying amounts of attention in leadership research. Reading the leadership literature, the author finds little consideration of ELTs (explicit theories of leadership), most study and report on implicit traits, or a mixture of implicit and explicit. A major contribution of this research project and this special issue of the journal is the development of testing and support of an explicit theory of leadership and presenting progress in its operationalisation, and it evaluates a widely used survey instrument across cultures.

Theory remains underused in social marketing despite many potential benefits that may arise if theory is concretely and consistently applied. In response to ongoing calls for standardised frameworks and methods, this study aims to present a four-step theory application process with the aim of supporting improved theory use across the entire social marketing process.

The role and importance of theory application in behaviour change is outlined alongside an integrative review and critical analysis of theory application in social marketing. To address key challenges impeding rigorous theory use, the theory selection, iterative schematisation, theory testing and explicit reporting of theory use (TITE) four-step theory application process is proposed. Evidence-based guidance, current best practice examples, and a worked example are provided to illustrate how the TITE process may be initially followed.

Low levels and poor quality of theory use suggest social marketing researchers and practitioners need further support in rigorously applying theories across the life of an intervention. The TITE process leverages the known benefits of theory use and capitalises on the reciprocal relationship that may be enacted between theory selection, iterative schematisation, theory testing and explicit reporting of theory use.

The TITE process delivers a standardised framework that aims to stimulate rigorous theory application and explicit reporting of theory use in social marketing. Clear theory application and reporting will permit a more fine-grained understanding of intervention effectiveness to be established by shifting away from a simple dichotomous view of effectiveness (success or failure) to unpacking the “active ingredients” contributing to observed outcomes.

The evidence-based guidance and best practice examples provided for each step of the TITE process will increase the accessibility and usability of theory among practitioners. With time the TITE process will support practitioners by delivering a robust theory base that can be reliably followed to further extend on social marketing’s effectiveness.

This paper draws on interdisciplinary methods and resources to propose a standardised framework – the TITE process – designed to support rigorous theory application and explicit reporting of theory use in social marketing. Refinement, uptake and widespread implementation of the TITE process will improve theory use and support the creation of a shared language, thereby advancing social marketing’s cumulative knowledge base over time.

In this chapter, we report on a meta-analysis of 30 refereed journal articles published between 1996 and 2015 by academic developers from Australasia, Britain and South Africa. We used a disciplinary lens to examine academic development research during this period. Specifically, we analysed the academic development literature to identify ‘ways of knowing’, the extent of explicit use of theories and research methods. Findings indicate that academic development research continues to be largely experiential, under-theorised and fragmentary. Articles analysed tended to fall within three research clusters, including education and educational psychology; professional learning and scholarship of learning and teaching; and sociology and philosophy. Qualitative research methods and psychological and sociological disciplinary lenses were dominantly referenced and adopted.

The purpose of this paper is to provide a structured overview of literature in the nexus of trust and accounting. This can serve as a basis for future research, and thus provide a framework for asking more precise and focused research questions.

All papers published in prominent accounting journals during a 15‐year period were examined. Papers pertaining to the field of trust and accounting were categorized and analyzed in more detail, and qualitatively classified in accordance with selected dimensions. The review focused on papers explicitly exploring the link between accounting and trust.

A large proportion of the papers is in the field of management accounting (MAN). The majority of published papers in the field are based on sociological theory, but there are some economics‐based papers. Sociologically based analysis seems to provide more structure, but is also less paradigmatic in nature than economic theory. Only a small number of papers have an explicit definition of the concept of trust. The authors' conclusion is that the state of research has been developing to become more paradigmatic in recent years.

This is the only literature review that provides a comprehensive overview of research on trust and accounting. Thus, it is an aid to future research in the area.

In 1971 Land argued that a social indicator should be a component, that is a parameter or a variable, in a sociological model of a social system or some segment of a social system. This was the first strong suggestion that social indicators needed to be more than some sort of statistical series. Lineberry et al, writing on the use of indicators by municipalities, warned that the first conceptual limitation which should be identified when promoting social indicator use must be the poor record of indicators in detecting causal relationships among various factors contributing to a specific social problem. They attribute this inability to the general lack of social theory. Bunge points out that the very definition of a social indicator of some life quality contains a causal notion relating that indicator to well‐being. This would be acceptable if there were a science of well‐being or at least some reasonable model. He goes on “since no such thing has been constructed so far, we are forced to use our treacherous common‐sense to an extent that is uncommon in science. Which is a polite way of saying that, so far, the study of the quality of life has not been thoroughly scientific.”

It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts.

This paper presents the Special Issue papers thematically and the main issues are discussed.

Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers’ practical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies.

As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.

In this paper we are concerned with the question: what is it about management development programmes that determines what effect they have, in terms of the learning that people take away from them? This question, and our attempt to contribute to an answer to it, will be of interest to all those who are directly or indirectly concerned with designing such programmes (we use the term ‘management development programmes’ to denote any form of event intended to influence management performance through a learning process).

Two interrelated theoretical schemes on leadership are presented in this paper. One is the Chinese CPM leadership behavior model, and the other, the Chinese implicit leadership theory. The CPM model recognizes three factors: Moral Character (“C” factor), Performance (“P” factor) and Maintenance (“M” factor). The Chinese implicit theory on leadership differentiates four trait factors: Personal Morality, Goal Efficiency, Interpersonal Competence, and Versatility. As such, it corresponds well with the CPM theory’s three-factor model. Both of these studies point to the salience of a cultural aspect. It has been demonstrated in the Chinese cultural context that the Chinese still place key importance on the moral character of their leaders and their behavior.