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Purpose: The aim is to explore how family relations are affected by societal changes in relation to informal and formal caregiving and self-determination of older adults.

Design/methodology/approach: Care managers (CMs)/social workers (SWs) (N = 124) participated in a comparative vignette study including Japan, South Korea, and Sweden. Systems theory was used.

Findings: Japanese CMs/SWs clearly describe their efforts to create networks in a relational way between formal and informal actors in the community. South Korean CMs/SWs balance between suggesting interventions to support daily life at home or a move to a nursing home, often acknowledging the family as the main caregiver. In Sweden, CMs/SWs highlight the juridical element in meeting the older adult and the interventions offered, and families primarily give social support. Regarding self-determination, the Japanese priority is for CMs/SWs to harmonize within the family and the community. South Korean CMs/SWs express ambivalent attitudes to older adults’ capability for self-determination in the intersection between formal and family care. Swedish CMs/SWs adhere to the older adult’s self-determination, while acknowledging the role of the family in persuading the older adult to accept interventions. The results suggest emerging defamilialization in South Korea, while tendencies to refamilialization are noticed in Japan and Sweden, albeit in different ways.

Research limitations/implications: In translation, nuances may be lost. A focus on changing families shows that country-specific details in care services have been reduced. For future research, perspectives of “care” need to be studied on different levels.

Originality/value: Using one vignette in three countries with different welfare regimes, discussing changing views on families’, communities’ and societal caregiving is unique. This captures changes in policy, influencing re- and defamilialization.

Executives of network organizations seek to combine core competencies and talents of individual firms, along the various links of the value chain for a given project. These firms are brought together in alignment for the purpose of providing organizations a competitive advantage. Using multiple examples as well as results from an extensive research project, this chapter introduces a multidisciplinary model for leading network organizations. The model is informed by theoretical and empirical research and by executive practice. It includes consideration of an organization’s internal interactions as well as its interactions with the environment and with the external organizations within its network. The chapter provides leaders a set of four imperatives for achieving effective collaboration within networks.

Purpose: This purpose of this chapter is to present several theories of financial inclusion. Financial inclusion is the ease of access to, and the availability of, basic financial services to all members of the population. Financial inclusion means that individuals and businesses have access to useful and affordable financial products and services that meet their needs in a responsible and sustainable way. Financial inclusion practices vary from country to country, and there is need to identify the underlying principles or propositions that can explain the observed variation in financial inclusion practices. These set of principles or propositions are called theories.

Methods: The chapter uses conceptual discussions to formulate alternative theories of financial inclusion.

Findings: The study shows that financial inclusion theories are explanations for observed financial inclusion practices. It also shows that the ideas and perspectives on financial inclusion can be grouped into theories to facilitate meaningful discussions in the literature.

Originality/value: Currently, there are no observed or elaborate theories of financial inclusion in the policy or academic literature. This chapter is the first attempt to develop theories of financial inclusion. The theories are intended to be useful to researchers, academics and practitioners. The resulting contributions to theory development are useful to the problem-solving process in the global financial inclusion agenda.

Informal associations are typical features of farm and non-farm ventures especially within rural communities. Owing to the informality of these associations, members of the groups usually evolve strategies to cope with different kinds of economic and social shocks such as the COVID-19 pandemic or unexpected economic recessions. Accordingly, entrepreneurship and non-farm business development in rural areas require massive finance input, which this group largely lacks owing to agrarian activities which is the main source of revenue. Therefore, to inform rural development policies, this chapter draws on the interrelationships that exist between finance options (including formal, informal and social networks) and small business development. Using the World Bank Living Standards Measurement Survey – Integrated Surveys on Agriculture (LSMS-ISA), the analytics identifies informal financing and social networks as leading alternatives to formal financing option in rural businesses. Therefore, we suggest that the government institutions recognise and formalise informal finance systems. This will not only aid access to government interventions and programmes, but foster collaborations with existing formal institutions and investors for sustainable rural business financing.

The statement that evaluation works differently in different contexts might seem fairly obvious, but given how central it is to virtually all aspects of modern life, it is important to understand how these differences affect the objects of evaluation and the people doing the evaluation. Drawing on a mixed-methods study of evaluation in figure skating and classical music, the author addresses how evaluation practices affect judging and performance. In the early- to mid-2000s, the figure skating world transitioned from a judging system where judges used two overall marks to rank skaters to a much more rigid system where judges rate very specific aspects of performances without actively ranking them. These changes have impacted judges and skaters. In the classical music competitions the author focuses on, judges use deliberations to rank performances. The relative flexibility of these evaluation practices generally does not affect judges or performances as much. Building on research on the effects of measurement and evaluation systems, the author argues that formal, specific rules surrounding evaluation shape judging and performance more than informal, diffuse rules. Focusing on competition settings in skating and music, the author discusses how evaluation practices affect program and repertoire construction and the technical and artistic aspects of judging and performance in these fields. In addition to supplementing research suggesting that evaluation systems actively shape what they are designed to evaluate, this work highlights how different types of evaluation contribute to different responses in terms of the evaluation itself and the objects of evaluation.

Accountability is ubiquitous in social systems, and its necessity is magnified in formal organizations, whose purpose has been argued to predict and control behavior. The very notion of organizing necessitates answering to others, and this feature implies an interface of work and social enterprises, the individuals comprising them, and subunits from dyads to divisions. Because the nature of workplace accountability is multi-level as well as interactive, single-level conceptualizations of the phenomenon are incomplete and inherently misleading. In response, this chapter sets forth a meso-level conceptualization of accountability, which develops a more comprehensive understanding of this pervasive and imperative phenomenon. The meso model presented integrates contemporary theory and research, and extends our perspectives beyond individual, group, unit, or organizational perspectives toward a unitary whole. Following this is a description of challenges and opportunities facing scholars conducting accountability research (e.g., data collection and analysis and non-traditional conceptualizations of workplace phenomenon). Theoretical and practical implications are discussed, as are directions for future research.

This chapter presents a survey of education development in Oceania, a region of diversity held together by its commonalities, shaped by the largest ocean on the planet. The chapter outlines the regional contexts of Oceania and offers a brief historical overview of formal education. Oceania, like most regions, has struggled to mediate between global agendas and national and regional aspirations for sovereignty and self-determination. The chapter recounts ongoing efforts to navigate education in the post-colonial period, efforts to negotiate some of the aspirations of the Millennium Development Goals (MDGs), Education for All (EFA), and other global agendas of the early 2000s with, more recently, the Sustainable Development Goals (SDGs). In this survey, we hope to demonstrate collective efforts to respond to global agendas, to shape and strengthen regionalism, while maintaining sovereignty in a globalized world. We also highlight the evolving identities of the region, in particular the relationships between Australia and Aotearoa New Zealand and the Pacific countries that collectively make up Oceania.

This chapter investigates how and to which extent the European Union (EU)-related content is taught in Romania, by analyzing the school curricula and the teaching and learning methods at undergraduate level (primary and secondary school). It distinguishes between formal and non-formal education on European issues and emphasizes the role of teaching and learning the EU in building European identity and the sense of belonging to the EU. Both textbooks (as traditional learning tools) and various educational activities and learning methods using digital technologies (digital platforms, databases, simulations, games, etc.) are taken into account. The examples of non-formal activities presented in this chapter help to better understand the EU, its regions, its institutions, and their functioning. This chapter suggests the need to focus more the school curricula on skills training, participatory learning, education of values and attitudes, and less on mechanical transmission of information. The examples of good practice presented show the role of the European education, whether classical education or that one based on the use of new communication technologies, in the formation of an European consciousness, in the better understanding of the present by learning the past and in the development of participatory attitudes.

The management control and performance measurement literature reflects a long history of discussion related to organizational, team, and individual rewards. Yet, much of the research and guidance in the academic and managerial literature has been inadequate. Reflecting work on three current research studies, this chapter examines the gaps in our current understanding of the relationship of performance measurement, rewards, and performance and suggests some research questions that are of significant interest.