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We offer a new perspective on group affective diversity by introducing the construct of mixed group mood, denoting co-occurring positive and negative mood states between different members of a group. Mixed group mood is characterized by four facets, namely members’ distribution between two positive and negative subgroups, subgroups’ average mood intensity, subgroups’ mood intensity heterogeneity, and individual members’ mood ambivalence. Building on information/decision-making and social categorization/similarity–attraction perspectives, we explore the performance consequences of mixed group mood along these four facets and we discuss implications and directions for future research.

This chapter discusses new developments in nonparametric econometric approaches related to empirical modeling of demand decisions. It shows how diverse recent approaches are, and what new modeling options arise in practice. We review work on nonparametric identification using nonseparable functions, semi- and nonparametric estimation approaches involving inverse problems, and nonparametric testing approaches. We focus on classical consumer demand systems with continuous quantities, and do not consider approaches that involve discrete consumption decisions as are common in empirical industrial organization. Our intention is to give a subjective account on the usefulness of these various methods for applications in the field.

Reviews of Ground Zero, New York on TripAdvisor show a diversity of interpretations. Amidst the cacophony of voices, there is communication and a semblance of community. This sense of community—despite the lack of strong coherent and consistent views, a plethora of diverse topics, and heterogeneous perspectives—is brought together and built on chronotopic (time–space) structures. Drawing inspiration from Bakhtin’s chronotopes, this chapter shows how spatial and temporal structures are negotiated. The negotiation processes demonstrate that tourists now have a global platform to communicate and are able to stake claims of legitimacy to interpreting foreign heritage. Thus tourists are layering new meanings on historical sites and are contributing to the rewriting of local histories, all as part of glocalization.

The purpose of this chapter is to create awareness and provide practical solution for the diversity conflicts and challenges facing people in Afghanistan.

The content comes from the literature and personal observations of living in Afghanistan, while also meeting several ministers and the former president of the country.

While most people around the globe might perceive Afghanistan as a homogeneous society made up of people with similar beliefs and goal, the reality is far from it due to the heterogeneity of ethnicities, values, and languages spoken in the country. Of course, heterogeneity can make a society much more complex when diversity is not managed effectively, and this is certainly the case in Afghanistan’s divided population. When a heterogeneous society is not inclusive and not managed well, its consequences can be high levels of discrimination, distrust, violence, and animosity among diverse people groups. Afghanistan is an Asian collective culture, which has suffered from many negative consequences caused by mismanagement of diversity, low levels of education, and political acrimony among different people groups based on tribalism.

There was no funding to conduct primary research. As such, the literature and conclusions are based on personal experiences of the author, interviews with the current and former political leaders, and previously published materials.

This chapter suggests that inclusion, education and diversity management are especially crucial for Afghanistan. A review of the Afghan cultural diversity is provided along with suggestions for creating a more inclusive country for all citizens.

The chapter is an original writing based on the author’s socialization, education and interaction with the Afghan culture. As an expert trainer and researcher, the author provides practical content for education, application, and policy development in Afghanistan.

In recent years, the academic profession has received increased interest as an object of study. Higher education systems all over the world have submitted to deep and structural changes with implications for this professional group. Two relevant international projects have been developed to analyze changes in the academic profession in a comparative way: “The Changing Academic Profession” (CAP) and “Academic Profession in Europe: Responses to Societal Challenges” (EUROAC). The aim of this chapter is to analyze the major results of these projects, reflecting on the way they have incorporated theories in the field of sociology of professions, and, simultaneously, to reflect on the contributions the empirical results of these studies have brought to the theoretical framework in this specific field of study. Data analysis reveals that, even if academics do not engage in an in-depth discussion about academics as a professional group, it is possible to classify them as the ‘producers of producers’, or as a meta-profession. Simultaneously, analysis of current changes in the academic profession demonstrates the existence of an increasing internal diversification and fragmentation (based on such dimensions as changes in academics’ roles, employment and working conditions, internationalization processes, autonomy, gender, and age). These results suggest the need to include professional internal diversity in the current debates on changes in professions in contemporaneous societies.

The paper describes six major approaches within strategic groups research: the industrial organization perspective (the IO-view), the strategic choice perspective, the strategy types perspective, the cognitive perspective, the customer perspective, and the business definition perspective. The two most promising perspectives to make real advances in the strategic management discipline seem to be the cognitive view and the business definition perspective. The purpose of a grouping based on business definitions is to provide an insight, as objective as possible, of the industry’s substructure which also corroborates with the cognitive maps of the industry which the CEOs have in mind. From a practical point of view, the classification of firms in groups based on commonality in business definition (buyer scope, product scope, geographical scope and degree of vertical integration), allows managers to compare their own firms with comparable firms (the firms within the same group). The research concerning strategic groups in the Belgian beer brewing sector and the Belgian electrical wholesale sector is presented. The major problems within the strategic groups research are discussed.

This chapter discusses the coupling of High Impact Educational Practices with an Active Learning pedagogical approach applied within an introductory undergraduate Visual Communication course (VC1). The course involves several high impact educational practices, such as collaborative assignments, community-based learning, and ePortfolios as reflective tools. VC1 is also open across the School of Art, Design, and Media and accordingly attracts a diverse, multicultural cohort. This heterogeneity provided an ideal circumstance to encourage the exploration of differing cultural perspectives, life experiences, and worldviews and, subsequently, an opportunity for students to better connect with the subject matter on an intercultural level. While the entire course successfully implemented several high impact practices (HIP), this chapter aims to provide a concise overview of these methods before differing to a more microanalysis; focusing on an integrated, preventing visual plagiarism workshop, which leveraged global knowledge, active learning, and collaborative discourse to facilitate improved academic integrity among the student body. The workshop engaged students by posing ethically driven questions through active learning exercises, such as case study discussions and reflective making activities, to open dialogues and encourage debate on various, and often opposing, ethical perspectives. The overarching objective of this workshop was for students to develop best practice ethical frameworks to subsequently inform and underpin their creative practice, both within higher education and in a professional industry context.

In the early 1980s, institutional and development researchers began to question why schools in different countries around the world increasingly appeared alike in formal design, organization, and function. Boli, Ramirez, and Meyer (1985) offered a seminal neo-institutional argument that schools around the world are increasingly drawn up by the global sweep of modernization. A prerequisite for any country wishing to engage with and compete in the modern world, the authors argued, is establishing a system of mass schooling based on a set of core institutional standards and values that originated in the west but have since expanded around the globe. These standards and values require that schools be universally accessible and socially progressive, capably of equally and equitably integrating a citizenry – regardless of racial, ethnic, and gender-related distinctions – into the nation-state. The world model of education described by these theorists provides not so much an organizational blueprint for building modern school systems as a cultural schema for defining the national polity and forging a modern society through education. What makes schools everywhere look and act the same, they claim, is the utter invariability of this schema.[T]he striking thing about modern mass education is that everywhere in the world the same interpretative scheme underlies the observed reality. Even in the most remote peasant villages, administrators, teachers, pupils, and parents invoke these institutional rules and struggle to construct schools that conform to them. (p. 147)

This chapter analyzes the influence of inclusion, equal opportunity and antidiscrimination policies on the strength of diversity in a foreign firm domiciled in a developing country.

It used a questionnaire to collect fact from the depth of employees’ experiences of diversity management in practice to understand its implication for the strength of diversity in the workplace. It questioned the nature of the constructs on diversity in line with the effect of equal opportunity in the workplace.

The component factor analysis extraction method obtained valuable constructs from the stated dimensions of items in the questionnaire. The regression technique was used to analyze the influence of these constructs on the strength of diversity in the workplace.

The results revealed that inclusiveness is necessary to intensify the strength of diversity in foreign organization in a developing nation, with the need to deepen alternative equal opportunity policy and diverse work culture awareness. Power relations strategies foster staff welfare, but weaken compensation by merit heighten employees’ sentiments.

Data were only collected from the companies head office; its branches were not covered.

Employees detect biases in equal opportunity policies beyond the guises of control power relation. Thus, besides a policy for diversity and inclusion in the workplace, an alternative equal opportunity policy is essential to intensify diversity.

It empirically probes foreign organizations in a developing country staff response to changes in the workplace due to the cautious implementation of inclusion, equal opportunity and antidiscrimination policies to foster diversity.

Both the history and the historiography of SI show that multiple “different definitions and boundaries” have been applied to the subject of study (Atkinson & Housley, 2003, p. vii). Yet, despite the commonly agreed-upon understanding of SI's heterogeneity, in practice the institutional and disciplinary core of SI unmistakeably resides in its American heartland. For instance, Reynolds and Herman-Kinney (2003a, 2003b, p. ix) preface their fine Handbook of Symbolic Interactionism by aiming at making it “a fine addition to the sociological literature” (my emphasis). Maines (2001, 2003) himself – the most visible critic of the dissolution of SI – focuses on the growing invisibility of interactionism across American sociological theory and research while Fine (1993) and Sandstrom and Fine (2003, p. 1041) find that the “glorious triumph” of SI is due to its successes in “social psychology, medical sociology, deviance, social problems, collective behavior, cultural studies, media studies, the sociology of emotions, the sociology of art, environmental sociology, race relations, social organization, social movements, and political sociology” – hardly an interdisciplinary outlook.