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Purpose – This chapter proposes three main objectives in relation to understanding customer involvement in business networks. First, to identify important aspects of the network structure and environment and how the actions of the customer and other network participants create and maintain these. Second, to identify and explore the mechanisms and processes of resource integration in the network. Third, to identify the capabilities and competencies that customers bring to the network, and to understand how these are enhanced and developed.

Methodology/approach – Conceptual.

Research implications – We recognize that aspects of the resources themselves are important and that the characteristics of the resource and the way in which partners align them were key components of resource analysis.

Practical implications – We note that the interaction of different operant and operand resource combinations opens new doors to customer knowledgeability and involvement, where power over either authoritative or allocative resources in itself will not guarantee value creation.

Social implications – We support the call for the development of more sociologically enriched and complex models of interagent resource exchange. In particular, we would advise the need for a better understanding of how different network structures and environments are created and maintained through domination, legitimation, and signification processes.

Originality/value of chapter – This chapter addresses the gap in our understanding of how customer involvement in business-to-business networks may influence learning, value cocreation, and innovation. This chapter makes an important contribution to research in the field in that it investigates how the inclusion of the customer in business networks alters current assumptions and practices.

The chapter focused on quality assurance and marketing of library services and products at the Midlands State University (MSU). The chapter's main objective was to identify the quality assurance mechanisms at the MSU Library. The major findings of the research were; the MSU library was practising quality assurance, staff was trained on the latest trends in the profession, the collection was multidisciplinary and in different forms, and that there were Information Communication Technologies (ICTs) used in enhancing service provision. The researcher recommended that the library needed to continuously train librarians on issues to do with quality, improve the infrastructure, introduce Research Data Management to enhance the Research Support Services and improve on the Information Literacy Skills training programmes. The author identified some areas for further research and the major one was that there is need for clarification on the concept of the 4th Industrial Revolution.

Similar to Western countries, the early origins of special education in India started with Christian missionaries and nongovernmental agencies which stressed a charity model of serving populations such as the visually, hearing, and cognitively impaired. However after its independence from Great Britain in 1947, the Indian government became more involved in providing educational, rehabilitation, and social services. Thus over the past four decades, India has moved gradually toward an inclusive education model. This chapter discusses the implementation of such a model related to the prevalence and incidence rates of disability in India as well as working within family environments that often involve three to four generations. Also included are challenges that an inclusive education system faces in India, namely, a high level of poverty, appropriate teacher preparation of special education teachers, a lack of binding national laws concerned with inclusive education, a dual governmental administration for special education services, and citizen’s and special education professionals strong concern about whether inclusive education practices can be carried out.

This chapter discusses how the control and strategic management of resources plays a role in the occupational stress process. Building upon prior resource theories of stress, the idea is developed that control of external and internal resources, and not resource acquisition or maintenance, is a vital element that contributes to a strain response to workplace demands. This can occur at the level of objective resources (resources needed to cope with demands), and it can occur at the level of perceived resources (the individual’s perception of resource control). The chapter also discusses the importance of resource management strategies that individuals engage in, as well as both internal and external resource management resources. Several common stressors are discussed in resource control terms, and the role of power and politics in strategic resource management is discussed.

One of the major issues with reflecting on the COVID-19 pandemic and its effects on work values and dynamics is leadership and management of both material and human resources. We have started this chapter with the challenges of people management in government bodies, corporate outfits, health organisations and educational systems. Relationality and inter-subjectivity have been considered as essential ingredients in preparing for the future.

We have looked at the dimensions of preparedness as mimicking the dimensions of the human being so that there are physical, psychological and spiritual aspects. Physical preparedness directly involves the material resources that make it possible to handle the changes in work hours, technological needs and competence upskilling. Psychological preparedness has been discussed with resilience at the core so that health organisations, businesses and governance target specific aspects of resilience needed for people to thrive. Spiritual preparedness is briefly explained as a continual memory of the capacities of transcendence inherent to the human being so that rapid technological growth never becomes dehumanising. Recommendations are made based on a deeper understanding of these different dimensions in an individual and collective way.

A survey of organization in all its manifestations, in the biological organism, in animal societies (so-called), in past and present human political society and in the various groupings of human beings inside of “society” for the infinite variety of purposes for which men form associations and act together – such a survey suggests that the forms of organization may be grouped under a few main types. The first is a rigid mechanical inter-connection, as in the case of the animal body. The material system of nerves and their end-organs is familiar to all students of physiology. Recent study has shown that there is another mechanism, probably prior to the nervous system and possibly even more important in many ways, for co-ordinating the activities of the parts of the animal body. That is the circulatory system with the chemical reagents secreted in small amounts by each part and carried to other parts to produce changes in them – “hormone” action. But we are not concerned with these devices further than to notice that both are purely mechanical, and that they are neither available nor desirable as means for the organization of society, and may accordingly be dismissed. We should observe, however, that the mechanical problems of intercommunication and inter-transportation are present in human society and the manner and degree of their solution strictly limit and condition the workings of any form of organization. The difference is that in human society co-operation is and must be a conscious, intelligent response on the part of the “member,” not an automatic reaction. (The amount of physical coercion not involving “choice” of some sort by the individual is quite negligible, even the so-called use of “force” is really a manipulation of alternatives of choice.)

The paper critically examines the program on Education for All (EFA) in India, namely Sarva Shiksha Abhiyan (SSA) in a financing and development framework. In doing so, the paper identifies a number of policy and implementation gaps in the program. A fine-tuning of the existing matching shares by discriminating the matching shares in terms of need for, ability to provide matching shares and to strengthen the absorptive capacity could go a long way in attaining the horizontal equity in terms of every child completing elementary schooling in India. This would also ensure the other desirable principles of intergovernmental transfers such as predictability, transparency, and incentive mechanism besides improving utilization.

Further, it clearly emerges that only after ensuring the basic minimum levels in terms of physical and human infrastructure, and ensuring equal access to all the child population of age group of 6–14, quality is given priority. Thus, the challenge is both improving the qualitative and quantitative targets of UEE with enhanced resource allocation to education. Hence, Center is to ensure release of funding for SSA through special efforts as the program requires enormous funding and serious commitment of both central and state governments.

On the developmental aspects, the scheme not only widens social inequity but also perpetuates the declining quality of public provision by encouraging alternate schools and para teachers, besides the financing norms. These low-cost options will result in serious ramifications on equity, quality, balance, and sustainability of the basic education structure.