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This chapter builds upon two case studies, in Flensburg (Germany) and Essunga (Sweden), within the European Agency for Special Needs and Inclusive Education project Organisation of Provision to Support Inclusive Education (OoP). The cases highlight general policy issues and challenges relating to inclusion in Europe and, more specifically, the complex question of how to change school culture and structures in order to increase the inclusive capability of schools, thereby raising the achievement of all learners. The cases illustrate the need for co-ordinated changes both at municipal-political and administrative level and at school level. The findings also highlight the importance of what Kim and Mauborgne (Kim, W. C., & Mauborgne, R. (2003). Tipping point leadership. Harvard Business Review, April, 61–69.) termed ‘tipping-point leadership’ in a study on positive transformation of the New York Police Department’s culture and structures during the mid-1990s. In Flensburg and Essunga, the leaders at different levels co-operated in an extraordinary situation and created a common crisis awareness among the staff, an understanding of the necessity to change, and ways to support the professional organisation to develop a new, more inclusive thought-action style with greater influence on learner achievement.

Inclusive education (IE) comes to the fore when international development frameworks such as the Education for All (EFA) movement (1990), and, in particular, the Salamanca Statement (1994) are considered. The Statement portrays “mainstreaming” children with disabilities as an integral part of national education plans and asserts that establishing regular schools with inclusive orientation is the most effective means to combat discriminatory attitudes (UNESCO & Ministry of Education and Science, Spain, 1994). This wave has crested worldwide, and Bhutan and Japan are not exceptions. The overall objective of this study is to reexamine socio-cultural dimensions of “IE” by explicating voices on the ground. This chapter describes how IE has been promulgated in the two countries while forming culturally, socially, and locally fitted policies, and documents the dynamics, challenges, and complexities of IE. The results indicate that while both countries followed similar dynamics in the development of IE policies, progressing from “segregation” to “integration” before reaching “inclusion,” different implementation processes have led to divergent forms of IE, and thus the two nations exhibit heterogeneity in their interpretations of IE. Reflecting the voices of local teachers on the ground, the study illustrates the importance of encompassing societal contexts vis-à-vis exploring global issues such as IE.

This is a qualitative study of eight merged organizations. They consist of a unique sector, namely Catholic men's religious provinces. The study attempts to determine characteristics of successful mergers by understanding the processes and dynamics of mergers when membership needs to be involved and in some cases give approval of the merger. Regardless of the initiation of the merger or the processes utilized it appears that three factors and one result bring about success. A clear mission-driven purpose, authentic leadership, and inclusive engagement are essential elements of any process. They set the path for building trust among members and organizations, which may result in organizational renewal.

Teacher effectiveness and teacher quality have become the focus of intense international attention and national concern. Dozens of nations are implementing a diverse set of strategies that aim to improve the quality of education by improving the quality of teachers. These efforts have not been well coordinated, and as the authors in this volume show, core constructs of quality have not been well defined. In this introductory chapter, we discuss why teachers are now “under the microscope” of policymaker’s attention and elaborate how the chapters in this volume identify particularly fruitful avenues for further study. The assembled chapters address two complex questions: (1) what existing cross-national measures of teacher effectiveness and teacher quality are most promising and how can these be aligned to maximize their research potential? and (2) what core constructs of teacher quality or effectiveness are missing from the evidence-base, and how can cross-national comparative research help refine these? To investigate these questions, the chapters in this volume address different aspects of “quality.” While quality may be politically contested, there is a significant need to continue to articulate a truly global perspective on teacher quality. The authors look at a wide range of aspects of quality in order to advance thinking about teacher education, instructional quality and workforce or organizational conditions that affect quality; to analyze instruments, tools, or measures used to assess quality; and identify what measures need to be developed further. We also note how scholarly study of the spread of transnational teacher reforms has failed to keep pace with national policy changes regarding teacher quality, and advance a more general theory of the forces affecting national policymakers.

The purpose of the present study is to contribute to the debate on innovative work behaviour (IWB). Employees are expected to exhibit innovative behaviour that can realize, sustain and implement new ideas. This study explores the role of workplace spirituality (WPS) in advancing employees' innovative work behaviour (IWB). Furthermore, this study investigates how employees' perceived working conditions moderate the relationship between WPS and IWB.

The sample comprised 516 employees working in different supply chain companies in India. The researchers used correlation, hierarchical regression analysis and the PROCESS macro in SPSS.

The results highlighted that the four measurements of WPS (Swadharma, a sense of community, authenticity and Lokasangraha) significantly predict IWB among employees of selected companies. Also, the results suggested the significant moderating effects of decision authority, social support and autonomy on IWB.

Drawing from broaden and build theory and theory of intangible resources, the present study demonstrates that WPS positively impacts the employee's IWB. Further, this paper also shows the moderating effects of three dimensions of perceived working conditions between WPS and IWB, which is under-explored in previous research.

This paper aims to present a conceptual model of transformative interaction capability (TIC) to fill the research gap between the quality of work–life (QWL) and teamwork performance (TP). Statistical testing in the study used four variables, namely, QWL, TIC, team resilience (TR) and TP.

A conceptual model was developed and empirically tested through a survey. The 240 respondents in this study were made of supervisors, managers, directors and strategic staffs who were a part of new product development teams in service business companies. Note that there were banking, printing, publishing, training, financial institutions, outsourcing, projects and event organizing companies involved in this research. These companies were based in the Special Region of Yogyakarta and Province of Central Java Indonesia.

The research adapted the time interaction performance (TIP) theory, a theory of groups. It revealed that TIC was inserted in the research model. It was to mediate the influence of QWL on TP. Furthermore, the Sobel test results showed that TIC was a mediator of QWL and TP and was pertinent in improving TP.

The three limitations of this study are as follows: first, the survey was conducted only in the service business industry in the Special Region of Yogyakarta and Province of Central Java, Indonesia; second, as this study focuses on TIC as the main mediator, it does not consider variables from other theories such as dominant logic service theory and social exchange theory; third, this research survey only captures the perception of the team.

From a practical perspective, the relationship between QWL, TIC and TP provides clues about how companies can pursue QWL to encourage TIC, which, in turn, affect TR and improve TP.

Using a theory of the TIP approach and theory of groups, the study proposing the concept of TIC can potentially improve TP.