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This essay takes issue with the incommensurability thesis, which assumes that meaningful research work across different paradigms cannot occur. Could it be that the thesis understates the case for meaningful relationships to develop across paradigms? Is it possible that researchers can authentically and rewardingly collaborate across paradigms and create joint studies published in established journals?

Based on the observation that interparadigmatic research exists, the authors investigate two questions. How is interparadigmatic research expressed in the accounting research literature? How can we comprehend the process that underlies the development and publication of interparadigmatic research, focusing on cohabitation involving the positivist and interpretive paradigms of research?

To deal with the first question, the authors focus on two interparadigmatic articles: Greenwood et al. (2002) and Paugam et al. (2021). The authors find each article showcases a dominant paradigm – whereas the role of the other paradigm is represented as secondary; that is, complementing and enriching the dominant paradigm. To address the second question, the authors rely especially on their involvement as coauthors of three interparadigmatic studies, published between 2019 and 2022 in FT50 journals. The authors’ analysis brings to the fore a range of facilitators that fit their experiences, such as the development of cross-paradigmatic agreement within the authorship to cope with the complexity surrounding the object of study, the crafting of methodological compromises (e.g. regarding the number of documents to analyze) and the strategizing that the authorship enacted in dealing with journal gatekeepers.

From the authors’ experiences, they develop a model, which provides a tentative template to make sense of the process by which interparadigmatic research takes place. The model highlights the role of what the authors call “epistemic mediation” in producing interparadigmatic studies.

This paper seeks to argue that global change calls for training in intercultural, interdisciplinary and interparadigmatic professional behaviour. Thus a concrete web‐based five‐level training procedure “Surfing global change” (SGC) is to be proposed that includes reflection of game players' own knowledge, views and values. Rules of SGC are to be defined in detail.

Based on a didactic analysis, the design of the negotiation game SGC is a rhythmised sequence of learning content, reviewing colleagues' work, debating competitively and constructing a consensus on a multi‐stakeholder theme. Hereby learners acquire a 360° view of the issue and learn to understand their adversaries.

For two dozens of themes, Surfing global change has successfully been implemented for students of “Global studies” and of “Environmental systems analysis” and other interdisciplinary curricula at several universities.

Practically, one or two dozen students can follow two or more weekly hours during a semester in order to play “Surfing global change”. A wealth of multi‐stakeholder themes can be explored using this gaming procedure moderated by the author. Learners bridge “geographies of perspectives”.

Resilience and employability of students increases with their improved intercultural, interdisciplinary and interparadigmatic skills.

This paper defines the normative set of rules of this original game created by the author. Surfing global change has already attracted international rewards.

The intellectual trajectory of a central figure in contemporary organisation theory – Gareth Morgan – is identified and assessed through a detailed analysis of his published work over the last decade.

The aim of this article is to present the development‐oriented Master's curriculum “Global Studies” (GS) at the University of Graz, Austria, as an example of interdisciplinary academic training with the purpose of fostering inter‐“cultural” understanding. It aims to show that scientific disciplines can be understood as “cultures of cognition” producing own views of realities.

Based on a decade of previous experiences, the communication and assessment functions of e‐learning platforms and e‐journals are used to facilitate stepwise approximations among the various “cultures of understanding”.

Despite severe financial limitations, peer‐oriented planning and lecturing efforts since 2004 have resulted in a bundle of electives and in a new Master's curriculum elaborated cooperatively by the faculties of the legal, economic, historic, cultural, natural and communication sciences at Karl‐Franzens‐University Graz. Both the bundle of electives and the Master's curriculum appear to offer a truly “m:n type” interdisciplinary and intercultural design which assumes various stakeholder‐dependent perspectives of multi‐faceted realities.

The wealth of interdisciplinary and intercultural thought and practice can be best “proceduralised” through dialogue‐oriented educational technologies.

In practical terms, hundreds of students may follow these web‐enhanced curricula that are based on the materialised results of their founders' ethical systems.

This is the first paper that outlines the Global Studies curriculum at Graz University.

Islamic schools in Western secular societies are evolving in response to collective concerns over marginalization of Muslim children and communities and to increasing demands for high-quality education in the faith tradition. These schools are at the center of public debate over how they fit within secular societies. This paper aims to take a pedagogic look at the literature in the field of Islamic Education Studies.

Engaging in a collaborative thematic analytic review of this literature, in an educational hermeneutic approach, two novel themes are discerned as features of Muslim learners’ diverse educational landscapes.

The first theme, Dual Consciousness recognizes that young Muslims live parallel lives, moving between secular and faith-based schools and communities, and suggesting potential in developing cognitive flexibility across epistemic horizons. The second theme, Educational Transferables is a coalescence of abilities that young Muslims develop within sites of Islamic education, which may enhance their engagement in secular schools and societies.

In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, the themes featured in this paper suggest that Muslim learners’ complex educational experiences make varied contributions to heterogeneous societies.

Despite ongoing forces of marginalization, expressions of Islamic education have benefits for young Muslims negotiating complex sociocultural and educational worlds. In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, these themes suggest that Muslim educators can nurture in young people the ability for complex, conceptual integration in contribution to heterogeneous societies.

This paper aims to identify specific challenges and opportunities when crafting literature reviews of qualitative accounting research. In addition, it offers potential remedies to frequent challenges when conducting such reviews.

This piece is based on recent methodological advice on conducting literature reviews and my own experience when conducting and publishing reviews that primarily cover qualitative accounting research.

The author chart three typical advantages and three typical use cases of literature reviews of qualitative accounting research, as well as the typical process steps and outputs of such reviews. Along with these process steps, The author identifies three overarching specific challenges when conducting such reviews and discusses potential remedies. Overall, this paper suggests that literature reviews of qualitative accounting research feature idiosyncratic challenges but offer specific opportunities at the same time.

To the best of the authors’ knowledge, this paper is among the first to offer advice on the specific challenges and opportunities when conducting literature reviews of qualitative accounting research.

The purpose of this paper is to elicit the subtle but progressive shift in organizational/institutional interaction with its rivals within a competitive framework, and thereby discusses and analyses paradigm shifts in competition and competitiveness. The paper argues that interorganizational networks and the recent concept of supply chain management may have induced a change in how competitiveness is viewed at the national, industry, and firm levels of interaction.

The paper conceptualizes extant literature into distinct themes of (organizational and institutional) analysis – micro, macro, and meso – and based on this review the paper seeks to identify emerging logics and shifts within mainstream competitiveness literature over the last decade.

The paper suggests that the micro‐macro theme of competition and competitiveness remains dominant in mainstream literature. Results from the analysis also support the notion of emergent logics of competition and competitiveness, which could then imply that a paradigm shift may well have begun within the area of competition and competitiveness.

The limited findings point towards more detailed forays into competition of interorganizational forms such as networks and supply chains, before a paradigm shift may be claimed.

The paper serves to trigger the consciousness of stakeholders to think realistically with regards to claims that competition and competitiveness are carried out on the network level, e.g. a supply chain vs supply chain playing field.

While networks and supply chains have generally been inferred as new frontiers for contemporary competition in different functionally‐oriented literature domains, analysis and performance of such emergent logics is yet to be shown. The classification of different competition logics put forth in this paper aid in systemizing the competitiveness/competition rhetoric.

The purpose of this paper is to first define the “jet principle” of (e‐)learning as providing dynamically suitable framework conditions for enhanced learning procedures that combine views from multiple cultures of science. Second it applies this principle to the case of the “Global Studies” curriculum, a unique interdisciplinary curriculum at Graz University in Austria that is targeted to multicultural and developmental learning among students from diverse ethnic and disciplinary backgrounds.

Social and learning procedures are heuristically analysed based on ten years of interdisciplinary experience in interdisciplinary learning settings in a multicultural environment with critical approach to globalisation, while also diverse scientific disciplines are counted as “cultures of understanding”.

The outcomes of the analysis suggest that the negation‐oriented web‐supported five‐level learning suite “Surfing Global Change” (SGC) is capable of providing helpful framework conditions to multicultural learning that can suitably be applied in the “Global Studies” curriculum as well as in other similar international curricula.

Quality criteria are subject to scientific cultures and hence differ from discipline to discipline; thus representing continuous challenge for suitable perception of actors and bystanders.

Complexities of cultural diversity are reflected also by complexities caused by origins in diverse scientific cultures. For constructing thorough and practically implementable consensus solutions, dialogic processes and peer review are best mediated through web‐based discussion, for which this paper provides examples. Discourse‐oriented features and amendments for curricula of “Global Studies” are presented.

Networking among multicultural and interdisciplinary curricula with a critical stance towards globalisation is facilitated through suggestions in this paper.

By offering a new type of graphic notation for learning procedures, this paper facilitates new perspectives on the intrinsic dynamics of learning, adoption of new standpoints and acquiring a 360° view of the institutional landscape and interest patterns in complex multi‐stakeholder issues such as globalisation.

The overall purpose of this paper is to detect spatial, temporal, sectoral, thematic and other patterns or transitions in techno-socio-economic evolution that are likely to co-determine future development and allow the steering of it. The development of a “Global Change Data Base” (GCDB) promises a graphically and geographically oriented tool for the representation of correlations for global long-term data series.

A literature analysis supports the interpretation of such “pattern recognitions”, especially the literature in the areas of economic growth, systems analysis, energy economics, social indicators and quality of life. Preconditions for economic growth are empirically analysed on a sectoral level along with prevailing structural shifts in the use of energy sources.

The main outcome is a distillate of a few formative “paths of development”, according to a synthesis of to-date growth theories. These lines might influence development in future decades and co-determine the degree to which sustainability targets are met. Debates and discussion procedures make use of such findings and outline modes of actions.

Developmental university curricula such as “Global Studies”, democratisation endeavours based on analyses of economic performance of (partly) democratic systems or global governance of science could profit from a consensus on global trends patterns, similar to the Intergovernmental Panel on Climate Change endeavour at the United Nations level.

Such heuristic methods could suitably mediate (in “multicultural” manner) between contradictory paradigms of global economic development that are mainly ideology-driven and hamper global society’s joint action.

In short, this is an empirical work on pattern recognition in global evolution using aggregated spatially and temporally enabled data. It refers to the historic example of Kon-Tiki which undertook a surprisingly long journey based on precise knowledge of ocean currents and wind without applying own force.