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COVID-19 has generated unprecedented circumstances with a tremendous impact on the global community. The academic community has also been affected by the current pandemic, with strategy and management researchers now required to adapt elements of their research process from study design through to data collection and analysis. This chapter makes a contribution to the research methods literature by documenting the process of adapting research in light of rapidly changing circumstances, using vignettes of doctoral students from around the world. In sharing their experience of shifting from the initially proposed methodologies to their modified or completely new methodologies, they demonstrate the critical importance of adaptability in research. In doing so, this chapter draws on core literature of adaptation and conducting research in times of crises, aiming to provide key learnings, methodological tips and a “story of hope” for scholars who may be faced with similar challenges in the future.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

This mixed-methods study reports on an outreach clinics program designed to deliver genetic services to medically underserved communities in Wisconsin.

We show the geographic distribution, funding patterns, and utilization trends for outreach clinics over a 20-year period. Interviews with program planners and outreach clinic staff show how external and internal constraints limited the program’s capacity. We compare clinic operations to the conceptual models guiding program design.

Our findings show that state health officials had to scale back financial support for outreach clinic activities while healthcare providers faced increasing pressure from administrators to reduce investments in charity care. These external and internal constraints led to a decline in the overall number of patients served. We also find that redistribution of clinics to the Milwaukee area increased utilization among Hispanics but not among African-Americans. Our interviews suggest that these patterns may be a function of shortcomings embedded in the planning models.

Planning models have three shortcomings. First, they do not identify the mitigation of health disparities as a specific goal. Second, they fail to acknowledge that partners face escalating profit-seeking mandates that may limit their capacity to provide charity services. Finally, they underemphasize the importance of seeking trusted partners, especially in working with communities that have been historically marginalized.

There has been little discussion about equitably leveraging genetic advances that improve healthcare quality and efficacy. The role of State Health Agencies in mitigating disparities in access to genetic services has been largely ignored in the sociological literature.

It's a secret hidden in plain sight, we teach who we are. Palmer (2017)

In an effort to reinvigorate the art of teaching, educational theorists have called for teachers to learn how to teach with their “whole self” – to be with and teach their students from a position of mindful awareness, authenticity, truthfulness, compassion, and courage (Palmer, 2017; Ramsey & Fitzgibbons, 2005). The skills that support one in mindfully knowing oneself well and being able to creatively and consciously bring aspects of one's knowledge expertise and identity into acts of teaching and learning in the classroom in an authentic way has been labeled the “unnamed domain” in teacher knowledge (e.g., Taylor, 2016). In this chapter, we extend work on a conceptual, evidence-based framework for this unnamed domain. We propose that the formation of teachers who are calm in body in challenging situations, clear in mind when making decisions in complex classroom environments, and kind in approach to interactions with others is one way of describing development in this domain of teacher identity/expertise. Furthermore, we posit that mindfulness, compassion, and other contemplative practices can be useful for developing expertise in it. We present conceptual and empirical findings from a series of studies we have done on the antecedents and consequences of teachers' calmness, clarity, and kindness in the classroom and discuss directions for future research.

This article discusses how certain sensibilities and techniques from a network perspective can facilitate different levels of thinking about symbolic interaction in mediated contexts. The concept of network implies emergent structures that shift along with the people whose connections construct these webs of significance. A network sensibility resonates with contemporary social media contexts in that it focuses less on discrete objects and more on the entanglements among elements that may create meaning. From a methodological stance, this involves greater sensitivity to movement and connection, both in the phenomenon and in the researcher’s relationship to this flow. The goal is to embody the perspective of moving with and through the data, rather than standing outside it as if it can be observed, captured, isolated, and scrutinized outside the flow. Rather than reducing the scope, the practice of moving through and analyzing various elements of networks generates more data, more directions, and more layers of meaning. We describe various ways a network sensibility might engender more creative and ethically grounded approaches to studying contemporary cultures of information flow.

Multi-stakeholder initiatives have proliferated as a leading form of standard-development, as they are understood to be more legitimate than other forms of non-state governance. The legitimacy of multi-stakeholder initiatives is a result of their perceived congruence with normative democratic principles. Using a case study of a multi-stakeholder initiative to develop a National Sustainable Agriculture Standard (LEO-4000) for the United States, this chapter examines the practices and politics of legitimation in non-state governance. The analysis of LEO-4000 indicates that, first, the simultaneous construction of legitimacy and standards affects the kinds of standards developed. Second, understandings of legitimacy are influenced by the standpoint of actors. Third, legitimacy has become a strategic dimension of standard-development, which actors use to further their interests. Based on these findings, we contend that non-state governance that relies on normative democratic principles for legitimation is constrained in its ability to develop stringent standards. Thus, there may be limits to non-state governance as a regulatory tool, and to achieve non-economic objectives such as increased sustainability. For rural areas, the implication is that they are becoming enmeshed in an emerging system of non-state governance that continues to be highly contested, particularly regarding who has the right to govern such areas. The findings in this chapter are based on qualitative data, including 34 interviews and participant-observation.

The chapter situates the role of narrative power in shifting media policy amidst calls for police abolition, defunding, and media reparations following the documentation of media harm. Community-based narrative intervention is not only focused on those aspects of reporting and media that deal with harms perpetuated by discourses on public safety, but also about developing what I refer to as “collective narrative self-determination” to reflect the needs and desires of communities. The chapter documents how grassroots media efforts attempt to reconfigure the space of media policy and shift narratives toward the community power needed to reckon with the consequences of vital public resources being systematically defunded for budgets and policies that entail greater police powers. The chapter concludes this is an important moment for community-based initiatives and interventions that can shift media narratives around policing and urban violence and also shift who is served by those narratives, contributing to the long-term process of building narrative power and racial justice across a wide range of community and media organizations.

Using 3,994 observations of Chinese listed firms from 1995 to 2001, we find a significantly positive correlation between state ownership and cash dividend payment, and a significantly positive relation between private ownership and stock dividend payment. In particular, we find that the relation between dividend payment level and ownership structure is nonlinear. The higher the proportion of state ownership, the higher the cash dividend rate. The higher the proportion of private ownership, the higher the stock dividend rate. We conclude that the managers of Chinese listed companies are likely to cater for the preference of different shareholders.