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This chapter reviews emergent research streams as a basis for a dynamic multilevel perspective on organizational buying behavior that can link seminal studies to more contemporary issues raised by managers and scholars alike. Since Johnston and Lewin's (1996) review, the literature does not include a comprehensive analysis of recent themes or general directions. From a managerial perspective, some of these issues that need coverage include the following questions. What are the best practices for integrating the organizational buying process with product design, development, and innovation? How can technology, media, and automation be leveraged in the buying process? For supplier relationships in which trust and commitment have been established, what are the best practices for using this to build competitive advantage? What are the best practices for leveraging the brands of products or services that are not owned by a firm? What are the best practices for managing buying processes across international markets?

Following this introduction, the Chapter 2, “A Note on Knowledge Development in Marketing,” by Amjad Hajikhani and Peter LaPlaca, examines four themes in the development of marketing management knowledge. The discussion initially considers the scientific basis for the marketing discipline, then the academic divide between academic researchers and marketing managers.

Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy pedagogy in K-8 classrooms.

Approach – First, the authors frame a discussion on culturally relevant pedagogy via three central tenets and its significance for promoting equity and access in literacy education. Next, culturally relevant pedagogy is linked with the GRR model. Finally, authentic literacy practices that help bridge culturally relevant learning throughout the segments of the GRR model are delineated.

Findings – The authors believe that GRR models infused with culturally relevant pedagogical practices make literacy learning more equitable and accessible to students of Color. Toward that end, the authors provide multiple research-based instructional strategies that illustrate how the GRR model can incorporate culturally relevant pedagogical practices. These practical examples serve as models for the ways in which teachers can connect with students’ cultural backgrounds and understandings while expanding their literacy learning.

Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.

The field of behavioral business ethics has come a long way since its inception nearly five decades ago. Pioneered in part in response to a number of high-profile corporate scandals, the early field of business ethics was thought by many to be a fad that would recede along with the salience of the scandals of the day. Yet, this could not have been further from the truth. The need for behavioral business ethics research remains ever-present, as evidenced by the sustained number of scandals and unethical behavior within and by organizations. Moreover, research in this area has burgeoned. In the 1980s, only 54 articles had been published on this topic (Tenbrunsel & Smith-Crowe, 2008); today, a similar search yields over 3,000 “hits.” In light of the area’s growth, we suggest the need to take a look back at the seminal work that sparked social scientific work in the field. In particular, this chapter has two main objectives. First, we provide a review of select foundational work. In so doing, we identify some of the key trends that characterized early knowledge development in the field. Second, we draw on this historical context to consider how past trends relate to current work and speak to future research opportunities.