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This chapter opens up a question central to the mission of the business in society field as it has evolved since the formation of division in the Academy of Management (AOM): What are the (future) distinctive competencies of business in society scholarship? We first empirically demonstrate that core topics to the business in society field, as represented by the Social Issues in Management (SIM) Division of the AOM, are now disseminated broadly throughout the management academy, represented by AOM. We call this dissemination the popularity paradox, because it demonstrates that SIM is not well connected with other divisions, that is, sub-disciplines of management despite that they are now regularly dealing with its core questions. Given that SIM’s (and business in society’s) traditional foci are now widely dispersed, the authors argue that it is time for business in society scholars, with SIM as proxy, to begin tackling new core issues that put growing civilizational threats around sustainability and the consequent need for system change and transformation front and center. In a sense, the authors argue that business in society scholars need to return to their roots of seriously questioning the roles and functions of businesses in society through a critical lens that asks and seeks to answer – today’s emerging new and tough questions, though the questions now emphasize the sustainability of human civilization as we know it.

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.

In this chapter, to explore the past and understand the present scenario in financial market, a comprehensive literature review (LR) is performed, in which 809 articles from the database of Scopus for the last 10 years are extracted and analyzed using VOSviewer software for bibliometric analysis. Citation analysis of the popular identified factors is highlighted that will help the future researchers to focus on the identified popular factors for research in the financial market. The chapter also presents a conceptual model of financial market, to uncover the future of financial markets.

While deficits for students with learning disabilities (LD) are prevalent in almost all aspects of mathematics, difficulty in the application and understanding of problem-solving tasks are much more challenging to remediate than computational and procedural skills. Given the complexities involved in authentic problem-solving activities emphasized in current mathematics standards and the inherent challenges presented to students with LD, the importance of using strategies and techniques guided by evidence-based practices is paramount. Yet, ineffective instructional strategies for problem solving are still widespread in both mathematics curricula and available teacher resources. In this chapter, we provide a description of a commonly used ineffective problem-solving strategy (i.e., the keyword strategy), an overview of the keyword research, and an explanation for its ineffectiveness. We conclude with a description of three evidenced-based problem-solving approaches and practices that significantly improve the mathematical performance of students with LD.

Neuromarketing is a marketing communication field that applies neuroscience and physiological research tools to study consumer behavior toward stimuli, viz., ads and brands. This study aims to assess research trends in the neuromarketing field on the most influential journals, authorships, countries, citations and co-occurrences. The Scopus database is used to analyze identified articles from 2013 to 2022 and for the eligible research articles, a “systematic methodological review” (SMR) on consumer behavior through neuromarketing approach was done. “Visualization of Science (VOS)” viewer and “Biblioshiny” by R-studio software have been used for mapping the keyword analysis, co-citation analysis and author occurrence analysis. It was further found that of the top 10 academic institutions, the list is dominated by the six Asian institutions. It was further witnessed that journal “Physiology and Behavior” is trending as the most dedicated and emerging journals on neuromarketing and consumer behavior. Asian nations such as Bangladesh, China, India, Indonesia, etc., are turning out to be an emerging collaborators and publishers in this niche area of research, thereby giving tough competition to most developed countries. The findings of the thematic mapping show that neuromarketing is itself a very novel and newest area of study and topics such as “human marketing,” “neuromarketing,” “consumer behavior” and “electroencephalography” are new dimensions that can be looked upon in future.