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This paper aims to establish how strategic target-market selection decisions are shaped, challenged and driven in response to the rapidly evolving technological landscape. The authors critically evaluate the implications of these changes for the role of marketers and the organizational function of marketing.

The research uses qualitative methods. Key-informant interviews are conducted among senior organizational practitioners within client-side organizations, digital agencies and strategic marketing consultancies, seeking to contrast their views.

The findings reveal an erosion of responsibility for the integrated strategic role of marketing decision-making. In particular, the authors reveal that the evolving digital landscape has precipitated a sense of crisis for marketers and the role of marketing within the firm. This extends beyond simply remedying a skills-gap and is triggering a transformation that has repercussions for the future of marketing and its practice, thus diminishing functional accountability.

The findings have long-term implications for marketing as a strategic organizational function of the firm and for marketing as a practice.

The study considers an increasingly digitalized marketplace and the associated impact of big data for the function of marketing. It reveals the changing scope of strategic marketing practice and functional accountability.

This chapter examines in-service teachers’ transformed perspectives and practices for educating emergent bilinguals resulting from graduate study in a bilingual education graduate program in Chicago. This examination is contextualized in consideration of emergent bilinguals relative to the changing face of P-12 classrooms and gaps in teacher education. Findings from autoethnographic and discourse analytic inquiry suggest that teacher preparation in bilingual education (1) prepared and empowered in-service teachers to meet the academic, social, and cultural-linguistic needs of emergent bilinguals in their classrooms and (2) fostered a conscious inner transformation in in-service teachers that resulted in new ways and purposes of interacting with emergent bilingual students, their families, and colleagues. Findings also suggest that although there is institutional progress in meeting emergent bilinguals’ needs, it is incremental and insufficient. There are three major deficiencies: (1) new and increased teacher education standards lack the required specialized coursework in the education of emergent bilinguals; (2) teacher preparation of emergent bilinguals is inadequate; and (3) teacher preparation programs resist requiring specialized coursework in teaching emergent bilinguals.

In a university/district collaboration, three college professors and authors of this chapter co-taught with four teachers over a period of seven years. This study explores the perceived changes in thought and practice of both groups as a result of providing three-week summer school programs for fifth and eighth grade emergent bilinguals. This research is grounded in qualitative methodologies of self-study and case study. We present our joint story as a self-study. Data were collected in the form of lesson plan notes, yearly journals, personal notes, audiotapes of meetings, and in-depth interviews/discussions of those involved in the bounded context. Resulting themes were situated meaning, hybrid language, and a 5R Instructional Model. A case study design is used to present the data from the four in-service teachers. Data were collected from field notes and interviews. Several themes emerged from the teacher data, all of which are components of situated meaning: professional development as side-by-side teaching and learning, recognition of and interest in curriculum integration, and change in classroom practice. Findings indicate that the summer program was a meaningful avenue for professional development (PD) for both groups. However, within group similarities were stronger than across group. The experience changed the way we teach and how we develop PD for teachers. The implications for professors and K-12 teachers are discussed and suggestions for further study and PD are given.

Previous research has shown that self-employed workers are more likely than employees to retire late or to be uncertain about retirement timing. However, little is known about the underlying mechanisms. This study aims to fill this gap, by focusing on the explanatory role of various job characteristics – flexibility, autonomy, skills-job match and job security – for explaining differences in retirement preferences between the solo self-employed and employees.

Data were used of 8,325 employees and 663 solo self-employed respondents (age 45–64) in the Netherlands, who participated in 2016 in the Study on Transitions in Employment, Ability, and Motivation (STREAM). The outcome variable distinguished between early, on-time, late and uncertain retirement preferences. Multinomial logistic regression models were estimated, and mediation was tested using the Karlson-Holm-Breen (KHB) method.

The solo self-employed are more likely than employees to prefer late retirement (vs “on-time”) and to be uncertain about their preferred retirement age. Job characteristics mediate 21% of the relationship between solo self-employment and late retirement preferences: the self-employed experience more possibilities than employees to work from home and to choose their own working times, which partly explains why they prefer to retire late.

In discussions about retirement, often reference is made to differences in retirement savings and retirement regulations between the solo self-employed and employees. The current study shows that differences in job characteristics also partly explain the relatively late preferred retirement timing of solo self-employed workers.

The Fourth Industrial Revolution has escalated innovation to new heights unseen, creating an evolution of innovation and corporate social responsibility (CSR), and as a result, a more Innovative CSR. With this evolution comes also the evolution of the ‘Preneur’ from social entrepreneur to corporate social entrepreneur and corporate social intrapreneur. It is therefore important to acknowledge that social entrepreneurship is not just for the social sector, or start-up entrepreneur – corporations can also be social entrepreneurs. This chapter establishes an understanding of this possibility alongside solving wicked problems and challenges, and how to provide collaborative networks and co-creation experiences to assist others on this journey. More importantly, the chapter discusses how corporates can assist millennials (and Generation Z) by funding and incubating their innovative or social enterprise idea under the umbrella of CSR strategy, until it is ready to be released to the world. The chapter is supported by academic literature and business publications with suggestions for future research opportunities.

This study aims to develop a theoretical framework of the impact of clan and hierarchy cultures and knowledge technological capabilities on organizational learning.

A questionnaire survey was used to collect data from 693 employees working in knowledge management centers in various law and enforcement units in the United Arab Emirates (UAE). Structural equation modeling was used to test the relationships between the variables.

The findings show that the clan culture had a significant negative effect on organizational learning. However, hierarchy culture and knowledge technological capabilities had a significant positive impact in predicting organizational learning behavior.

The study focuses on a specific type of public organization only, which somewhat limits the generalizability of the research results. Second, as the study was cross-sectional, the causal relationships could not be inferred directly. The study results will help policymakers create a learning organization by examining the impact of organizational culture and knowledge of technological capabilities.

This paper has added knowledge about the relationship between culture types, knowledge technological capabilities and organizational learning, particularly in the UAE. This study helps to bridge the gap in research on culture and knowledge technological capabilities and organizational learning.

Improving a startup’s ability to obtain funding is critical to the survival of the organization. Although existing studies have observed various biases in investment decisions, few have studied the neural mechanisms behind such behavioral observations. We propose to apply cutting-edge neuroscientific techniques to uncover the neural processes engaged during pitches by entrepreneurs to investors and to use this new knowledge to identify strategy artifacts promoting pitch success. We hypothesize that pitches are dynamically shaped by covert cognitive, emotional, and social processes, which are in turn influenced by tactical approach (story-telling vs dry facts), physical context (online vs in-person), and demographics (gender, ethnicity). The role of inter-brain synchrony (i.e., correlation of cortical activity between brains) – within the startup team or between the entrepreneurs and investors – in pitch outcomes remains unknown. By uncovering the covert processes that mediate pitch outcomes, we provide an evidence-based, scientific approach to improving pitch success.

The purpose is: first to review the marketing segmentation literature and its antecedents; second, to evaluate the organizational practice of marketing segmentation in a specific commercial context noted for its dynamism and complexity, fashion retailing; third, to assess theoretical and practical implications; and finally to identify an agenda for future research.

Through the analysis of an instrumental case study examining practice in fashion retailing this paper makes a contribution to current market segmentation debates. Sensemaking properties are used as a disciplined structure in which to report the case and make sense of segmentation.

This research demonstrates that the definition and scope of market segmentation is broader than the current marketing literature suggests. In practice, based on evidence from this research, contemporary segmentation solutions include implicit assumptions, judgement and compressed experience, which are latent within the modelling processes.

Further research needs to be extended to different organizational settings in order to develop further our understanding of the tacit and intuitive aspects of segmentation decisions.

Intuitive decision‐making processes and tacit knowledge employed in them are difficult to replicate and make explicit. However, a better understanding of these intuitive processes would offer practitioners an opportunity to systematically improve the quality of decision‐making.

This research broadens normative theoretical perspectives on market segmentation by highlighting intuitive and tacit dimensions. Combining sensemaking within the case study analysis has helped structure thought trials to provide a rare qualitative insight into the managerial construction of segmentation.

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.