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“Excessive teacher/faculty entitlement” is a nascent idea in teacher education. Ratnam chanced upon this notion of “excessive teacher entitlement” while trying to understand and find a language to characterize the perplexing paradox of teacher intransigence in the face of the adaptability required of them to address the intensifying issues of equity and diversity in this global multicultural world. The concept of the “best loved self” brought in by Craig as a perfect complement to “excessive teacher/faculty entitlement” helped them present the two in a yin-yang relationship. The authors in the five chapters of this section use the language of excessive entitlement to conceptualise and uncover the sources of oppression experienced by them in the situated dynamics of their institutional milieu. Their narratives tell how the naming of the phenomenon provoked them to become conscious of the presence of excessive entitlement in themselves and others accompanied by a liberating push towards realising their best loved self.

This study evaluates the potential of using the material extrusion (MEX) process for recycling waste tire rubber (WTR). By investigating the process parameters, mechanical behaviour and morphological characterisation of a thermoplastic polyurethane-waste tire rubber composite filament (TPU-WTR), this study aims to establish a framework for end-of-life tire (ELT) recycling using the MEX technology.

The research assesses the impact of various process parameters on the mechanical properties of the TPU-WTR filament. Hysteresis analysis and Poisson’s ratio estimation are conducted to investigate the material’s behaviour. In addition, the compressive performance of diverse TPU-WTR triply periodic minimal surface lattices is explored to test the filament suitability for printing intricate structures.

Results demonstrate the potential of the TPU-WTR filament in developing sustainable structures. The MEX process can, therefore, contribute to the recycling of WTR. Mechanical testing has provided insights into the influence of process parameters on the material behaviour, while investigating various lattice structures has challenged the material’s capabilities in printing complex topologies.

This research holds significant social implications addressing the growing environmental sustainability and waste management concerns. Developing 3D-printed sustainable structures using recycled materials reduces resource consumption and promotes responsible production practices for a more environmentally conscious society.

This study contributes to the field by showcasing the use of MEX technology for ELT recycling, particularly focusing on the TPU-WTR filament, presenting a novel approach to sustainable consumption and production aligned with the United Nations Sustainable Development Goal 12.

Teachers are generally interested in practical ideas for their classroom without being inclined to reflect on the theory behind them. Teacher aversion to theory has been a constant source of frustration for teacher educators who conduct in-service programs in the Indian context. Teachers' disinclination to think theoretically and recognize the need to change to create more equitable educational ecologies in a rapidly evolving multicultural world can easily be taken to signify an “excessive entitled attitude,” a personality deficiency. An investigation into understanding the source of what seemed to be “excessive teacher entitled attitude” led me to become self-reflexive about my own journey as a teacher. This chapter, which unravels my reflective journey as a teacher, uses narrative inquiry to make sense of my “stories of experience”. It is an intersubjective process intertwining teacher narratives with my personal narrative. Self-reflectivity facilitates the liberation from “excessive entitled attitude” by shining a light on it and paving the way for learning and the development of new attitudes toward the self, the other and the world. The findings show the complex recursive path negotiated by me in becoming aware of the way my “excessive entitled attitude” in my position of authority as a teacher blocked my connection to my students. It also shows the place of theoretical thinking in my transformation into a more thoughtful teacher agentively creating inclusive learning spaces for all students. The story of my transformation and the attendant change in my attitude toward myself and others helps others – teachers/educators/readers – retell their stories “with added possibilities.”

Algorithm bias refers to repetitive computer program errors that give some users more weight than others. The aim of this article is to provide a deeper insight of algorithm bias in AI-enabled ERP software customization. Although algorithmic bias in machine learning models has uneven, unfair and unjust impacts, research on it is mostly anecdotal and scattered.

As guided by the previous research (Akter et al., 2022), this study presents the possible design bias (model, data and method) one may experience with enterprise resource planning (ERP) software customization algorithm. This study then presents the artificial intelligence (AI) version of ERP customization algorithm using k-nearest neighbours algorithm.

This study illustrates the possible bias when the prioritized requirements customization estimation (PRCE) algorithm available in the ERP literature is executed without any AI. Then, the authors present their newly developed AI version of the PRCE algorithm that uses ML techniques. The authors then discuss its adjoining algorithmic bias with an illustration. Further, the authors also draw a roadmap for managing algorithmic bias during ERP customization in practice.

To the best of the authors’ knowledge, no prior research has attempted to understand the algorithmic bias that occurs during the execution of the ERP customization algorithm (with or without AI).

This chapter addresses issues of power distribution in the context of doctoral research supervision. In this respect, manifestations of abusive practices constitute real problems for doctoral students in terms of the success and continuation of their research. A first reflection is made on the way this phenomenon is addressed in the literature and the explanations given. Then, it is brought into perspective with the notion of “excessive faculty entitlement” (Ratnam & Craig, 2021), to better understand how this asymmetrical power relationship between the supervisor and the supervisee is constructed and experienced. To provide exploratory answers on how to promote more equitable spaces for doctoral students, this study focuses on monitoring committees which represent an a priori more equitable way of addressing the issue of power distribution in supervision and which are therefore likely to help students in their doctoral journey. Our study of a recorded session of a monitoring committee is based on an analysis of the different discourses at work, discourse analysis being considered as a form of social action that has an impact on the lived experience and its foreseeable consequences (Fairclough, 2001). Characteristic features related to the specific detrimental asymmetries in this situation were identified. Several categories of power asymmetries detected in supervision were found to hinder the identification process at stake and thus the conditions for the doctoral student's success. It is suggested that awareness of these asymmetries could help supervisors to develop a more supportive and equitable relationship, leading to positive change.

This chapter links the emerging work on excessive teacher entitlement (Ratnam et al., 2019) with the ethical principle of inclusive professionalism: the right of all children to attend mainstream schools and therefore to receive accessible and appropriate teaching regardless of their educational needs (Armstrong, 1998). In the professional development process, teachers and educational leaders are confronted with numerous contradictions between prescriptions and facts, between means and ends, between intentions and actions, etc. They face numerous ethical dilemmas, which become more acute when they enter the professional field. The resulting uncertainties can lead to a defensive and inappropriate commitment to their prerogatives and difficulty in adjusting to the great diversity of situations encountered. This work reports on a multi-case study that involved a cross-case analysis of situations (Walton et al., 2022) observed by the researcher in an academic professional context.

Excessive entitlement, the enacted belief that one's voice, opinion, or assessment holds more weight than that of others (even those of one's own kind), and how it unavoidably rubs against their sense of their best-loved self, is the focus of this chapter. Some define excessive entitlement as a kind of greed where individuals in academia elevate themselves and lord their perceptions/stances over others. This work is situated in the academy and involves relationships and situations that arose between and among graduate students and professors as well as between and among professors and other professors. Wedged between conflicting agendas, individuals feel pulled from pillar-to-post as they experience differing phenomena and images playing out within themselves, some seriously challenging their images of the best-loved self. This fine-grained scholarship illustrates that although strides have been made around gender, professional backgrounds, ethnicity, and race in society, room for significant improvement still exists, most especially at the micro-levels where aggressions can still take place. This research reveals intertwined hegemonies in academia. Narrative inquiry – a storied method that unpacks stories – deftly skirts research issues by including fictionalization as a fourth analytical tool, joining the conventional tools of broadening, burrowing and storying-restorying. Using these devices situates the inquiry, burrows into stories of experiences, and illuminates shifts taking place. Truth is established through employing multiple research tools over time and gauging the extent to which the intersecting narratives ring true to those outside the research situation.

This study aims to investigate the complex relationship between corporate social responsibility (CSR) dimensions and customer loyalty. In particular, this study suggested an intervening process through customer perceived value, which makes banking customers more loyal.

Using a randomised sample of 261 respondents from the Northern Province of Sri Lanka, this study empirically investigates the role of CSR in enhancing customer value and loyalty. The collected data, the study model and hypotheses were assessed by partial least squares structural equation modelling.

According to the results, CSR practices that are both strategic and stakeholder-driven have a positive effect on customer loyalty in the banking industry. Further, customer perceived-value positively impacts customer loyalty. Besides, customer perceived-value mediates the association between CSR practices and customer loyalty.

This study is limited to the banking industry. Thus, future studies can replicate the same research in different sectors like retail, tourism and hospitality, insurance and microcredit institutions, garments, textiles, etc.

This study suggests specific dimensions of CSR that need to be emphasised while the banking industry designs its loyalty programs.

The notion of customer value has been suggested as a mediating mechanism between diversified CSR perspectives and customer loyalty. Thus, this study proposes a comprehensive framework for enhancing customer loyalty to banks via CSR practices and customer value creation.