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This chapter proposes a material-performative storytelling approach to authentic leadership based on Hannah Arendt's notion of action as storytelling and Butler's rework of Arendt's notion as an embodied and material performance. The author argues that stories are expressions of authenticity to the extent that they disclose who people are and create what Arendt called a ‘space of appearance’. He conjectures that authenticity is enacted when people have the ability and commitment to create stories and inscribe themselves in history. Jørgensen concludes that authenticity implies new leadership practices enacted in the spaces between institutions and organisations to deal with societal challenges and suggests that innovative new models are necessary to address these challenges.

Mentoring has been shown to positively affect student engagement, confidence, leadership, and skills. It is through the development of relationships, knowledge sharing, increased engagement, and a sense of belonging that mentors gain confidence and build leadership skills. However, little is known about the types of leadership, practices, and behaviors that mentors develop when undertaking the mentorship role. The purpose of this study is to examine the development of exemplary leadership practices that the mentoring role nurtures in undergraduate female student mentors. In particular, this study adopted the Kouzes and Posner (2002) transformational and servant leadership practices model to collect data from undergraduate female mentors (n = 94) and mentees (n =142). Results demonstrated significant correlations among all Student Leadership Practices Inventory Scale (S-LPI) subscales – Inspite a shared vision, Model the way, Challenge the process, Enable others to act, and Encourage the heart – and provided evidence for the association of the mentoring role with the development of transformational and servant practices. However, among the five transformational leadership practices, Inspire a shared vision was not correlated with the mentoring role. Based on the findings of this study, it is recommended that curriculum developers of undergraduate programs create curricula containing an array of peer teaching/mentoring experiences based on clear roles and job descriptions for mentors. Further research is recommended to explore the impact of mentoring programs with a wider sample of students from diverse backgrounds.

This chapter examines the difficulties teachers currently face while attempting to teach toward more justice, more equity, and more healing in an increasingly challenging political climate. The author explores how Critical Race Theory (CRT) has been used by activists and politicians on the far right to shut down good faith debates about what students should learn about race in America and in the teaching of American history. The author suggests how progressive educators and teacher educators can best respond in this political moment and reclaim the debate over our shared values of freedom, justice, and democracy.

Based on the resource orchestration perspective, this study aims to explore whether and how strategic supply management (SSM) affects firms’ operational performance (OP) and innovation performance (IP).

Survey data comprising 404 valid responses are collected from traditional manufacturing firms in China. Confirmatory factor analysis confirms the reliability and validity of the measures. Structural equation modeling and bootstrapping are used to test all hypotheses.

SSM improves firms’ OP and IP. Furthermore, supply base resource mobilization (SBRM) and supply market resource mobilization (SMRM) have partial mediating effects on the relationships. SBRM has a greater effect on OP, while SMRM has a greater effect on IP. In addition, these two types of resource mobilization form different mediating paths between SSM and firm performance, and environmental uncertainty positively moderates this relationship.

With the development of national innovation strategies such as the “Made in China 2025” plan, the Chinese manufacturing industry aims to move from low-cost manufacturing to innovative and high-quality manufacturing. The study’s findings further emphasize the role of purchasing and supply management in external resource management. In addition to demonstrating the differential effects of heterogeneous resource mobilization on OP and IP, different mediation pathways through external resources mobilization are identified in the relationship between SSM and firm performance.

This review identifies low self-concept clarity (SCC) as a source of consumer vulnerabilities and explains how the uncertainty associated with low SCC leads to processes that result in materialistic behaviors and overspending, product dissatisfaction, and potential self-harm. Processes include uncertainty reduction efforts through symbolic self-completion and social comparison, responses to everyday self-concept threats that result in feelings of deficiency and reduced consumption constraints, and susceptibility to interpersonal and marketer influences. In addition, the negative association between SCC and materialism is explained, risk factors for low SCC are described, and the need for research to help low SCC consumers deal with their vulnerabilities is explored.

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 study aims to theorize and empirically examine how guanxi in Chinese collectivistic culture affects entrepreneurs to leverage the structural holes they occupy when it comes to promoting knowledge transfer.

To examine the hypotheses, this study used a mixed-methods research approach where quantitative questionnaires and social network analyses were used through 365 Chinese entrepreneurs, and qualitative semistructured interviews were conducted through 50 Chinese entrepreneurs.

In a Chinese entrepreneur’s guanxi network, structural holes will impede knowledge transfer among network members, but guanxi will moderate this impeding effect.

By revealing how “structural hole controllers” become “structural hole fillers” under the moderating influence of guanxi in Chinese collectivistic culture, this study recognizes the different roles that persons who occupy a structural hole play in different situations, which advances structural hole theory. In addition, by exploring how entrepreneurs orchestrate these structural holes to create a strong guanxi network that can be infinitely extended, this study reveals a means to achieve both advantages of bonding and bridging social capital simultaneously, which generates a theoretical contribution to social capital integration.

This study suggests Chinese entrepreneurs to cultivate guanxi to improve their needs in decision-making by giving renqing, returning renqing, earning mianzi and giving mianzi.

By showing how Chinese entrepreneurs leverage their guanxi and structural holes to facilitate knowledge transfer, this study identifies the critical entrepreneurial behavior that promotes business development, thereby contributing to the literature of knowledge management, entrepreneurship and social network.

Procuring relief products and services is a challenging process for humanitarian organizations (HOs), yet it accounts for approximately 65% of relief operations’ costs (Moshtari et al., 2021). This paper aims to examine how procurement internal controls, materials and purchasing procedure standardization influence information integration and procurement performance.

In this study, partial least square structural equation models and multigroup analysis were used to analyze data collected from 170 HOs.

Procurement internal controls and material and purchasing procedure standardization fully mediate between information integration and procurement performance.

The study focuses only on HOs. Since humanitarian procurement projects take place over a period of several years, it is difficult to capture the long-term effects of information integration, procurement internal controls, material and purchasing procedure standardization and procurement performance. In this regard, a longitudinal study could be undertaken, provided that the required resources are available.

Procurement managers should implement information integration practices within acceptable procurement internal controls and standardize material and purchasing procedures to boost procurement performance.

By integrating information through procurement internal controls and standardizing material and purchasing procedures, procurement performance in a humanitarian setting can be systematically optimized.

This paper posits the need for English language arts (ELA) teachers to foster students’ use of languaging about their relations with ecosystems and peers, leading to their engaging in collective action to critique and transform status-quo systems impacting the climate crisis.

This paper reviews the current theory of languaging theory and research that focuses on the use of languaging to enact relations with ecosystems and others and voice emotions for transforming communities and reducing emissions contributing to climate change.

This review of languaging theory/research leads to identifying examples of teachers having students critique the use of languaging constituting status quo energy and community/transportation systems, respond to examples of characters using languaging in literary texts, using languaging in discussing or writing about the need to address climate change, critiquing languaging in media promoting consumption, using media to interact with audiences and using languaging through engaging in role-play activities.

This focus on languaging in ELA classrooms is a unique perspective application of languaging theory, leading students to engage in collective, communal action to address the climate crisis.