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Endeavoring to expand their global market presence, firms often launch products into emerging markets where managers face the daunting task of deploying products by managing available, and often limited, supply chain resources. Yet, literature has not empirically examined managerial resource orchestration in this context. Accordingly, by embedding resource orchestration theory (ROT) into the emerging market context, the authors offer middle-range theorizing on supply chain resource orchestration (SCRO) and empirically test how acquiring, bundling and leveraging activities impact new product launch performance.

The authors test the model by analyzing empirical data from 175 individual product launches into emerging markets using a survey methodology.

The authors’ results suggest that SCRO holds the promise of being a viable middle-range theory in the supply chain field, especially where managers face limited resources and must “work with what they have to do what they can.”

The authors’ study also has some limitations. First, because a panel data service company was used to collect the data, the authors were not provided with any information regarding the respondents' company names or other identifying data. Second, because the authors did not directly interact with the respondents nor were the authors able to contact multiple individuals from their respective organizations, the study was limited to a single-respondent design. However, to counter issues associated with single-response bias, the central constructs in the study referenced phenomena related to a specific product launch project as opposed to constructs at the firm or inter-firm relational level.

The authors’ results reveal that SCRO activities can enhance the performance of new product launches, even in resource-starved emerging market contexts.

The results validate measures for several of the SCRO processes (i.e. supply chain resource acquisition, supply chain resource bundling and supply chain leveraging) and provide evidence that supply chain resource bundling and supply chain leveraging mediate the relationship between supply chain resource acquisition and product launch performance. Further, soft logistics infrastructure is found to be an important boundary condition for these relationships.

The purpose of this paper is to empirically investigate the activities that nascent firms undertake to improve customer attractiveness and gain collaborative commitment from strategic suppliers.

Data from a grounded theory study consisting of 26 participants from 15 firms and a review of extant literature were used to develop a theoretical model that explains how a nascent firm increases its customer attractiveness to elicit commitment and collaboration from strategic suppliers.

The authors find that social capital, born of close social ties and social history, enhances the effectiveness of a nascent firm's relationship-building practices. This counteracts a supplier's collaborative risk and consequently increases the nascent firm's customer attractiveness, thus enabling it to obtain strategic supplier collaborative commitment.

This research helps managers by providing direction on what practices nascent firms pursue to gain strategic supplier resources and collaboration. Given the reality of resource constraints in nascent firms, it is suggested that this insight is essential to obtaining crucial external resources needed to survive and grow.

Extant research on buyer–supplier collaboration is mostly confined to the context of mature firms and does not account for the unique inter-organizational relational challenges faced by nascent firms. This research uncovers the idiosyncrasies of supplier management in nascent firms, and elucidates on the actions that nascent firm managers take to gain supplier collaborative commitment.

This chapter presents a research method for operationalizing a human rights approach with children with disability in developing countries that confronts the tension between a universal human rights discourse and local knowledge and customs. This research was undertaken in Papua New Guinea and Vanuatu. Through methods of data collection, analysis of data and the dissemination of findings, the focus was on utilizing human rights concepts and ideas in a way that enabled the local meanings and experiences of children to be re-interpreted against the Articles of the Convention on the Rights of Persons with Disabilities (CRPD). Findings could then be presented in a manner that communicated effectively with governments and local and global organizations, while also honouring the particular experiences of children with disability. Such an approach is, of course, subject to critique and ongoing adaptation.

In this chapter we have broadly sketched the educational history of Aotearoa New Zealand to show that this historical backdrop offers a fascinating insight into contemporary debates. In the following chapters we adopt a thematic approach to the history of teacher preparation in Aotearoa New Zealand. We do not offer an institutional or chronological historical narrative, but rather, the chapters are interconnected as they re-trace, recall and re-tell this educational history. Our core thesis is that across the long history of teacher preparation these themes permeate the shifts and changes in educational policy and practice and that ruptures at particular historical moments are not unique. We draw on a number of historical examples to underscore the oftentimes personal impact of the wider policy environment and the educational stories of aspiring teachers. Importantly, we have documented the methodological approaches employed and the archival research that has influenced our reading of the materials.

Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years.

The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive.

Since the 1980s, the history of New Zealand and Australian teachers has mostly focussed on women educators in an increasing array of contexts, and incorporated various theoretical perspectives over time.

The paper highlights key themes and identifies potential directions for research into Australian and New Zealand teachers.

WE all scan the advertisements for librarians in The Times Literary Supplement and other journals every week, and we might be forgiven for inferring from them that there is a dearth of those who, by a curious inversion, are asked for as “A.L.A's or F.L.A's.” In contradiction, it would appear that about 1,500 youngsters are trying to enter the profession by way of the Entrance Examination every year. Youngsters beginning life, especially girls, do usually prefer or are constrained by their parents, the cost of living, and the scarcity of lodgings, to start in their home towns and still to live at home.. Higher in the scale the whole position is tangled in various ways. Many of the entrants fall by the way; commercial pay exceeds municipal and other library pay; more find the work uncongenial, as library work certainly is except to those who are book‐lovers, have a strong social sense, and, in the best cases, a flair for publicity and business administration. Others marry and leave, although some stay on with the ring on the third finger of their left hand. Thus, when maturity is reached, only a relatively few, even amongst the mature, have become chartered librarians and, fewer still, Fellows—as is natural seeing that the fellowship is a much more severe test nowadays and only much love and industry can achieve it. This position is even worse in some other branches of the municipal service; our salaries do not draw the best of the young folk permanently and many a Treasurer's office, to take one branch only, is complaining of want of good recruits. Those of our good ones who do remain do so because of the work and not the pay. Authority has always known this, from the day when Gladstone opined that working in the British Museum was so delightful that it was incredible that the workers wanted any pay at all. Chief librarians today have been most unfairly neglected by the salary negotiating bodies who have dealt generously with several other kinds of chief officers in the local services.

In light of contemporary critiques of New Zealand comprehensive schooling published mainly in the popular press, it is timely to re‐examine the origins of and the rationale for the widespread adoption of this model of education. The comprehensive schooling philosophy, it was recently alleged, has produced a situation in which ‘as many as one in five pupils in the system is failing’ and where ‘there is a large group at the bottom who are not succeeding’. This group was estimated to include some 153,000 students out of the total current New Zealand student population of 765,000. In this context, however, Chris Saunders and Mike Williams, principals of Onehunga High School and Aorere College in Auckland respectively, have noted that having underachieving students in secondary schools in particular is not a recent phenomenon. A large ‘tail’ of poor performing high school students has long been a cause of concern, Williams suggests.

Having developed a more nuanced understanding of how entrepreneurship pervades everyday policing systems, practices, and processes and how it imbues ‘Organised Crime’ and ‘Organised Criminals’ with a competitive advantage it is incumbent upon us to consider new methods of implementing entrepreneurial policing. A strength of longstanding systems of policing is that they work because they systematically perpetuate consistent and proven ways of working which achieve measurable results. Such systems operationalise the conventional and maintain the ‘status quo’. Conversely, innovations do not implement themselves and new ways of ‘thinking’ and ‘doing’ require to be designed, trialled, and put in place. People innovate and initiate change and it is necessary when seeking to initiate changes such as ‘entrepreneurial policing’ to assess the entrepreneurial propensities and capacities of staff within an organisation because this is the starting place for both change and entrepreneurial action. As a consequence, various possibilities including utilising academic research methodologies as analytic tools are examined.