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The possibility of an established firm repelling a newcomer's cost reducing technical advances by providing the newcomer access to its currently superior technology, is explored. The oldtimer is supposed to offer his technology in return for the newcomer either ceasing R&D or sharing her findings. It is found that newcomers with the R&D potential to drive the oldtimer out of business cannot be coopted, but that less potent newcomers can. Whenever newcomers are deterred, the product price is higher and technical advance lower than it would be in the absence of a deal.

According to the UN High Commission on Refugees, over 82 million people are currently displaced globally and of those nearly 25 million are refugees. Every community in the United States – urban, suburban, and rural – is shaped by newcomers seeking safety, opportunity, and self-improvement. Libraries are often the place that feels most welcoming to refugees and newcomers, making them well positioned to offer relevant and impactful programs and services to these communities. Using the International Federation of Library Associations’ (IFLA) conceptual rubric of sanctuary, storehouse, gateway, and bridge, my research explores a variety of programs and services deployed by libraries to address the needs of refugee and newcomer populations. Based on fieldwork in the United States, the Netherlands, and Germany, this chapter describes how libraries impact refugees and newcomers in decisive and meaningful ways. From informal gatherings to national government collaborations of digital content, libraries provide an array of compassionate, effective, scalable interventions for newcomers. Such interventions also positively impact the non-displaced communities in which they operate, fostering deeper connections between newcomers and their communities. Library services to refugees and newcomers provide a broad collective impact in the global crisis of displacement and belonging.

This chapter briefly reviews findings from recent socialization research to provide an updated view of the socialization literature. To help advance the literature, this chapter then takes an instructional system approach, viewing socialization fundamentally as a process of learning about a new or changed role and the environment surrounding that role. As such, attention will first be given to further understanding exactly what needs to be learned during socialization. In doing so, an expanded socialization content typology is presented. In addition, two other components are added to this typology to reflect the fact that (a) each of those content dimensions needs to be learned relative to different organizational levels (e.g., job, work group, unit, organization) and (b) socialization occurs over several months and there are temporal considerations relating to the different socialization content dimensions. This chapter then examines how to best facilitate the learning of that expanded socialization content. The Gagné-Briggs theory of instruction is used in connecting socialization content with the means of learning that content. The socialization and orienting activities commonly used by organizations to help new employees in the adjustment process are also identified and then mapped onto the learning outcomes they could best help facilitate. Finally, the conceptual, measurement, and research needs suggested by these extensions to the socialization literature are identified.

Formal orientation programs play a potentially important role in newcomer adjustment, yet research aimed at understanding and improving the effects of these interventions has stagnated in recent years. The purpose of this chapter is to facilitate a redirection of researchers’ attention to such programs, and to suggest ways to integrate this body of research with recent developments in socialization and training literatures.

From the start, organizational socialization has been all about learning. In fact, most definitions of organizational socialization are very explicit about this and the general notion that socialization involves learning “the ropes” of a particular organizational role (Fisher, 1986). Socialization has been described as a sense-making and learning process in which newcomers acquire a variety of types of information and knowledge to become effective members of the organization (Klein & Weaver, 2000).

This case study focuses on the perceptions of frontline educators, including social workers and settlement workers, across all levels of two Canadian school boards in Central and Southwest Ontario. These jurisdictions attracted significant numbers of Syrian newcomers since January, 2016, both those sponsored publicly and privately, but also directly among Syrians themselves who had heard about the ‘great reputations’ of these school boards. The case study describes how educators responded innovatively – on the fly – to meet new needs, through policies, structures, staffing, partnerships and curricular changes. We documented educators’ stories, hopefully capturing the optimism as well as the stress created by welcoming the newcomers. Our findings and implications remain tentative as in ‘too soon to tell’, thus the expressions of dilemmas in leadership and policy as we witnessed successes towards Syrian integration into schools, communities and Canadian society.

As students increasingly incur debt to finance their undergraduate education, there is heightened concern about the long-term implications of loans on borrowers, especially borrowers from low socioeconomic backgrounds. Drawing upon the concepts of cultural capital and habitus (Bourdieu & Passeron, 1977), this research explores how student debt and social class intersect and affect individuals’ trajectory into adulthood. Based on 50 interviews with young adults who incurred $30,000–180,000 in undergraduate debt and who were from varying social classes, the findings are presented in terms of a categorization schema (income level by level of cultural capital) and a conceptual model of borrowing. The results illustrate the inequitable payoff that college and debt can have for borrowers with varying levels of cultural resources, with borrowers from low-income, low cultural capital backgrounds more likely to struggle throughout and after college with their loans.

In this chapter, we introduce a theoretical model to explain under which conditions different insights or approaches within a team do not necessarily undermine team cohesiveness or prevent the development of a common team identity, and can in fact even reinforce each other. We will review a program of research that examined the formation of a common identity in new collaborations, as well as the extent to which teams accept newcomers who possess unique resources. We show that clarity and congruence determine the likelihood that team members will maintain a common identity while they effectively use the differences among them and accommodate to team changes.

Settlement services in Canada have only recently started offering support and programming for emotional wellness issues faced by newcomers to Canada (immigrants who have been in Canada for less than 5 years). Funding for such services has steadily increased over the past 5 years, particularly in the wake of the COVID-19 pandemic. Greater investment in ensuring the emotional wellness of immigrants is spurring new settlement services and programming. These include a wide array of configurations and approaches across the different geographies of Canada. This is evidence that providing such services for newcomers is in the early stages of implementation, characterised by experimentation and precarity. Mental and emotional wellness programming is in contrast with more established services, such as those meant to provide language learning, where common assessment tools, measures of proficiency and progress are well established. With funding from the Immigration, Refugees and Citizenship Canada (IRCC), this chapter features data from a 2-year project that examined emotional wellness services for immigrants offered in four cities in western Canada between 2018 and 2020. The study used surveys and interviews with clients and focus groups with front-line staff to understand client needs and discern the issues and impact of emotional wellness programming. Findings include apparent limitations in staff capacity and expertise to provide help when needed, the inappropriateness of service models meant for other contexts and complex funding requirements resulting in issues of access and the overall precarity of such programming.

In 2017, 22% of the Canadian population are foreign-born immigrants and one in five is a visible racial minority. Canadian schools and classrooms mirror the diversity of the society and are populated with more and more immigrant and refugee students from diverse ethnic, cultural and linguistic backgrounds each year. Uprooted from their home countries and familiar environments, immigrant and refugee students experience barriers and challenges in new living and educational environments. The increasing number of immigrant and refugee students and their unique educational needs and challenges have called building welcoming and inclusive schools a priority in Canadian education system. This chapter addresses the urgent need for high-impact policies, practices and praxis to build welcoming and inclusive schools for immigrant and refugee students through cross-sector community engagement. Based on several empirical studies, critical and extensive literature review and authors’ professional reflections, this chapter introduces a theoretical framework of building welcoming and inclusive schools for immigrant and refugee students and introduces the promising strategies of engaging community stakeholders, including educators, students, parents, governments and community organizations and agencies.