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New Zealand postgraduate library and information studies qualifications have undergone a process of continual revision since the first training school for librarians was established in 1946. This chapter begins with an overview of the history of postgraduate library studies qualifications in New Zealand. It continues with a discussion of the establishment of qualifications for record keepers (archivists and records managers), followed by a description of the most recent developments, which established a generic Master of Information Studies qualification, and the associated Postgraduate Certificate and Diploma of Information Studies. It concludes with a discussion of the various drivers for these changes, and the ways in which the relationships between the various professional associations and interest groups and the education providers have evolved.

This chapter examines historical and contemporary issues related to child protection and argues that the social construction of immigrants requires an examination of the values that shape child welfare practice. Discussion of the historical context of the US child welfare system is followed by a discussion of the separations of children from their families as a result of deportations or separations at the border. The intersections of child welfare, racism, and xenophobia are discussed, highlighting historical trauma, forced separations of Indigenous and Latinx children, and the importance of social constructions of immigrants in shaping child welfare practice and policy.

High-involvement work processes (HIWPs) are associated with high levels of employee influence over the work process, such as high levels of control over how to handle individual job tasks or a high level of involvement at team or workplace level in designing work procedures. When implementations of HIWPs are accompanied by companion investments in human capital – for example, in better information and training, higher pay and stronger employee voice – it is appropriate to talk not only of HIWPs but of “high-involvement work systems” (HIWSs). This chapter reviews the theory and practice of HIWPs and HIWSs. Across a range of academic perspectives and societies, it has regularly been argued that steps to enhance employee involvement in decision-making create better opportunities to perform, better utilization of skill and human potential, and better employee motivation, leading, in turn, to various improvements in organizational and employee outcomes.

However, there are also costs to increased employee involvement and the authors review the important economic and sociopolitical contingencies that help to explain the incidence or distribution of HIWPs and HIWSs. The authors also review the research on the outcomes of higher employee involvement for firms and workers, discuss the quality of the research methods used, and consider the tensions with which the model is associated. This chapter concludes with an outline of the research agenda, envisaging an ongoing role for both quantitative and qualitative studies. Without ignoring the difficulties involved, the authors argue, from the societal perspective, that the high-involvement pathway should be considered one of the most important vectors available to improve the quality of work and employee well-being.

The historical relationship between the state and Gypsy/Travellers in the UK and Europe has been a difficult one. Cultural differences, particularly in relation to nomadism and sedentarism lie at the centre of this fraught relationship (Acton, 1997; Liégeois, 2005; McVeigh, 1997; Molloy, 1998). Some commentators have gone as far as to suggest that policies directed at Gypsy/Travellers amount to a form of ‘ethnic cleansing’ (Hawes & Perez, 1996). This is not only a matter of history but refers to current legislation, policy and the experience of hostile responses from the settled community and the media (Clark & Greenfields, 2006; Richardson, 2006). Clark (2008) argues that in Britain and Ireland these tensions are shaped by ‘core dichotomies’ and in the context of social policy one such dichotomy is that between ‘care’ and ‘control’. While the current housing and planning policy agenda seeks to improve safety and security in the provision of appropriate accommodation, addressing the needs of Gypsy/Travellers, the tendency to control through monitoring and regulation is also evident (Clark & Greenfields, 2006; Richardson, 2006). It is, therefore, unsurprising that, in the midst of such enduring hostility from the state, authorities and the settled community and tensions and confusion in policy, there may be some reluctance to engage with researchers, especially but not just when they are commissioned to undertake the research on behalf of national and local government.

How is moral legitimacy established in pluralist contexts where multiple moral frameworks co-exist and compete? Situations of moral multiplexity complicate not only whether an organization or practice is legitimate but also which criteria should be used to establish moral legitimacy. We argue that moral legitimacy can be thought of as the property of a dynamic dialogical process in which relations between moral schemes are constantly (re-)negotiated through dynamic exchange with audiences. Drawing on Boltanski and Thévenot’s ‘orders of worth’ framework, we propose a process model of how three types of truces may be negotiated: transcendence, compromise, antagonism. While each can create moral legitimacy in pluralistic contexts, legitimacy is not a binary variable but varying in degrees of scope and certainty.

This chapter introduces a theoretically grounded pedagogical procedure of moral argumentation that aims to facilitate student teachers’ learning of moral competencies during teacher education. Despite the essentiality of the moral aspects of teaching, they often remain implicit in the curricula and pedagogical practices of teacher education. Thus, there is a clear need to bring these aspects to the foreground and create possibilities for student teachers to elaborate them thoroughly during teacher education. Authentic cases capturing classroom realities and moral dilemmas at school as well as their systematic analysis and reflection from various lenses form the core of the procedure. Based on the results of the use of the procedure in the practice of teacher education, it promisingly fulfills the aims to demonstrate the moral core of teaching and teacher’s central role in it for student teachers.

This paper explores the transformation of international business models in the context of international ICT businesses where cloud computing has triggered a major paradigm change in the way software and hardware related services are offered to international customers.

Through comparative analysis of two cases, this paper examines the business model transformation processes in the cloud computing context.

The key challenges of the case companies were related to business model transformation as cloud computing was triggering a change in most of the business model elements.

There is a need to define the concept of business model in a way that suits the cloud and internationalization.