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The paper provides an overview of research published in the innovation and operations management (IOM) literature on 15 methods for cost management in new product development, and it provides a comparison to an earlier review of the management accounting (MA) literature (Wouters & Morales, 2014).

This structured literature search covers papers published in 23 journals in IOM in the period 1990–2014.

The search yielded a sample of 208 unique papers with 275 results (one paper could refer to multiple cost management methods). The top 3 methods are modular design, component commonality, and product platforms, with 115 results (42%) together. In the MA literature, these three methods accounted for 29%, but target costing was the most researched cost management method by far (26%). Simulation is the most frequently used research method in the IOM literature, whereas this was averagely used in the MA literature; qualitative studies were the most frequently used research method in the MA literature, whereas this was averagely used in the IOM literature. We found a lot of papers presenting practical approaches or decision models as a further development of a particular cost management method, which is a clear difference from the MA literature.

This review focused on the same cost management methods, and future research could also consider other cost management methods which are likely to be more important in the IOM literature compared to the MA literature. Future research could also investigate innovative cost management practices in more detail through longitudinal case studies.

This review of research on methods for cost management published outside the MA literature provides an overview for MA researchers. It highlights key differences between both literatures in their research of the same cost management methods.

This chapter contextualises and provides an overview of the development and current state of the profession of research management and administration in the English-speaking Caribbean. In addition, the chapter shows that Research Management and Administration is an emerging profession that is beginning to take root in CARICOM countries, especially as demonstrated by the leading HEIs in which it is recognised that research administration functions are important in supporting and adding value to the research agendas of these institutions and their larger mission of contributing to the sustainable development of the region.

This final chapter, presented by the book’s three Editors, provides a reflection and discussion of the key findings presented throughout the book. First, it delves into the book’s vision and the process of creation. The findings in the book affirm the continuous growth of the field, highlight the diverse nature of the RMA landscape, and reveal the substantial variation in the status of the profession and the availability of data among regions and countries. To understand the unique features of the RMA profession from multitude of angles and in each country’s context, the Editors emphasize the importance of inviting authors to share their perspectives in their own voices and styles, which became central to the book’s mission. Second, this chapter presents discussions on pivotal findings in four areas: (1) growth of the RMA profession in specific countries and regions, (2) crucial contribution of professional associations to advancing RMA, (3) essential soft skills for RMAs and promotion of diversity, equity, and inclusion, and (4) advancing RMA through increasing training and capacity-building initiatives. This chapter also alludes to potential policy implications and concludes with the Editors’ hope that the book serves as a catalyst for further exploration of the RMA field and RMA professions.

Patient engagement has been a focus of patient-centered care in recent years, encouraging health care organizations to increase efforts to facilitate a patient's ability to participate in health care. At the same time, a growing body of research has examined the impact that social determinants of health (SDOH) have on patient health outcomes. Additionally, health care equity is increasingly becoming a focus of many organizations as they work to ensure that all patients receive equitable care. These three domains – patient engagement, SDOH, and health care equity – can intersect in the implementation of social needs screenings among health care organizations. We present a case study on a two-phase social needs screening implementation project and describe how this process focuses on equity. As health care organizations seek to increase patient engagement, address SDOH, and improve health equity, we highlight the need to move away from a siloed approach and view these efforts as interrelated. By approaching efforts to address these challenges and barriers as the duty of all those involved in the patient care process, there may be larger strides made toward equitable health care.

Transitional governance trajectories – i.e. trajectories in which an established firm first engages in equity collaboration with an entrepreneurial firm and subsequently acquires the entrepreneurial firm – are becoming an increasingly popular strategy for established firms to get access to novel and pioneering technologies. In this chapter, we critically assess the existing literature on transitional governance trajectories. In particular, we rely on insights from the existing alliance and acquisition literature to question three implicit assumptions (i.e. established partner is the dominant partner in transitional governance trajectories; established partner behaves as a passive financial investor during pre-acquisition collaboration and post-acquisition integration is likely to proceed smoothly) that are applied by existing studies on transitional governance. On the basis of this critical assessment, we identify theoretical, methodological and managerial challenges for future research on transitional governance.

This chapter analyzes the impact of intercultural academic experiences on students in the areas of intercultural sensitivity and multicultural awareness, knowledge, and skills.

Cottey College’s mission statement includes a clause about educating students to be useful members of a global society (Mission, n.d., para. 1). Toward achieving the mission, each of Cottey College’s second year students is offered an international experience over spring break that is largely paid for by endowed funds. For spring break 2015, the author of this chapter and a colleague offered a trip to Thailand. To participate, students were required to take part in a Step into the World!: Thailand course that was intended to prepare them to successfully navigate, and later reflect upon, their experience abroad. The trip portion of the course spanned 10 days. To measure what impacts the course may have had, students were asked to complete a pre-course and post-course survey, the Intercultural Sensitivity Scale (Fritz, Möllenberg, & Chen, 2002), and to complete journal entries and a personal impact statement by which their multicultural awareness, knowledge, and skills were assessed.

Analysis of the results suggests the Step into the World!: Thailand course had a positive impact on the majority of students’ intercultural sensitivity and multicultural awareness, knowledge, and skills.

The findings support the importance of intentionally combining inside and outside of the classroom experiences to enhance student outcomes.

Teacher misbehaviors disrupt learning (Kearney, Plax, Hays, & Ivey, 1991), and academic entitlement (AE) is on the rise (Greenberger, Lessard, Chen, & Farruggia, 2008). To better understand the online learning context, this study measures AE, perceptions of teacher misbehaviors, and online students' expectations for a variety of common student–teacher interactions. 318 online graduate students report their expectations, and these vary with a student's level of AE. Given these findings, we offer strategies for teachers in online classrooms whose goals are to avoid teacher misbehaviors and foster productive student–teacher communicative relationships that contribute to, rather than work against, learning.