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This chapter outlines an audit process that led to a group of non-Aboriginal academics, and professional staff embarking on a journey to explore insights into Aboriginal knowledge and culture. It presents a compelling account of the benefits of a project devised by a creative Aboriginal teacher and community arts practitioner, The Embedding Diversity: Towards a Culturally Inclusive Pedagogy.

The Embedding Diversity project allowed a reflective and process-based deep learning to occur which enabled practical and meaningful Reconciliation to transpire between Aboriginal and non-Aboriginal staff at an Australian University. Within the Faculty of Education and Social Work, staff collaborated with, listened to, and were taught by Aboriginal people in a range of contexts. Through this partnership, training, engagement, and conversations were had that shifted perspectives and changed thinking.

The outcome of this project was a commitment to change and advocacy for cultural competence to embedding stronger and more informed Aboriginal education, Aboriginal Studies Units of Study (subjects), and perspectives in teacher education curriculum. We present this project as it is reflective of the meaningful Reconciliation and educational reform which may be possible in other learning communities.

The purpose of this paper is to examine the transformation of the perspective applied to distribution structures in the late 1900s. This change implied that the previous focus on channel management by a channel captain was abandoned because of changes in the business reality. This perspective was replaced by models and concepts featuring collaboration and joint coordination between actors and relationships embedded in networks.

Changes of perspectives on phenomena are assumed to occur through the dynamic interplay between business reality, the conceptualisation of this reality and the managerial recommendations derived from this conceptualisation. The study is based on a thorough longitudinal literature review.

Shifts of perspectives occur when there is an increasing mismatch between the current business reality and mainstream conceptualisations. In this transformation, new constructs are required to illustrate new aspects of the business reality, exemplified in the study by interaction and networks. Some established concepts lose their significance, illustrated by the channel captain. Others may be re-interpreted, as is the case with the power concept. The study also shows that “forgotten” conceptualisations can be re-wakened, exemplified by the view of distribution structures as network constellations. In turn, these changes in the conceptualisation of distribution impact the managerial recommendations.

To the best of the author’s knowledge, there are no previous studies analysing how the perspective on a certain phenomenon changes through the dynamic interplay between business reality, conceptualisations and managerial recommendations.

The purpose of this paper is to explore the brand core and its management over time. The aim is to develop a framework for managing the core of a brand for continuity and change.

A longitudinal case study of the Volvo brand’s core and its management serves as the empirical basis for a qualitative analysis of the “brand core” using rhetorical perspectives.

The management of the brand core for both continuity and change is an unsolved paradox in strategic brand management literature and practice. Existing conceptualisations offer little or no guidance regarding managing a brand’s core over time. The Volvo brand has evolved by adding and shifting mindsets, which has kept its core surprisingly stable.

The new framework mitigates a paradox and, by defining the brand core as a point of reference, allows for brand management to address both continuity and change and consider a range of stakeholders while doing so. The integration ofs rhetoric into the framework makes it applicable to product, service and corporate brands, or indeed anything that can be considered a “brand”. The brand core is defined as “an entity of core values and a promise”.

By shifting perspectives on a brand’s core over time, change and development are stimulated while preserving its inner values and promise.

The brand core framework integrating rhetoric theory was supported by a longitudinal case study to resolve a strategic brand management paradox.

The purpose of this study was to explore rapid role shifts at work and to describe the factors that facilitate or inhibit such role shifts, and how these factors affect the employee.

A qualitative study was conducted with 12 participants from four public sector organizations. The participants systematically documented their work role shifts over the course of three days. Based on these data, they were interviewed about their shifts in work roles. All data were analyzed thematically.

Rapid role shifts do not work without extensive mental preparation and commitment. The role changes were perceived as stimulating if there was clarity about purpose, context and the significance of one’s own role, and if there was time both to switch between different roles and to reflect.

This study was only performed in public sector organizations, and with a relatively small sample of interviewees. To generalize the results a more comprehensive collection of data would be required, including independence between researchers and subjects.

Adequate work structures, well-thought-out plans, time set aside for adjustment and reflection, and, not least, well-functioning information technologies are essential to teamwork commitment and satisfaction. As occasional teams, virtual teams and remote work become more common in the future, attention must be paid to rapid work role shifts by governments, policymakers and employers.

To the best of the authors’ knowledge, this is the first systematic study of the challenges involved in rapid shifts in work roles.

This paper focuses on how one Student Teacher (ST) shifted his planning from teacher activities to student learning during a semester-long student-teaching practicum course in social studies. The study of this shift provides a glimpse of the enormity of the ST’s task and the ways in which he responds to the complexity of the work. Data include: lesson plans, providing a written record of activities, and classroom discourse. Analyses of the data rendered three areas relevant to the shift, including: 1) evidence of initiation-response-evaluation [IRE] script as a default script before the shift, 2) evidence of a shift to planning for student learning, and 3) evidence of movement away from the IRE to increasingly open-ended questioning. Preliminary evidence indicates increments that appear inconsequential taken individually, combine to present a picture of an incipient, developmental shift by the ST from planning for teacher activities to planning for student learning.

The purpose of this paper is to describe and analyse the shifting perspectives on the organising and the managing of “distribution”, characterised as channels, systems or networks.

The paper is based on a review of previous research, identifying three periods featuring diverse conceptualisations: the early distribution literature, the channel management perspective and today’s network approaches.

The study shows that the early literature relied on holistic framings. This perspective was replaced by the narrower channel management view, influenced by concepts from two evolving approaches: marketing management and behavioural/social schools-of-thought. Changing business conditions eroded the basis for channel management and paid the way for current arrangements, featuring network-like conditions.

Several reviews of distribution have been published, primarily focusing on the specific features of the perspectives applied. This paper emphasises dynamic aspects by attempting to explain how and why new perspectives emerge and the reasons for their reduced significance over time.