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The purpose of this paper is to examine the role of accounting in the enactment of the Napoleonic imperial project in Tuscany and the Kingdom of Naples in the early nineteenth century.

The study adopts the Foucauldian theoretical framework of governmentality and a comparative approach to highlight similarities and differences between the two regions.

The presence of different cultural understandings and structures of power meant that in Tuscany accounting mirrored and reinforced the existing power structure, whereas in the Kingdom of Naples accounting practices were constitutive of power relations and acted as a compensatory mechanism. In the Kingdom of Naples, where local elites had been traditionally involved in ruling municipalities, control of accounting information and the use of resources “re-adjusted” the balance of power in favour of the French whilst letting local population believe that Napoleon was respectful of local customs.

The ability of accounting technologies to act as compensatory mechanisms within governmentality systems paves the way to further investigations about the relationships between accounting and other governmentality technologies as well as the adjustment mechanisms leading to accounting resilience in different contexts.

By identifying accounting as an adaptive instrument supporting less obvious practices of domination the study helps unmask a hidden mechanism underlying attempts to know, govern and control populations which still characterises modern forms of imperialism.

The comparative perspective leads to a new specification of the multifaceted roles that accounting plays in different cultural and political contexts in the achievement of the same set of imperial goals and enhances understanding of the translation of politics, rhetoric and power into a set of administrative tasks and calculative practices.

This chapter explains how a socio-cultural learning model was used in the Marginalisation and Co-created Education project for students to challenge prevailing deficit models of social disadvantage. This chapter draws on accounts of participant engagement in the project to reveal how a supportive socio-cultural model can develop knowledge about the subject of marginalisation and about wider higher education elements whilst also developing self-belief and raising aspirations of participants.

This chapter provides a framework for ethical decision making related to inclusive educational opportunities for secondary students with intellectual and developmental disabilities (I/DD) based on policies and practices in the United States. Relevant research findings are utilized to explore ethical principles involved in educational decision making for secondary students with I/DD, with discussions on how these are intertwined with U.S. policy. I/DD and inclusion, as described in the research literature and U.S. policy, are defined and the current status of inclusive practices are described. Next, an exploration of the rationale, as supported by empirical evidence, for educating students at the secondary level with I/DD, primarily with their peers who do not have identified disabilities, is shared along with the counter-narrative. Connections of inclusion to post-school outcomes and the lived educational experiences of students with and without disabilities and educators are considered, including ethical dilemmas and conflicts. Finally, factors influencing the application of inclusionary practices are provided.

In the light of the core pedagogical ideas, theoretical framework and methodology of the MaCE project, this chapter will discuss implications and options for working with young people in higher education. A core finding in MaCE points to the fact that the participatory approach is very fruitful for working with young people, in order to enhance their feeling of belonging and commitment in the educational system. From educational research, we know that the dropout rate is high in the students' first year of higher education. Therefore, we consider it important to build a solid foundation of trust and well-defined expectations among students and teachers, starting the very day they pass the doorstep of higher education. When applying such inclusive strategies, it becomes possible to collaborate with students as co-researchers in a socio-cultural learning environment. From the MaCE research, we learned that students thrive when academic hierarchies are toned down, making mutual reflections and partaking in discussion accessible for all students. A participatory pedagogy that involves students and builds relations empowers students' sense of meaning and belonging, making them more engaged and thus help decrease dropout rates in higher education. This points to the importance of strong relations and sufficient time for counselling and tutoring.

According to the literature, a lack of resources is seen as a major barrier of implementing inclusive education. Previous studies, which have mostly been limited to the perspective of teachers, show that the perception of resources has a considerable influence on teachers' self-efficacy and in particular on their attitude towards inclusive education. The 'Perception of Resources Questionnaire' (PRQ) by Goldan and Schwab (2018) is the first instrument to assess the perspective of students. The PRQ was applied in the present study comprising N = 701 students from lower-secondary level in Germany. It is aimed to explore whether the perception of resources has an effect on relevant dimensions on the side of the students. Results of multilevel regression analyses show that students' perception of resources is a significant predictor of their well-being in school, academic self-concept and social inclusion. Finally, the results are discussed with regard to practical implications.

This study focuses on the role of individuals in the innovation management process, by concentrating on leaders and associated behaviors. Specifically, Entrepreneurial Leadership (EL) represent one of the most important fields of innovation management that has become increasingly multifaceted and interdisciplinary with its evolution. Thus, the purpose of this study is to examine a newly emerging research trend with a new lens that is “neuroscience”.

This paper finds an evidence-based roadmap by reviewing the literature with a quantitative Bibliometric Analysis (BA) employing Co-Citation (Co-C) and bibliographic coupling analysis (BcA) to find linkages between the leadership and entrepreneurship literature and the neuroscience literature.

This study identifies five promising groups of research areas such as the organizational approach, the biological approach, the cognitive approach, the emotional approach and it identify five future research topics such as dynamic skills in innovation exploitation process, the human aspect of leadership, the building process of leadership, the biological perspective of leadership and the application of neuroscience in the ecosystem. Moreover, we find an evidence-based roadmap for stimulating focused EL within the broad topic of innovation management research, to move the field forward.

Although the past few years have observed the necessity of review studies on the subsets of biological factors, no reviews have sought to bring those different subsets together into a broader biological perspective. This study provides important indications on the interdisciplinary developments between the neuroscience aspects and EL, as a new emerging paradigm within the broad field of innovation management.