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This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the expansion of higher education led to new types of application-oriented courses. For a long time, child day care in Germany was not seen as a subject of theoretical worth. Vocational training for kindergarten teachers, overwhelmingly employed in day care centers, has not yet been academized. The academic study of childhood pedagogy is a thereof separate project, taught especially at universities of applied science. Nevertheless, constructions of new disciplines are directed toward professional fields, for which they claim relevance with their academic training. With its focus on “Bildung” childhood pedagogy in Germany claims to offer a scientifically based solution to the practical problems of action in child day care. This chapter discusses the specific content of the curricula statistical figures of graduates at universities and in the fields of practice. It provides first empirical clarification on observable phenomena of a scientific “penetration” of cognitive rationality in kindergartens. It fosters an academic habitus that induces a distancing from direct interaction with children, leads to a diversification of tasks in day care centers, and promotes hierarchical processes of professional role differentiation in the field of childcare.

Notwithstanding the emergence of hospitality education around the world, the hospitality industry itself has struggled to establish a talent pipeline of young ambitious managers. Typically, only 30% of hospitality students are predicted to develop their careers within the hospitality industry, while the remainder will relocate to other industries such as retail, banking and consulting. Although this manifestation has been globally documented, most studies have simply adopted a quantitative approach in defining this phenomenon; hence, despite its scale being appreciated, less attention has been paid to defining the underlying causes which drive this concern. This study contributes to this issue by interviewing 18 students at three key stages of their practical placements, namely, pre-, during and post their placement, drawing on the ‘Principles of a Sustainable HRM ROC framework’. This chapter concludes with significant findings from which some recommendations have been formulated.

This chapter explores the idea of paradigm shifts and the changes that have taken place in the field of teaching and teacher education over the past four decades. The work unpacks how teachers, their practices, their professional development, and their education are conceived in the positivist and interpretive paradigms. The study of teaching and teacher education is likewise shaped by the ontological and epistemological underpinnings associated with different research methods and the paradigms with which they are associated. To demonstrate the influence of paradigms, this chapter concludes with a rich example of how the interpretive tradition has shaped a teacher education program in northern Finland.

This chapter argues the importance of ritualised family occasions in the moral economy of intergenerational families. The chapter draws on 34 semi-biographical interviews with 13 men and 21 women aged 20–90, focussing on stories about troubled or failed rituals. The analysis shows that family members depend on the support and recognition of each other to maintain their moral identities. Ritualised occasions work as magnifying glasses, focussing and intensifying the ongoing relationship work, and forcing family members to take stock and signpost the state of their social bond, and as cultural reference points, providing a window into normative expectations of how parents and adult children should perform relatedness.

This chapter analyzes the ways that individuals develop person-to-group ties. The chapter reviews the development and evidentiary basis of the theory of relational cohesion, the affect theory of social exchange, and the theory of social commitments.

We survey twenty-five years of published literature on these theories, and review unpublished theoretical tests and extensions that are currently in progress.

The research program has grown substantially over the past twenty-five years to encompass more varied and diverse phenomena. The findings indicate that structural interdependencies, repeated exchanges, and a sense of shared responsibility are key conditions for people to develop affective ties to groups, organizations, and even nation-states.

The research implies that if people are engaged in joint tasks, they attribute positive or negative feelings from those tasks to their local groups (teams, departments) and/or to larger organizations (companies, communities). To date, empirical tests have focused on microlevel processes.

Our work has practical implications for how managers or supervisors organize tasks and work routines in a way to maximize group or organizational commitment.

This research helps to understand problems of fragmentation that are faced by decentralized organizations and also how these can be overcome.

The chapter represents the most complete and comprehensive review of the theory of relational cohesion, the affect theory of social exchange, and the theory of social commitments to date.

March 30, 2020 is a day of qualitative changes in the Lithuanian education system. This day in history – at least in the history of education – will record the day when mass distance learning began in the entire Lithuanian education system. All educational activities from kindergarten to higher and adult education were organized at a distance. In fact, the idea of distance learning was not so new in Lithuania. The first steps in developing a distance learning system in Lithuania were taken 25 years ago, but before the pandemic, it was more the exception than the norm and, of course, it had never been global. But in Spring 2020, all educational institutions (in general education during 2 weeks, in higher – even only during 2–3 days) were transformed from contact to distance learning. From a few-month perspective, it can be said that, despite all the circumstances, this transformation has been quite successful. In order to better understand the reasons for this quite sufficiently successful transition, it would be worthwhile to briefly review the organization of distance learning in Lithuania until the 2020 pandemic.

In this essay, we seek to understand how international business schools contribute to the development of effective global leaders. To do so, we start by examining the practical needs and challenges faced by multicultural teams operating in diverse global environments. Next, we compare and contrast three models of global leadership skills development used at three international institutions in Poland, Mexico, and Canada. We analyze each approach using Brake’s (1997) global leadership triad and Oddou and Mendenhall’s (2018) transformational axes model. We then discuss the future of global leadership education and the role business schools should play in the development of appropriate skills.

This chapter seeks to understand inclusive education, seen from the perspective of young people who had trouble learning at school. With the indirect approach, an explorative interviewing technique, we seek to find out what they, when looking back, think would have been important in order to learn. In this chapter, we meet three young people from Norway with the experience that their school was not sufficiently inclusive. All three point out that there should have been more room for being different and a greater focus on practical approaches to teaching.