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Knowledge of how social movements move, diffuse, and expand collective action events is central to movement scholarship and activist practice. Our purpose is to extend sociological knowledge about how movements (sometimes) diffuse and amplify insurgent actions, that is, how movements move. We extend movement diffusion theory by drawing a conceptual analogue with military theory and practice applied to the case of the organized and highly disciplined nonviolent Nashville civil rights movement in the late 1950s and early 1960s. We emphasize emplacement in a base-mission extension model whereby a movement base is built in a community establishing a social movement school for inculcating discipline and performative training in cadre who engage in insurgent operations extended from that base to outlying events and campaigns. Our data are drawn from secondary sources and semi-structured interviews conducted with participants of the Nashville civil rights movement. The analytic strategy employs a variant of the “extended case method,” where extension is constituted by movement agents following paths from base to outlying campaigns or events. Evidence shows that the Nashville movement established an exemplary local movement base that led to important changes in that city but also spawned traveling movement cadre who moved movement actions in an extensive series of pathways linking the Nashville base to events and campaigns across the southern theater of the civil rights movement. We conclude with theoretical and practical implications.

This paper aims to present a case study on how the strong relationships with multiple stakeholder groups can benefit educational programs through the curriculum redesign process by using the experience of Marshall University and Intuit.

This paper highlights how Marshall’s faculty used Intuit’s Design Thinking process to engage with stakeholders to innovate a curriculum that is sustainable and socially responsible and transfers workforce skills and concepts. This case describes how to: involve stakeholders to discover their pain points and desired outcomes, develop prototype curriculums from stakeholders’ feedback and test and iterate prototype curriculums on stakeholders until their expectations (e.g. quality, innovation and value) of the curriculum are exceeded.

Faculty applied Design Thinking to engage with stakeholders to infuse contemporary knowledge and skills that positively impact their workforce development and societal goals into the curriculum. This process promoted critical thinking and a “stakeholder-centered” orientation with various groups including AACSB and employers. These curriculum changes ultimately provide greater experiences to students while providing relevant skills of interest to employers and society.

Stakeholders are often consulted on educational programs; however, it is unusual for an industry stakeholder to provide their best innovative practices to assist colleges with the transformation of academic curriculums. Moreover, it is unusual for higher education institutions to fully embrace these industry processes and integrate these experiences within their collective culture. Finally, the detailing of this case allows for other colleges to apply these concepts to their curriculums.

This chapter presents a critical reflection on delivering a lecture on the impacts of colonialism to a cohort of predominantly white, undergraduate students in the UK. This chapter provides an overview of the lecture, including its key content and how it built on a wider programme of learning. It then discusses student reactions to the lecture content, reviews the literature on teaching sensitive subjects, highlights what pedagogues in Higher Education (HE) can learn from this literature, and explores both teacher and student positionality. The chapter concludes that pedagogues in HE should pursue the teaching of sensitive subjects and not ‘give in’ to student discomfort. Not creating the conditions to discuss such issues in learning spaces ultimately sides with existing structures of power and privilege in HE that should be challenged. However, strategies need to be put in place to overcome students’ fears of discussing sensitive subjects. These strategies include pedagogues building up trust, facilitating open dialogue, and reflexively exploring positionality. These present both students and teachers with the opportunity to recognise and transform their own biases, perceptions, and attitudes to facilitate deeper and more democratic learning; and challenge existing structures of privilege in HE that benefit more powerful groups.

Organizations are full of contradictions and leadership dilemmas. Managers often face challenges such as selecting between two contradicting options such that which one is more important can hardly be judged. To manage contradicting dynamics, today’s managers can adopt the paradoxical leadership approach. We build a theoretical model to investigate the influence of paradoxical leadership on multi-dimensional project agility (proactivity, adaptability, and resilience), and multi-dimensional project success (management, investment, and ownership success).

Drawing on survey-based data from the China–Pakistan Economic Corridor (CPEC) megaproject (N = 209), we performed covariance-based structural equation modeling to test the conceptual model.

The findings show that (1) paradoxical leadership has a significant positive impact on megaproject success, (2) paradoxical leadership has a significant positive influence on project agility, (3) project agility has a significant positive effect on megaproject success, and (4) project agility has a significant effect that mediates the link between paradoxical leadership and megaproject success. This research provides a theoretical and practical comprehension of paradoxical leadership with a new perspective on megaprojects.

This study provides an extension of the existing studies on paradoxical leadership and identifies the role of contradicting dynamics and their impact on multiple facets of megaproject success. It not only clarifies the relationship between paradoxical leadership and megaproject success, but also identifies the mediating role of project agility that can play an effective role in mobilizing success in megaprojects.

This chapter provides an overview of the current state of research policy and research management and administration (RMA) in Kenya. Although RMA is an emerging field globally, it is not yet fully recognised in Kenya. The main objective of this chapter is to provide an overview of the vibrant research environment in Kenya, its most important challenges in the field of management and administration of research, and how some Kenyan Universities are dealing with them.

The findings in this chapter are based first on a research policy documents analysis and on literature review. In a second phase, qualitative data were collected through desk-based research and informant questionnaires and interviews.

In the conclusions, concrete suggestions are formulated that could support the enrichment of the research environment, find solutions for RMA-related challenges, but also lead to the development and establishment of RMA as a profession in the country.

There has been an explosion of interest in “Equity, Diversity, and Inclusion” (EDI) – also referred to as DEI among other acronyms. On the one hand, this management trend has the potential to draw attention to the ways in which organizational practices and climates can be transformed to have a positive impact on the underrepresentation of women and other marginalized and excluded groups in the workplace. On the other hand, there may be real consequences for women as EDI replaces other concepts such as women's rights, gender equality, affirmative action, employment equity, gender discrimination, etc. This chapter applies a gender lens to the EDI concept and management policy and practice. It juxtaposes EDI's emergence with the lack of progress on gender equality that is observed and measured in many regions of the world and highlights several critiques that may explain this lack of progress. It also identifies what EDI policies and practices need to take into consideration to better address gender inequality in the workplace. Legal approaches are discussed along with a list of potential areas of research on EDI and gender equality to determine the best path forward for making concrete progress on true equality for women in the workplace.

Drawing from social comparison theory, this study investigates the factors influencing benign or malicious envy toward influencers and the effects of envy on social media users' choice of endorsed or rival brands.

A sample of 453 social media users was obtained to examine the research model.

Homophily and symbolism positively affect both benign and malicious envy. Credibility affects benign envy positively but malicious envy negatively. Deservingness affects malicious envy negatively but exerts no effect on benign envy. Benign envy has a greater influence on choosing brands endorsed by influencers than it does on choosing rival brands; these effects are more substantial under conditions of high perceived control. By contrast, malicious envy significantly affects the choice of purchasing rival brands; however, this effect is not influenced by perceived control.

This study unveils a key aspect of the endorser–follower relationship by analyzing the effect of envy toward social media influencers on followers' intention to purchase endorsed or rival brands. This study identifies the differential effects of two types of envy on brand choice.

This paper investigates the digital information practices of Afro-Latino youth, focusing on their engagement with mental health content on TikTok. It aims to understand how racial and ethnic identity dimensions shape their information behaviors in digital spaces.

Employing qualitative methods, the study involved interviews with thirteen Afro-Latino teens. This exploratory approach, draws connections between Afro-Latino identity and information practices using three constructs: (i) typology of information practices, (ii) intersectionality, and (iii) assemblages.

The study reveals that Afro-Latino youth actively construct “information assemblages” and “algorithmic counterspaces” on TikTok, enabling them to engage with content that resonates with their identities. However, it also highlights the challenges posed by these spaces' temporary and algorithm-dependent nature in maintaining consistent engagement with mental health information.

The research is limited by its small sample size and focus on a single platform, which may affect generalizability. Future research should explore other platforms, and draw a deeper distinction between content creators and other users.

This paper underscores the need for designers and educators to prioritize the importance of algorithmic literacy and design affordances that empower users to transparently understand algorithmic functionality, so as to support on-going engagement with algorithmic counterspaces.

This research offers novel insights into the digital information practices of Afro-Latino youth, a typically underrepresented group in academic research. It introduces new concepts in information science and digital media studies, highlighting the importance of intersectional identities in digital information practices.