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This paper examines how mathematics teacher educators (MTEs) learn to enact equitable mathematics instruction using technology through lesson study (LS).

A LS team with three MTEs conducted three iterations of LS on teaching the Pythagorean Theorem in an in-person, technology-mediated environment. Many forms of data were collected: Desmos activities, videos of research lessons (RLs), videos of MTE RL debriefings, artifacts of student learning in the Desmos Dashboard, and MTEs' written self-reflection. The authors investigate the teacher educators' learning through LS by analyzing the MTE debriefings of the RLs using Bannister’s (2015) framework for teacher learning in communities of practice.

The MTEs learned to enact equitable mathematics instruction using technology through addressing emerging issues related to intellectual authority and use of student thinking. Throughout the LS, the MTEs sought ways of promoting students' mathematical authority and using student thinking through features of the Desmos platform.

This study focuses on MTEs' learning without examining participating preservice teachers' learning. It demonstrates the benefits of LS for MTEs' professional learning.

This study showcases how a research-based Desmos activity is used and refined to promote MTE learning how to implement equitable mathematics instruction.

The study contributes to better understanding of how LS could be used to develop MTEs' professional learning. Moreover, the dual process of participation and reification was concretized through diagnostic and prognostic frames in the LS context, which enriches the concept of community of practice.

This paper aims to propose mechanisms of the dark side of interorganizational relationships from a social psychological perspective. The purpose is to understand the role of boundary spanners’ social psychological processes that may trigger the dark side effects.

Multple mechanisms are developed through three social psychological theories, namely, social identity theory, system justification theory and social learning theory.

Boundary spanners’ social psychological processes can trigger the dark side of interorganizational relationships via mechanisms such as excessive cooperation, reification, system justification and path dependence in learning.

This paper concludes with a discussion that offers a new perspective on research on dark side effects and the managerial implications of the present analysis.

This paper contributes to the current literature by extending the interpersonal social psychological processes that could explain the dark side of interorganizational relationships. This paper is a step forward to answer the calls for multilevel considerations of the dark side effects and inspire future research on the role of social psychological processes in dark side effects.

This study aims to explore how aspiring entrepreneurs navigate between their own individual self-concept and the organisational identity of the new venture during the process of new venture creation.

The study draws on three cases of aspiring entrepreneurs within a UK-based university incubator in the process of “becoming” entrepreneurs. Semi-structured interviews and secondary data were collected and analysed using a flexible pattern matching approach.

The data illustrated parallel identity and sensemaking processes occurring as the aspiring entrepreneurs navigated towards new venture formation. For the organisational identity process, three key stages were found to occur: referent identity labelling, projection and identity reification. Concurrently the sensemaking process made up of creation, interpretation and enactment were seen to enable identity transitioning mechanisms: cue identification, liminal sensegiving and recognition of formal venture boundaries, which led to the organisational identity being formed.

This study is exploratory in nature thus future research is required to clarify the relationship between identity work practices and the process of creating a new venture (Oliver and Vough, 2020). The paper is limited to successful instances of new venture formation, and though this helped to extricate the identity transitioning stages and mechanisms that have thus far remained implicit within the process of new venture creation, it could be extended to examine entrepreneurs who fail to set up new ventures. This limitation opens avenues for further research on identity formation in failed ventures (Snihur and Clarysse, 2022) and on how entrepreneurs negotiate contested identities (Varlander et al., 2020). Furthermore, entrepreneurs take different pathways to new venture formation (Shepherd et al., 2021) and while this study follows the journey of aspiring entrepreneurs who differed in terms of sector, education and prior entrepreneurial experience (Shane, 2003), future researchers could undertake a more in-depth ethnographic study including the effects of incubator setting and how these can be best supported, as this was outside the original remit of this study. Given the importance of the university incubator (Bergman and McMullen, 2022), its role in the construction of new venture identity is an interesting area for future research.

This study provides a practical contribution into entrepreneurship curricula and incubator training, emphasising the importance of understanding the relevance of the entrepreneur's self-concept in making sense of future venture identities. Through the findings of this study, the importance of cue identification and how aspiring entrepreneurs rely on these to carve out the identity of their budding venture is demonstrated. Incubator spaces may have a role to play in supporting aspiring entrepreneurs to reflect on and interpret feedback (liminal sensegiving) during the venture creation process. Furthermore, both educators and incubator managers need to be aware of the state of in-between-ness aspiring entrepreneurs will face as they carve out the identity of the budding venture. This study enables educators to advise aspiring entrepreneurs that there will come a point on the entrepreneurial journey when they need to emphasise boundary setting between self and organisation to enable organisational identity to be fostered and venture formation realised. This study advises incubator managers to consider whether support around business registrations and creation of business accounts should be provided earlier in the incubation programme to emphasise boundary setting between self and organisation. There is a fruitful avenue for future research to extend the work in this paper to fully understand how this might be taught and practiced in the classrooms.

By extricating the stages of organisational identity formation, often hidden within the new venture creation process, this study has framed new venture creation as a liminal experience and a visible site of identity work. This study presents a process model of the key identity transitioning stages and mechanisms in new ventures, by illustrating how aspiring entrepreneurs' sensemaking influences identity transitions during the process of venture creation.

This paper aims to clarify some of the representations regarding philosophy of science and statistical methods, which are contained in Cadogan and Lee (this issue).

This paper uses logical argument and a review of literature.

Rigdon’s (2012) approach to construct validation is entirely consistent with scientific realism, while the “realist variable framework” revives the empiricist reification of common factors found in Bagozzi’s (1984) Holistic Construal and throughout the early literature of structural equation modeling. Factor indeterminacy is a phenomenon that makes it impossible to equate common factors with conceptual variables. The future of marketing measurement is not in the historical error-centric framework but in a measurement framework centered around uncertainty.

Researchers should avoid reification of common factors and recognize the validity gap between conceptual variables and empirical proxies, consistent with Rigdon (2012) and should move toward an uncertainty-centric approach to measurement.

Decision-makers need to acknowledge the difference between data and the underlying reality. Success or failure will be shaped by the reality, not by the data.

To the best of the author’s knowledge, this is the first paper seeking to clarify representations in Cadogan and Lee (this issue). This paper aims to save journal readers from being misled.

This paper intervenes in the consequences of a myth propagated in academic discourse about the dancesport world, according to which half of the men in Latin dancesport are gay. I challenge two assumptions that surround this myth: that cisgender gay men do not contribute to the reification of the heteronormative gender binary, and that the dancesport scene is inclusive of gay people. These assumptions are based on a blatant lack of understanding of the position of gay men within the dancesport world – that is, the ways in which subjects are constituted through the effects of power.

This work is based on empirical research I conducted in the dancesport community, including ethnographic and autoethnographic fieldwork, extant documents (e.g. books, blogs, Judging Regulations) and interviews with experts and participants of the dancesport scene (2021/2022). To analyse the data, I relied on the principles of dispositive analysis, grounded theory and dance analysis.

I show that gay dancers have turned to assimilation as their only available strategy. I discuss the negative consequences of assimilation as a political strategy and how it impacted queer dancers – between invisibilisation, residual shame and a failure to challenge the heteronormative gender binary. This led gay dancers to rationalise and perpetrate harm based on the systems of oppression they had internalised.

I conclude the paper by highlighting a way beyond assimilation for queer dancers.

This paper addresses a critical gap in research on LGBT + inclusion in dancesport.

The purpose of this work is to explore the new possibilities enabled by the recent introduction of RDF-star, an extension that allows for statements about statements within the Resource Description Framework (RDF). Alongside Named Graphs, this approach offers opportunities to leverage a meta-level for data modeling and data applications.

In this extended paper, the authors build onto three modeling use cases published in a previous paper: (1) provide provenance information, (2) maintain backwards compatibility for existing models, and (3) reduce the complexity of a data model. The authors present two scenarios where they implement the use of the meta-level to extend a data model with meta-information.

The authors present three abstract patterns for actively using the meta-level in data modeling. The authors showcase the implementation of the meta-level through two scenarios from our research project: (1) the authors introduce a workflow for triple annotation that uses the meta-level to enable users to comment on individual statements, such as for reporting errors or adding supplementary information. (2) The authors demonstrate how adding meta-information to a data model can accommodate highly specialized data while maintaining the simplicity of the underlying model.

Through the formulation of data modeling patterns with RDF-star and the demonstration of their application in two scenarios, the authors advocate for data modelers to embrace the meta-level.

With RDF-star being a very new extension to RDF, to the best of the authors’ knowledge, they are among the first to relate it to other meta-level approaches and demonstrate its application in real-world scenarios.

The very soul of cultural and arts entrepreneurship (CAE) is aesthetic. However, what is the importance of being aesthetic in CAE? An understanding of aesthetics substantially improves both our comprehension of CAE and our capacity to theorise about entrepreneurship and creative industries. Furthermore, when seeking to understand CAE, the authors expand their knowledge about aesthetics, an ordinary but complex and neglected kind of knowledge. The authors mobilise three perspectives in organisational aesthetics theory (sensible knowing, connection, and judgements) to develop and propose initial ways to connect aesthetics to CAE. These perspectives help to explore and explain the vital importance of aesthetics in CAE and its innovation process. Aesthetics is a source of innovation in CAE, and the authors propose to perceive entrepreneurial innovations as aesthetic learning, persuasion, and flow.

This study aims to determine whether partial least squares path modeling (PLS) is fit for purpose for scholars holding scientific realist views.

The authors present the philosophical foundations of scientific realism and constructivism and examine the extent to which PLS aligns with them.

PLS does not align with scientific realism but aligns well with constructivism.

Research is needed to assess PLS’s fit with instrumentalism and pragmatism.

PLS has no utility as a realist scientific tool but may be of interest to constructivists.

To the best of the authors’ knowledge, this study is the first to assess PLS’s alignments and mismatches with constructivist and scientific realist perspectives.