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This chapter provides the historical and intellectual context of studying inequality and domination using the symbolic interactionist perspective. Lonnie Athens' radical interactionism was identified as a useful framework to research the omnipresent and insidious inequality found in everyday life. Chapters presented in this volume represent a follow up of Volume 41 of Studies in Symbolic Interaction, edited by Athens, where he laid the ground work for the research of domination and subordination. Chapters in this volume demonstrate the advancements made in studying inequality in symbolic interactionist research.

This chapter is born out of concern about the perception of the physical and symbolic place of the live-in housekeeper, both in socioeconomic, and historical terms, as well as the architectural and social dynamics of the home. An intersectional and teleological analysis of the intrinsic devaluation of paid social reproduction work is carried out, based mainly on gender, race, and class inequalities. Ultimately, the chapter tries to locate the position in which the maid finds herself in the domestic environment, both in family relationships and in the symbolism inherent to the concept of the maid’s room. Based on sociological, philosophical, and anthropological analysis, the ambiguous place of domestic workers becomes clearer, promoting a reflection on the very concept of family and household. Thus, the chapter proposes to achieve a hermeneutic dive into the experience of this working class, revealing a hierarchical system beyond the socioeconomic, but above all, of their subjectivities.

Using a decolonial framework for thinking about knowledge, education and internationalisation, this chapter critically unpacks the historical and contemporary complexities in South African higher education, including the colonial roots of higher education and internationalisation, the Eurocentric hegemony and white domination during colonialism and apartheid, and the lack of epistemic decolonisation in post-apartheid South Africa. The chapter shows how the way internationalisation has been practiced by universities since the end of apartheid has contributed to the maintenance of Eurocentric hegemony and coloniality of knowledge. The chapter highlights the need to rethink, reconceptualise and redefine internationalisation, and unpacks a new definition of internationalisation which takes into consideration historical complexities, contemporary realities and challenges, and the need for epistemic transformation and decolonisation in South African higher education. This is in line with Ngũgĩ wa Thiong’o’s decolonial ‘quest for relevance’ of education and knowledge to the people, places and regions in which universities operate, while looking outwards at the world and critically engaging with the plurality of worldviews, ideas, knowledges and ways of knowing. Such a quest could allow students to critically interrogate and understand their being and place in the world, as well as their relationships and linkages to others around the globe.

Service robots present a new frontier in the provision of services, with far-reaching implications for customers and managers alike. The purpose of this chapter is to examine how service robots impact service providers' current marketing strategies. For this, the authors perform an integrative, nonsystematic review of international gray and academic literature to understand how both practitioners and academics perceive the impacts of the technology. Based on this analysis, the present work identifies three key themes that emerge from the current state of practitioner and academic research, namely (1) service robots demand new core business capabilities and competencies, (2) service robots offer new value propositions, and (3) service robots impact not only service providers' cost structures but also revenue streams. These insights are combined into the Service Robot Innovation Canvas, a visual tool for service providers to identify the impact of service robot implementations on a company's marketing strategy. In addition, based on the analyzed literature, the most pressing questions for researchers are laid out in a research agenda.

Digital technologies (DTs) have emerged as a major driving force, transmuting the ways Supply Chains (SCs) are managed. The integration of DTs in supply chain management (SCM), Digital Supply Chain Management (DSCM), has fundamentally reshaped the SCM landscape, offering new opportunities and challenges for organizations. This chapter provides a comprehensive overview of modern DTs and the way they impact modern SCM. This chapter has twofold objectives. First, it illustrates the major changes that DTs have brought to the supply chain landscape, unraveling their multifaceted implications. Second, it offers readers a deeper and comprehensive understanding of the challenges and opportunities arising from the incorporation of DTs into supply chains. By going through the chapter, readers will be able to have a comprehensive grasp of how DTs are reshaping SCM and how organizations can survive and thrive in the digital age. This chapter commences by shedding light on how DTs have and continue to redefine SCM, improving supply chain resilience, visibility, and sustainability in an increasingly complex and interconnected world. It also highlights the role of DTs in enhancing SC visibility, agility, and customer-centricity. Furthermore, this chapter briefly highlights the challenges related to the adoption (pre and post) of DTs in SCM, elucidating on issues related to talent acquisition, data security, and regulatory compliance. It also highlights the ethical and societal implications of this digital transformation, emphasizing the significance of responsible and sustainable practices. This chapter, with the help of three cases, illustrates how the adoption of DTs in SC can impact the various SC performance indicators.

Purpose: The prominence of quality education for building sustainable development is undeniable and is distinctly pointed out in 1 of the 14 sustainable development goals (SDGs). In the same context, this study intends to investigate the role of university commitment, perceived organisational prestige, student satisfaction, and perceived employability in enhancing sustainability in higher education.

Need of the Study: To evaluate how student satisfaction mediates the relationship between university commitment, perceived organisational prestige, and perceived employability with sustainable university institutes.

Methodology: An adapted questionnaire was used in this study to capture the perception of 458 management graduates selected through the purposive sampling method. Partial least squares structural equation modelling (PLS-SEM) technique was used to analyse the data with the help of Smart PLS software.

Findings: The results of this study show that student satisfaction is the strongest predictor of sustainable university institutes. University commitment was found to lead to student satisfaction significantly. Furthermore, student satisfaction wasn’t found to play the role of mediator in the proposed model.

Practical Implications: This study aims to fulfil theoretical, research, and management implications for students, higher education institutes (HEIs), and policymakers. HEIs are recommended to instil university commitment, perceived organisational prestige and student satisfaction via various practices and amendments in their curriculum. Students are recommended to enhance their perceived employability to achieve career sustainability.