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Within individual countries, the paths towards increasing educational attainment are not always linear and individuals are not equally affected. Differences between boys’ and girls’ educational attainments are a common expression of this inequality as boys are more often favored for continued schooling. We examine the importance of birth cohort, sibship size, migration, and school accessibility for explaining both the gender gap and its narrowing in secondary schooling in one district in Northeast Thailand between 1984 and 1994. Birth cohort is a significant explanation for the narrowing of the gender gap. Migration, sibship size, and remote village location are important explanations for limited secondary education opportunities, especially for girls.

These tandem papers – authored by Niels-Hugo Blunch and Craig Gundersen, Thomas Kelly, and Kyle Jemison – add to a long line of work that identifies the features of childhood and family that influence youngsters’ propensity to enter and stay in school. What's intriguing from the start of both reports is the variability in conditions in which children are growing up, evident in both Ghana and Zimbabwe. In these societies, between one-sixth and one-fifth of children, roughly between the ages of 6 and 16 years, are not attending school.

In this study of one housing development in the Pacific Northwest region of the United States, this chapter explores concerns of families with children, including safety of community, relationships with neighbors, and accessibility of services, and examines challenges faced by families in the process of relocation. Before redevelopment, this particular community consisted of a large number of immigrants and refugees in two-parent or multigenerational families, as well as older residents, dispelling stereotypes of public housing residents as living in largely single-parent, female-headed households. Additionally, the chapter explores the strengths and resiliency of this population.

This chapter examines a subjective measure of child labor as an alternative to hours data for eliciting the distribution of children's time between work, school, and leisure. The subjective child labor questions that were developed have two primary advantages. First, the subjective measures avoid proxy respondent bias in child labor reports made by parents in a standard hours module. Second, the subjective child labor module scales responses to elicit the relative distribution of the shares of children's time without relying on hours data, which are prone to severe outlier problems. Adult, proxy respondents are found to produce uniformly lower reports of children's time allocated to work and school than the child's own subjective responses. Conditional labor supply functions are also estimated to examine differences in the marginal effects of child, parent, household, and school characteristics between the two types of data. The use of children's subjective responses increases the magnitude of the marginal effects for child's age, parental education, and school availability with limited differences between household composition and asset variables.

Smart industry initiatives focus on intelligent and interconnected cyber-physical systems. These initiatives develop complex technical architectures that integrate heterogenous technologies, causing significant organizational complexity. Tapping into the digital capabilities of distant partners while capturing profit from such innovation is demanding. Furthermore, firms often need to establish and orchestrate inter-organizational collaborations without prior relations or established trust. As a result, smart industry initiatives bring together disparate organizational forms and institutional environments, distinctive knowledge bases, and geographically dispersed organizations. We conceptualize this organizational capability as ‘distant capabilities integration’. This research explores the governance mechanisms that support such integration and their relation to value capture. We analyse 11 IoT case studies organized in three categories (process, product and technologies) of smart industry initiatives. Building on existing literature, we consider different ways to describe distance, including knowledge heterogeneity and organizational, geographical, institutional, cultural and cognitive distance. Finally, we describe the governance mode appropriate for upstream (developing foundational technologies) and downstream (leveraging existing distant technologies) smart industry initiatives.

In this chapter, we will examine the tensions of contemporary higher education. Theoretically informed by the relational approach, our argument makes three major moves. First, we examine the intersection of competing normative purposes for higher education, while simultaneously balancing the compliance and regulated nature of university programs for the professions. Second, through the specific example of educational leadership programs in Australia, we then explore how these tensions play out in practice. This has implications for the leadership, instructional choices, student experience, and relations with school systems of both faculty and universities. In our final move, we go beyond orthodox analytical dualism to offer a generative contribution for navigating the problems and possibilities of educational leadership under neoliberal conditions. By illuminating the underlying generative assumptions under contested conditions, we demonstrate how ideas of educational leadership are both constitutive of and emergent from our image of organizing. In doing so, we not only describe what is taking place but offer how things can be different.

School networks are of increasing importance in Germany. Despite not being formally anchored in the structure of the school system, school networks are promoted via a wide variety of programmes. These initiatives have varying aims such as the systemic promotion of school development and the identification of key factors for success. Some programmes even provide for accompanying research into the impact of networks on their success. Following the classification of the German school system according to the cohesion/regulation matrix by Chapman, and suggesting an emphasis on ‘egalitarian culture’, this chapter then focuses on the topic of school-to-school collaboration. Doing so, we shall define our understanding of school networks, present a typology of commonly found networks in Germany and provide systemic examples of some of the larger school networks. The review of the national state of research in this field including experience from two of our research and development projects shows desiderata especially concerning processes of school-to-school collaboration. The role of school leadership, which will be expanded upon further, has proven to be a driver of success in school networks.