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This paper explores and elaborates on emotions and capability in organizations through the phenomenon of care. Drawing upon multi-disciplinary theory, as well as empirical material from a case study in the hotel industry (involving four organizations), a theoretical framework is offered for understanding the multidimensional, dynamic, social relational nature and role of care in organizations. This is shown through the suggestion of a conceptual framework of four ideal types of practices in frontline work. In the practice of care, emotions are one of the vital parts in a larger whole. Regarding the role of care in organizations, it is suggested that what, and how, one cares for, are continually created, tested, negotiated and/or re-constructed. This paper suggests that the claims regarding care also provide implications for the study and understanding of emotions and capability in organizations.

How might deeply embodied student experiences and nonhuman agency change the way we think about learning theory? Pushing the conceptual boundaries of practice-based learning and communities of practice, this chapter draws on student experiential fieldwork ‘on Country’ with Indigenous people in the Northern Territory (NT), Australia, to explore the peculiar silence when it comes to more-than-human ¹ features of situated learning models. As students engage with, and learn from, Indigenous epistemologies and ontologies, they become open to the ways their learning is co-produced in and with place. The chapter builds a case for an inclusive conceptualisation of communities of practice, one that takes seriously the material performativity of nonhuman actors – rock art, animals, plants and emotions in the ‘situatedness’ of socio-cultural contexts. As a co-participant in the students’ community of practice, the more-than-human forms part of the process of identity formation and actively helps students learn. To shed light on the student experiences we employ Leximancer, a software tool that provides visual representations of the qualitative data drawn from focus groups with students and field diaries.

Today’s students are being called to graduate global ready. The term global ready encompasses the multiple literacies as well as the global citizenship needed in the 21st century to participate, collaborate, and work in a globally interconnected society. This chapter introduces a model for teaching for global readiness. A sequential exploratory mixed methods design was employed to operationalize and validate a teaching for global readiness model. The first phase was a qualitative exploration with 24 expert global education teachers. The second phase was a quantitative analysis using factor analysis and model fit statistics to determine if the findings of the qualitative phase were generalizable to a larger population. Based on the results, the Teaching for Global Readiness Model consists of four dimensions: Situated practice, integrated global learning, critical literacy instruction, and transactional cross-cultural experiences. The chapter describes an array of literacy instruction teacher practices that promote global readiness knowledge, skills, and dispositions and points to the importance of locally situated but globally connected literacy instruction.

The aim of this chapter is to introduce a pedagogical framework, the dialogic shamrock, for collaborative learning through technology, which is not a replacement for other learning theories rather it is a synthesis of the literature which draws upon learner centric, constructivist, and sociocultural perspectives and is related to the concepts of online learning and collaborative technology including Web 2.0 in higher education. The examples of use focus on the learner as participator in curriculum design. The dialogic shamrock and examples of use presented test the framework and are intended to help educators across the educational sector to understand the key concepts to encourage learners to work collaboratively supported by technology within a socially blended learning framework in a social learning context.The framework is not intended to be prescriptive rather to act as a guide for educators who seek to use a blend of technology and class-based activities to engage learners in collaborative social learning contexts.

A growing body of education research considers practices; however, there is less focus on a methodology that enables practical analysis of practices. Use of practice theory is growing, particularly in work and organisational studies, but practice-focused studies more frequently address theoretical than methodological agenda. This chapter proposes a practice-focused, constructivist grounded theory methodology as one approach which can address this gap. After first considering the ways in which, separately and in combination, practice-theory and constructivist grounded theory can support higher education leadership and management research, the chapter considers implementation of this methodology by drawing on a study into the practice of authority in higher education leadership. It concludes by considering some implications for the ways in which practices can be understood and the affordances and limitations of this methodology.

This chapter discusses the theoretical framework of the strategic knowledge creation process for realizing business innovation. It presents an explanation of the relationship between the concept of the business community that originates with the formation of “Ba” (which is required in the formulation and execution of the strategic knowledge creation process) and the strategic knowledge creation process. The chapter also analyzes and examines the theoretical framework where the holistic leadership of practitioners achieves new business innovation through the formation of a business community, which is the organizational platform for practicing strategic knowledge creation, that is, the sharing, inspiration, creation, and stockpiling of knowledge.

In particular, the chapter presents a dynamic, theoretical framework where all practitioners at every level of management demonstrate holistic leadership across a three-layered structure (three practice layers) including the formal organization layer, the informal organization layer, and the psychological boundary layer to connect elements for formulating and executing macro and micro strategies and the business community, which has its origins in the formation of “Ba,” to drive the strategic knowledge creation processes.

To deconstruct colonizing ideologies and expand our understanding of global meaning making (Tierney, 2018) in this chapter, we describe a qualitative study that explored how a cohort of teacher candidates (TCs) from a large Southwestern university in the United States made sense of a community mapping project as part of their international service-learning program in rural South Africa. The TCs observed, collected, and reflected on various literacy activities and artifacts. Findings suggest that the TCs grappled with colonizing perspectives and practices specifically related to language, literacy, and cultural hegemony. They identified and struggled with the power and privilege they noticed bolstering Western literacies and the English language in the local community to the extent that it overshadowed local languages and local cultural norms. They questioned the historically situated use of certain spellings in local texts and how such spellings are connected to Apartheid policies still influencing this rural community. By engaging in the community mapping project, the TCs also recognized that literacy is socially informed and is more than just reading and writing but employs a range of semiotic tools such as images, movement, and music. The transformative process of participating in the community mapping project helped TCs develop a deeper understanding of the relationships between community and school literacies and grapple with the broader impact of Western epistemologies in the Global South.

This book focuses on the concept and role of relational practices as a way to understand, conceive, and study processes of organization, and subscribes to a processual view of organization that, since Weick's seminal book The Social Psychology of Organizing, has turned the study of organizations into one of organizing. More than 30 years later, the field of organizing has increasingly expanded Weick's interpretive framework of sense making, resulting in a rich palette of conceptual frameworks that vary between such diverse processual approaches as complexity theory, phenomenology, narration, dramaturgy, ethnomethodology, discourse (analysis), practice, actor-network theory, and radical process theory (Steyaert, 2007). These various theoretical approaches draw upon and give expression to a relational turn that has transformed conceptual thinking in philosophy, literature, and social sciences, and that increasingly inscribes the study of organization within an ontology of becoming.

Purpose – This chapter proposes three main objectives in relation to understanding customer involvement in business networks. First, to identify important aspects of the network structure and environment and how the actions of the customer and other network participants create and maintain these. Second, to identify and explore the mechanisms and processes of resource integration in the network. Third, to identify the capabilities and competencies that customers bring to the network, and to understand how these are enhanced and developed.

Methodology/approach – Conceptual.

Research implications – We recognize that aspects of the resources themselves are important and that the characteristics of the resource and the way in which partners align them were key components of resource analysis.

Practical implications – We note that the interaction of different operant and operand resource combinations opens new doors to customer knowledgeability and involvement, where power over either authoritative or allocative resources in itself will not guarantee value creation.

Social implications – We support the call for the development of more sociologically enriched and complex models of interagent resource exchange. In particular, we would advise the need for a better understanding of how different network structures and environments are created and maintained through domination, legitimation, and signification processes.

Originality/value of chapter – This chapter addresses the gap in our understanding of how customer involvement in business-to-business networks may influence learning, value cocreation, and innovation. This chapter makes an important contribution to research in the field in that it investigates how the inclusion of the customer in business networks alters current assumptions and practices.

The chapter defines practice approaches and considers the several ways the concept of practice has functioned in the academic and practitioner literatures. As “practice” has been a minor term in prior group studies, the next section argues that foregrounding practice in future group research is a promising direction. Not only does a practice approach privilege interactional messages, which are at the heart of communication, but foregrounding practices can help actual groups function better. A practice approach to group research can accomplish three things: (1) offer guidance about how to design and implement sensitive activities; (2) identify contextual aspects of dispersed practices such as giving information; and (3) make visible how key group norms are interactionally accomplished in nonstraightforward ways. Examples of each of these activities are illustrated.