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In this chapter we draw on research from Canada to develop a framework for understanding the variety of forms of supplementary education and their position within broader organization fields of education. The chapter asks: What is the nature and organizing logic of supplementary education in Canada? and, How does supplementary education relate to public schools in Canada?

Data come from a variety of secondary sources.

Distributed between three relatively autonomous settings – state, market, and nonprofit – supplementary education exhibits tremendous variety in its use value to parents, instructional content, and organizational form. Supplementary education is popular among Canadian parents and appears to be growing, yet it has failed to fundamentally alter the technical core of Canadian schooling, processes that stratify students, and child and family usage of their time or income. Supplementary education’s inability to penetrate these processes reflects its peripheral position within the broader organizational field of Canadian schooling.

The adoption of an organizational field approach generates new ways of thinking about determinants, forming and organizing logics of supplementary education both nationally and comparatively.

Tax professionals in public accounting firms must meet professional standards in working with their clients, but may also face pressure from both their clients and firms when making ethical decisions. The purpose of this study is to examine the influence of client factors on tax professionals’ ethical decision-making. Furthermore, we also investigate how client service climate and different ethical climate types affect these ethical decisions. Based on an experimental design with 149 practicing tax professionals, results indicate that tax professionals are not swayed by client importance or social interaction with the client when making ethical decisions. However, tax professionals are more likely to engage in ethical behavior when their own accounting firm monitors and tracks the quality of client service, whereas unethical behavior is more common when public accounting firms emphasize using personal ethical beliefs in decision-making. The results of the study suggest the importance of strong policies and procedures to promote ethical decision-making in firms.

This study explores whether machinery firms with a ‘hidden champions’ profile leverage Industry 4.0 practices to roll out smart services; whether this allows them to get a firm grip on their installed base; and whether it allows them to expand their international (service) business. The research is conducted based on exploratory, multiple-case study methods.

The author finds that the implementation of smart services can improve a machine tool builder’s hold on its installed base and expand the scope of its international (service) business. However, the study also finds that the ability to capitalise on this potential depends on a series of moderating variables. The study also concludes that there is a risk that smart services do not unlock a strong willingness-to-pay among potential customers.

It, therefore, calls into question several conventional wisdoms, such as the possibilities that Industry 4.0 offers for suppliers operating in business-to-business markets, and the receptiveness to smart services by buyers in such markets. Finally, it highlights the specific liabilities faced by hidden champions with regard to expanding their smart services business.

The chapter provides practical insights into the hurdles that industrial suppliers must overcome in their attempts to achieve uptake of smart services by customers, particularly within a cross-border context.

In recent times the relationship between social stratification and internet use has become more complex. In order to understand the new configuration of the digital divide, this paper examines the relationship between socioeconomic background and digital engagement among youths.

This study explores digital inequalities among Italian teenagers from a holistic perspective. It draws on primary data obtained with a triangulation of methods: a survey on a representative sample of 2,025 high school students and 56 semi-structured interviews with teenagers from different social classes.

The statistical models indicate that cultural capital and parents’ occupational status do not associate with broader social media use but are positively related with online information-seeking. The interpretative analysis suggests that teenagers from the upper-middle class make sense of the internet “vertically,” in affiliation with parental socialization, and are more concerned with capital enhancing activities. Instead, teenagers from less advantageous social contexts appropriate the internet “horizontally,” jointly with peers, and are mostly interested in social-networking and UGC production.

School track, along with parents’ socioeconomic status and cultural capital, influences teenagers’ internet use. Further studies could explore whether school tracking contributes to digital inequalities.

The study extends Annette Lareau’s theory of parenting styles and social reproduction, but also obtains innovative results related to digital inequalities among youth. Contrary to expectations, teenagers from less advantageous social backgrounds enrolled in vocational schools have better chances to actively participate in social media than teens from the upper-middle class in academic-oriented high schools.

With 1,130 schools serving 500,000 +  students, California has the largest number of charter schools of any state in the country. The rapid expansion of charters over the last decade has prompted the development of quality charter school leadership preparation programs in southwestern California (Benjamin-Edwards, R. (2012). The new reality for charter and autonomous school leaders. In K. B. Hughes & S. A. M. Silva (Eds.), Identifying leaders for urban charter, autonomous and independent schools: Above and beyond the standards (Vol. 18, pp. 315). Advances in Educational Administration. Bingley, UK: Emerald Group Publishing Limited.). Charter school leadership programs from Loyola Marymount and Fielding University as well as in-house leadership programs developed by large charter management organizations like KIPP and Green Dot provided the foundation for the Charter Autonomous School Leadership Academy (CASLA), which opened in 2011 at the California State University Dominguez Hills (CSUDH) in Carson, CA. This chapter will capture reflections from sitting administrators who graduated from CASLA about the impact of that program on their practice. It will highlight the specific components of the preparation program that these leaders identify as most strongly influencing their work. The chapter will include a discussion of components such as the leadership framework, field based project, and analysis of leadership dispositions including description of how learning in these areas assists work in charter and autonomous schools.

The German institutional setting of skill formation is supposed to enable young people smooth and structured transitions into the labor market. For decades, the large majority of graduates of the “dual system” of vocational education experienced good chances to immediately access appropriate job positions. However, labor market entry has become less stable in the last two decades. In this paper, we examine the changing transition from vocational training to the first job in Germany. We analyze the consequences of inter-firm mobility and unemployment after finishing vocational education for the transition to the first job. Our results show that leaving the training firm, and especially unemployment, strongly enhance occupational shifts at labor market entry. In addition, not keeping one’s trained occupation negatively affects the chances to enter skilled job positions.

In this chapter, the authors review talent management in the research university sector, business schools in particular. The authors adopt an “exclusive” perspective on talent management, assuming that some scholars contribute disproportionately to organizational performance. The authors identify two particular groups of scholars likely to be the target of exclusive talent management practices in business schools: (i) faculty on a tenure track career path and (ii) “star” tenured faculty with exceptionally strong track records. Focusing on these current and potential future “stars,” the authors review and discuss talent management practices related to talent identification, recruitment and selection, performance management, talent development, benefits and rewards, and tenure, promotion, and retention. In the extant literature, these topics have been mostly examined in the general university environment and less so in the business school context. This is somewhat problematic given that business schools have their own special characteristics. Moreover, some of the reviewed topics – especially talent development – have received only marginal scholarly interest thus far. Based on this literature review, and by drawing on their own experience working in different roles in academia, the authors highlight some of the gaps in the current body of knowledge and propose an agenda for future research.