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Status constitutes a core research concept across the social sciences. However, its definition is still contested, and questions persist about its consequences. We begin with a flexible, provisional definition: status is a relational asset possessed by social actors insofar as they are highly regarded by highly regarded others. Using this definition as a backdrop, we develop a fourfold typology based on how status is used as an asset and from where it is derived. The typology allows us to explore the implications of considering status as either a quality signal or a good and of viewing status-conferring ties as either deference-based or dominance-based. We then consider the implications of our framework for the generation of novelty. Although status has been connected to many social and economic outcomes, because of competing predictions in the literature – the generation of novelty has been linked to all regions of the status distribution – we sketch intuitions for future research on the status–novelty linkage. We also work toward greater conceptual clarity by comparing and contrasting status with selected related concepts: quality, reputation, and legitimacy. We conclude with considerations for future research, including cautionary remarks regarding network-analytic measurement in light of the definition we propose.

Using experimental scenarios, the current study suggest that the management accountants’ professional attributes social obligation, professional autonomy, professional affiliation, and professional dedication are associated with three ethical rationales that have been identified as playing important roles in ethical judgment, the perception of the ethicality of an action; moral equity, contractualism, and relativism. Understanding these issues will assist in determining the management accounting professional attributes that should be fostered in encouraging the ethical judgments of management accountants since research indicates that the moral equity and contractualism rationales are consistent with individuals at the post-conventional stage of ethical development and more ethical judgments while the relativism rationale is consistent with the conventional stage of moral development and less ethical judgments.

The concept of patriarchy, one of the key thinking tools of the 1970s women’s movements, has been used and critiqued in many current and historical projects. This chapter enters the debate in an unorthodox way. Rather than define, defend, or critique the concept of patriarchy, it focuses on its capacity to articulate historically specific forms of relations between gender and generation.

The body of the chapter notes the continuities and differences in the way mastery and social infancy were connected in several episodes of thinking with patriarchy in Western social and political thought. Attempts to bring Roman law into a coherent system in early sixth-century ce, debates between defenders of absolutist rule and proponents of democracy in the late sixteenth and early seventeenth century, nineteenth-century reconstructions of human pre-history and resurgent twentieth-century women’s movements have all left traces in ways of thinking about gender and generational relations today.

In the last two decades, new forms of activism and scholarship drew on the conceptual toolkit surrounding patriarchy. The last section of the chapter highlights two of these areas: research on child rights governance and the total social organization of labor, and writings on patrimonialism. Key insights from this work, the chapter concludes, can be used to argue that a focus on historically specific forms of the interface between gender and generation constitutes a useful aspect of thinking with patriarchy.

The purpose of this chapter is to consider a doctoral dividend in regard to leading, learning and researching.

Our methodology is to analyse the chapters here presented and argue for key findings of the doctorate as an educational dividend. The doctorate yields a distinctive dividend in three important ways. First, it provides a strategic approach to purposes, processes and practices embedded in professional learning that is required for a profession committed to self-improving education systems to provide high quality learning opportunities for students in their local and globalized contexts culturally, economically and politically. Second, because it provides a valuable contribution to the knowledge economy and role models the discovery approach to knowledge generation. Third, it enables the profession to develop the knowledge, skills and experience required to engage with what counts for evidence when making decisions.

The profession can share these ways of thinking and doing with all stakeholders in communities of practice which move beyond students and staff within education systems.

The social implications are that the doctorate enables capacity building for professional, organizational and participant learning communities and networks, thus creating new and effective directions for knowledge creation, transformative learning and an understanding of quality in a local, national and international context.