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This study aims to scrutinize the meaning and domain of “innovation” by providing an extensive theory‐driven review of the new product literature in marketing, management and engineering. The overall objective is to classify the recent literature on innovation and to illustrate theoretically derived discourses in the study of innovation.

The paper organizes this literature by providing typologies of discourses, which define innovation. Based on our review of 238 articles from a comprehensive set of journals publishing innovation research, we propose a theoretical divide in the innovation literature.

Theoretical underpinnings, namely adoption/diffusion theory versus the resource‐based/contingency theory view, form one dimension of the typology. Jointly considered with the other two dimensions – level of analysis and customer vs firm perspective – a framework is formed of the different discourses and conceptualisations in the innovation literature.

Past researchers have always proposed a definition of innovation that was embedded in a typology of innovation types; in contrast, the paper allows the theoretical discourses to unveil meanings of innovation and associated constructs (and hence it starts with theory specification, not construct definition). It argues for starting with theory as the basic division and proposes a theory driven typology. Through its theoretical genesis, the paper wishes to create a shared understanding among academics and practitioners of what constitutes innovation and constructs within the related theoretical net.

The purpose of this paper is to summarize the advances in grey system theory research and various application achievements in science and engineering. At the same time, it commemorates the 40th anniversary of the birth of grey system theory and the 10th anniversary of Grey Systems–Theory and Application.

Firstly, the innovations of theoretical research in grey system theory were summarized and some of the widely recognized new results are briefly described. By searching and combing the research results of grey system theory in China national knowledge infrastructure (CNKI) database and Web of Science by Institute for Scientific Information (ISI), this paper shows the rapid development trend of grey system theory in the past 40 years, and the successful applications of grey system theory in the fields of social sciences, natural sciences and engineering technologies.

More than 227 thousands literature were found by input 10 phrases such as grey system, grey number and sequence operator etc. in CNKI database. After entering the new century, the number of grey system papers included in CNKI database is increasing rapidly. Since 2008, more than 10 thousands papers have been included per year and more than 15 thousands papers have been included per year since 2014. Grey system method and model are widely used in physics, chemistry, biology and other fields of natural science, as well as transportation, electric power, machinery and other fields of engineering technology, and a large number of valuable results have been achieved.

It can be seen that the grey system theory plays an important role in promoting China’s scientific and technological progress, innovation and development and high-level talent training from tens of thousands of literatures marked with important national science and technology projects and a large number of grey system literatures published by China’s double first-class universities and double first-class discipline construction universities.

Both innovations of theoretical research and practical application play important role in the growth of new theory. The innovations of theoretical research provide methods and tools for practical application, which is conducive to improve application efficiency and broaden application fields. A large number of practical applications needs have become the source of theoretical innovation and the solid background for the birth of theoretical innovation achievements.

This article argues that troubles – including how they are identified, how responsibilities for their creation and remedy are assigned, and the actions people pursue to resolve them – are a central sociological concern that runs across a wide array of sub-fields. This article illustrates this point by examining how troubles are discussed in literatures including the sociology of law (or, more broadly, law and society), social movement studies, social problems, and organizational quality and conflict. Furthermore, this article argues that more is being lost by parceling these questions into disconnected sub-fields chosen based on the resolution process (i.e., use a court to resolve the problem, use a social movement, use policy-making) than is being intellectually gained. To make this point, common findings, questions, and quandaries that emerge from a broader examination of a sociology of troubles are discussed. The article recommends that a broader sociology of troubles be developed, bringing the welter of sub-fields studying troubles into smoother conversation, and recommends analyses that consider multiple resolution alternatives (e.g., filing a lawsuit, versus protesting, versus “lumping it”).

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020, this may have come as a shock to few (Lang, 2020). Perhaps of greater surprise was that mutual sentiments resonated with the UK Minister for Equalities Kemi Badenoch, a black female, who appears to oppose the teaching of CRT in principle (Thrilling, 2020). The resurgence of such denunciations is problematic in a Western world which is primed for social activism, particularly for scholars in higher education institutions, where CRT has been gaining traction as a guiding framework for research into antiracism, fairness and affirmative action. This chapter suggests that the condemnation of CRT is neither unexpected nor is it altogether absurd. Nevertheless, it aims to provide a balanced metatheoretical ‘criticism’ of CRT and offer a view on the suitability of, and prospects for, its activist research agenda in higher education. Quite often, criticisms of CRT reflect issues with its origin as a troubled bricolage of conveniently assembled ‘tenets’, which do not lend themselves easily to the burden of evidentiary production required in higher education research and practice. In this review, I analyse CRT, through its bricolage-style characteristics, as primarily an explanatory theory, with respect to its application against racialised issues in higher education policy. It is hoped this chapter offers academic and activist researchers a way past the shadow of CRT's bricolage, by defusing some of the misgivings towards its inherent limitations.

The purpose of this paper is to explore the linkages between formal/informal and licit/illicit flows of goods in the post‐socialist economy in order to better understand and provide an analysis of both sides of these economic practices.

Research over 20 months in Slovakia, between 2000 and 2007, included surveys of retailers of goods, households and firms who buy and sell contraband, and ethnographic research with truckers, consumers, and sellers of contraband. This study also included a novel research method – a microeconomic commodity supply chain analysis, providing a new means to understand the circulation of illicit goods.

This paper has important findings for the movement of illicit goods in Slovakia and more broadly. Tracing the movement of two goods: cigarettes and clothing, demonstrates that the current theories of informal and illicit flows are inadequate theoretically or to develop proper policies. Both the formal and informal, as well as licit and illicit, flows and production of goods are interwoven through economic practice.

Little research exists specifically tracking the movement of illicit goods and analyzing their economic role in social and economic practices regarding informal economic activity. The results of this study show how the production, distribution, and consumption of illicit goods are integral to the economic transformation of the post‐socialist economy from the household and firm level, and in such practices encourage marketization and capitalist development.

The authors focus on using Critical Race Theory (CRT) as a lens through which to analyze the holistic welfare development of Black male student-athletes, namely their identity development and overall college and career readiness. The authors contend that if structured and delivered well with the appropriate supports, athletics can be more of a mobilizing mechanism for Black males versus an exploitive one. Specifically, athletic identity does not have to be exclusive, but rather one aspect of the student-athletes' multidimensional sense of self. To this end, the authors outline specific research, practice, and policy recommendations that address the unique challenges of Black male student-athletes in K-16.

This study aims to examine North American master's programs in higher education administration, leadership and student affairs; the extent to which these programs incorporate diversity coursework; and their reasons for doing so. Graduate programs must prepare practitioners who are able to work effectively with multiple groups of students, ameliorate persistence and graduation gaps, and create more socially just campuses.

Using an open-ended questionnaire and document analysis, the authors analyzed the extent to which and why these master's programs incorporate courses and course material on diversity.

Exactly half of higher education leadership (50%) and a small majority of student affairs (52%) programs require some type of diversity course, while only 42% of higher education administration programs do so. Reported reasons for including such coursework include students' demand for such courses, the centrality of diversity to university missions and standards in the field.

Research on faculty perceptions regarding the need for diversity courses with a focus on interest convergence may be productive.

Program directors should ensure that coursework on diversity is required, and that faculty teaching these courses are comfortable discussing these topics to prepare students to work with diverse groups in multiple contexts.

This study uses multiple methods (document analysis, open-ended questionnaire of program directors) to analyze programs and program design intentions. The authors use the critical race theory framework's tenet of interest convergence to understand program rationales.

The underrepresentation of Black girls in gifted programs has received attention in both education and counseling literature. Nevertheless, scholars have given less emphasis to the intersections of intellectual ability, race, gender, social class, and place, particularly the idiosyncratic experiences of gifted Black girls from rural, economically disadvantaged backgrounds. The authors of this chapter discuss this unique positionality, with a focus on historical segregation and exclusionary practices within the American educational system. The authors discuss the tenets of critical race feminism and identify factors that may foster educational resilience for Black girls from rural, low-income communities. Recommendations are provided to address pertinent issues related to structural educational reform and inclusive gifted education. The chapter concludes with a call for education and counseling professionals to fundamentally change the systems and processes that perpetuate systematic inequity for this underserved population.