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The purpose of this paper is to present French Didactique des Mathématiques (DM) to the Lesson Study (LS) community.

This theoretical paper presents the origins of DM in the Theory of Didactical Situations (TDS) by Brousseau. It elaborates about didactical engineering, fundamental situation and other fundamental concepts. It briefly presents other Didactique theories: the theory of conceptual fields, the anthropological theory of the didactic, the joint action theory in didactics and the double approach. It considers importance of the (TDS) and influences over teaching of mathematics. This paper finishes by highlighting the ways Didactique and LS could contribute to each other in a profitable dialogue.

The paper contrasts DM with some LS main features. It highlights the parallels despite fundamental differences in the initial goals of the perspectives. It shows that these differences could lead to productive dialogue by producing more practice-oriented forms of didactical engineering for the first and making teachers’ principles for lessons more explicit for the latter.

The paper presents a very quick overview of the parallels between DM and LS. Additionally, this paper gives many accessible references in English for the reader to explore Didactique further.

This study aimed to explore how an adapted theoretical framework by networking two theories could help document teachers' collective learning through lesson study.

Interconnected Model of Teacher Professional Growth (IMPG) and Documentational Approach to Didactics (DAD) has been used individually to document teachers' professional learning from different aspects. The IMPG captures teachers’ growth through the iterative process and dynamics (i.e. enactment and reflection) among four domains (personal domain, external domain, practice domain and consequence domain). At the same time, the DAD primarily focuses on teacher learning through the interactions between resources and teachers. To deepen understanding of teachers' learning through lesson study, in this study, a networked theoretical framework through which the DAD model is enriched by incorporating some ideas from IMPG is proposed. A lesson study, including five stages of study, plan, enact, reflect and refine, facilitated by a researcher was conducted in Shanghai China. The data sets including all videotaped meetings and research lessons and lesson plans of the lesson study are analyzed based on the adapted framework qualitatively.

The results show that the teachers' document evolved from adopting the traditional teaching materials to adapting both traditional ones and e-resources with careful consideration of student learning through the lesson study process.

This study advances our understanding of networking strategies and their usefulness for deepening teacher professional learning as document development through lesson study. However, the sustainability of this type of professional learning needs to be further explored.

This study expands teacher learning through lesson study as the document development and enriches the DAD theory by illuminating the process of the documentational genesis.

The purpose of this study is to diagnose the trajectory of influential conceptual articles in developing a research stream. The authors uncover the knowledge diffusion through influential conceptual articles and identify characteristics that make conceptual articles influential in their field.

This study draws on scientometrics, specifically an integrated approach combining quantitative citation counts with qualitative citation practices analysis that offers a comprehensive understanding of the nature and context of citations. The authors use the case of customer engagement – a prominent contemporary marketing and service research stream – to explore the trajectory of influential articles in shaping a new research stream.

This research shows that influential articles contribute to the reciprocal knowledge diffusion within and outside their home discipline. They provide anchor points for conceptual framing, conceptual refining and conceptual reconciliation – three application patterns of citations that are pivotal to navigate theory discovery and theory justification in a research field.

The study analyzes the early impact period of two influential customer engagement articles to understand the developments leading to the establishment of a new research stream. Future research drawing on automated citation and bibliometric methods may consider extended time periods.

This study traces the trajectory of influential articles in marketing and service research. The authors identify characteristics of influential conceptual articles, and recommend practices to develop a conceptual paper with the potential for an influential trajectory. It shows that while marketing and service research has a tradition of “borrowing” theories from other fields, seminal articles “lend” theories to other fields.

The practice of theory borrowing from other research fields is common in interdisciplinary and applied research. Nevertheless, educational administration researchers seldom discuss this phenomenon and its complexities in depth.

This essay provides an overview of what has been written about the practice of theory borrowing.

After presenting the criticism on misusing theory borrowing, it outlines several recommendations to improve theory borrowing in education administration research by domesticating it through conceptual blending.

The purpose of this essay is to motivate educational administration scholars to reflect on the practice of theory borrowing. The guidelines offered here for promoting conceptual blending serve as a middle ground for mitigating a key problem of theory borrowing.

Drawing on the semantic field theory, the paper aims to uncover the challenges of importing and translating a management accounting concept into the Russian language and the semantic nature of resistance towards the imported management accounting concept.

The paper draws on the extensive literature review of the histories of accounting in the Soviet Union and the United States in the first part of the twentieth century and 17 interviews conducted with the Russian accounting academics.

We demonstrate the case of resistance in adopting the imported Anglo-Saxon management accounting concept. We also discuss historical underpinning and origins of this resistance in light of semantic field theory.

The paper calls for more research in the non-Anglo-Saxon contexts problematizing conventional assumptions and beliefs about objectivity and universality of accounting language.

The study demonstrates the importance of understanding historical and cross-cultural developments of accounting language for accounting educators and practitioners. Critical awareness of the differences in semantic fields of accounting can help accounting researchers and educators to develop contextualized research projects and context-relevant teaching practices.

The study contributes to the literature on translations of accounting concepts by demonstrating that accounting concepts are not understood in isolation, instead, they are interpreted in relation to each other. The present study demonstrates that the relationship between the management accounting concept (the signifier) and its meanings (signifieds) is fluid, culturally and historically contingent. To understand this relationship, we should attend to the historical development of semantic fields and associative relations between concepts.

The purpose of this paper is to make two main contributions: first, showcase the diversity of service research in terms of the variety of used theories and methods, and second, explain (post-publication) success of articles operationalized as interest in an article (downloads), usage (citations), and awards (best paper nomination). From there, three sub-contributions are derived: stimulate a dialogue about existing norms and practices in the service field, enable and encourage openness amongst service scholars, and motivate scholars to join the field.

A mixed method approach is used in combining quantitative and qualitative research methods while analyzing 158 Journal of Service Management (JOSM) articles on several criteria such as their theory, methodology, and main descriptive elements (e.g. number of authors or references) and then using automated text analysis (e.g. investigating the readability of articles, etc.).

The results show that the JOSM publishes a large variety of articles with regard to theories, methods of data collection, and types of data analysis. For example, JOSM has published a mixture of qualitative and quantitative articles and papers containing firm-level and customer-level data. Further, the results show that even though conceptual articles create the same amount of interest (downloads), they are used more (citations).

This paper presents many descriptive results which do not allow for making inferences toward the entire service research discipline. Further, it is only based on one service research journal (JOSM) through a five-year span of publication.

The results have a number of implications for the discipline that are presented and discussed. Amongst them are that: the discipline should be more open toward conceptual articles, service research shows an imbalance toward theory testing, there is more potential to work with transactional data, and writing style should be more accessible (i.e. readable).

This paper is the first to conduct an in-depth analysis of service research articles to stimulate dialogue about common publishing practices in the JOSM and to increase the openness of the field.

The purpose of this paper is to distinguish two roles of theories, domain theory and method theory, and examine their relationships in management accounting research. Are these two roles explicitly distinguished in management accounting studies? Can this be achieved in an unambiguous manner? Where do ambitions for theoretical contribution lie in management accounting studies that employ method theories?

The authors develop a conceptual framework for analysing possible relationships between domain theories and method theories in studies and illustrate the theoretical arguments with examples from management accounting studies employing Actor-Network Theory (ANT) as their method theory.

There can be various types of relationships between domain theories and method theories, and the theoretical ambition of the analysed studies typically focused on domain theories. However, ambiguity can exist with regard to the location of a study's theoretical ambition. Both domain theories and method theories tend to be moving fields, and their interaction can add to this feature.

The suggested conceptual clarification assists in the reconciliation of extreme perspectives that relate to management accounting and theory. It will also help researchers to systematically design their own work and evaluate that of others. An increased understanding of how a field develops as a result of interaction with method theories might perhaps alleviate concerns regarding the value of mobilizing the latter.

The analysis contributes to the on-going debate on the value and effects of employing method theories, or theoretical lenses, in management accounting research.

Identifies the significant role of conceptual research methods in theory building and contrasts it with the theory‐testing research currently prevalent in operations management. The research stages of description, explanation and testing are used to distinguish between theory building and theory testing. Short‐circuiting any one of these stages results in dysfunctional research activities which produce war stories, black boxes, or ivory‐tower prescriptions. Defines some terms relevant to conceptual research methods and describes different conceptual classification schemes. Finally, discusses the differences between conceptual models, frameworks, and theories and illustrates each method with examples from the literature.

The conceptual synthesis of the accepted bodies of knowledge in a culture provides a sense of meaning in existence, a viable image of the future, and individual and collective motivations. In our age, the dominant bodies of knowledge are fragmented and, although they are more accurate than ever before in limited domains, they fail to guide the imagination and inspire purposive action. To rectify this situation we need to develop a coherent and explicit conceptual synthesis that is based on science but extends beyond the current range of validated scientific theories, overcoming the noxious separation of the factual and the moral, the empirical and the mystical, the sensate and the affective. General systems theory, a metadiscipline created specifically for the purpose of integrating scientific research and theories, is a highly qualified instrument for promoting the required science‐based conceptual synthesis. Efforts in this direction are aided by the intrinsic tendency within science to correct for overspecialization and fragmentation through a search for integrative general theories, and by the rising perception of societal need for integrated bodies of knowledge, capable of coping with the increasing complexity of contemporary problems.

The purpose of the article is to investigate the role of talent management and employee psychological contract on employer branding and to develop a pragmatic conceptual model while identifying gaps between core concepts.

The archival method was adopted along with systematic review based on Khan et al.’s (2003) five steps of systematic literature review. The systematic review has enclosed published research articles between 1960 and 2022 in fields of human resource management (HRM), brand management and psychology. In total, 260 Articles were initially scrutinized, and 230 were systematically reviewed finally to explore core concepts, identify gaps and model development.

This study explored five gaps among key concepts based on systematic review and linked theories, namely, social exchange theory and signaling theory. A conceptual model has been developed to explore the impact of talent management on employer branding with mediating and moderating role of employee psychological contract.

This study is limited to conceptual model development; nevertheless, there is enormous scope for empirically testing the model related to various global contexts in future studies.

The developed conceptual model is a vibrant contribution for future investigations of impact of talent management on employer branding with mediating and moderating role of employee psychological contract in diverse global contexts in wining “war for talent.” This study endows a momentous input to whole frame of HRM knowledge because it discourses significant knowledge gaps amongst relationships and effects of identified variables, which has not been formerly revealed.