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This paper aims to bring to the fore some neglected implications of the dual employment systems in China, especially for the public sector.

This paper reinterprets some recent developments in understanding Chinese employments and incorporates the relevant research in arguing for a dualistic view of employment in China[1].

In highlighting the unique dualistic employment contexts in China and an indigenous phenomenon of “unequal pay for equal work”, this paper finds public management studies in China to deserve a separate platform for future research.

Future Chinese management studies on public sector should contextualise their findings and conclusions, taking into account the employment structure at their research settings. More studies on the public sector are needed to better understand the dualistic Chinese employment relationships, especially for better public management policies and practices in China.

It calls for more scholarly attention on the social injustice embedded in the dualistic employment in China.

It extends the ongoing discussions of Chinese employment reform and its implications on organising work and employment in China, while unveils important implications of the dualistic employment for future Chinese management research, especially in the public sector.

Dualism ‐ the division of an object of study into separate, paired elements ‐ is widespread in economic and social theorising: key examples are the divisions between agency and structure, the individual and society, mind and body, values and facts, and knowledge and practice. In recent years, dualism has been criticised as exaggerating conceptual divisions and promoting an oversimplified, reductive outlook. A possible alternative to dualism is the notion of duality, derived from Giddens’s structuration theory, whereby the two elements are interdependent and no longer separate or opposed, although they remain conceptually distinct. This paper argues that duality, if handled carefully, can provide a superior framework to dualism for dealing with the complexity of economic and social institutions. Its main attraction is not its twofold character, which might profitably be relaxed where appropriate, but its ability to envisage a thoroughgoing interdependence of conceptually distinct elements.

To challenge the validity/usefulness of teaching mainstream neo‐classical/new‐classical economics, by contending that Marx provides a superior understanding of the essential nature of the capitalist system.

To explain Marx the hermeneutic issue of which Marx must be addressed. Simultaneous and dualistic interpretations of Marx question Marx's key conclusions, suggesting that Marx's value theory is inconsistent. In contrast the Temporal Single System Interpretation (TSSI) of Marx contends that all of Marx's key conclusions/results hold if one adopts a sequential and non‐dualistic methodological approach, restoring Marx's central message/power.

Explains how Marx endogenously accounts for the inevitable cyclical behaviour of capitalism, its tendency to concentrate and the development of the financial system. In short, Marx can explain the tendencies observed in the globalising world, whereas it is contended that mainstream analysis is hampered by prioritising an ideal simultaneous equilibrium and investigating how it might be exogenously disturbed.

If, as is contended, Marx's economics provides a superior understanding of the world, then research into Marx and analysis based on Marxian foundations should be prioritised.

Marx should be widely taught to improve students' understanding of the economy.

Quite simply challenges orthodoxy by rediscovering value.

The paper aims to study the relationship between executives’ perceptions of environmental threats and innovation strategies and investigate the moderating effect of contextual factor (i.e. organizational slack) on such relations. It proposes a dualistic relationship between executives’ perceptions of environmental threats and innovation strategies, in which different perceptions of environmental threats will lead to corresponding innovation strategies, and dyadic organizational slack can promote such processes.

The paper is based on a survey with 163 valid questionnaires, which were all completed by executives. Hierarchical ordinary least-squares regression analysis is used to test the hypotheses proposed in this paper.

The paper provides empirical insights about that executives tend to choose exploratory innovation when they perceive environmental changes as likely loss threats, yet adopt exploitative innovation when perceiving control-reducing threats. Furthermore, unabsorbed slack (e.g. financial redundancy) positively moderates both relationships, while absorbed slack (e.g. operational redundancy) merely positively influences the relationship between the perception of control-reducing threats and exploitative innovation.

The paper bridges the gap between organizational innovation and cognitive theory by proposing a dualistic relationship between executives’ perceptions of environmental threats and innovation strategies. The paper further enriches innovation studies by jointly considering both subjective and objective influence factors of innovation and argues that organizational slack can moderate such dualistic relationship.

This chapter presents five differentiated models of curriculum, each designed with templates created from learning theories. The discipline of distributed leadership is chosen to develop a cognition-based curriculum, a behavior-based curriculum, a performance-based curriculum, a values-based curriculum, and collectively arranged into a competency-based curriculum. The research literature frames the attributes of a competency-based curriculum on psychological competence.

In this chapter, curricula are developed to demonstrate the process of adapting theories of learning, instruction, and environment into design templates with which to differentiate the dimensions and components of a curriculum. In these curricula, multiple conceptual frameworks are employed to translate the content and structure of the discipline into instructional objectives, instructional engagement, instructional experience, and instructional environment to align the instructional processes with the intended learning. For these demonstrations, the discipline of organizational leadership is chosen due to the multidimensional structure of this discipline and the opportunities it presents to differentiate the curriculum and learning. Each component of the curriculum adapts an appropriate framework to align and interconnect the instructional processes into an optimized learning experience. The result is curricula that have a coherent flow horizontally across the components for each outcome as well as interconnectedness vertically between the outcomes. This approach creates coherence, alignment, and interconnectedness to the curricula and order to the learning process for the learners.

This methodology is applied to design the curriculum for five instructional modules. Module 1 focuses on dualistic thinking developed through a cognition-based curriculum. Module 2 presents a multiplistic learning experience through a behavior-based curriculum. Module 3 presents relativistic learning through a performance-based curriculum. Module 4 delivers complex learning through a values-based curriculum. Module 5 compiles these four modules into a competency-based curriculum model.

Each of these modules employs a unique set of theories to configure the components of the curricula to reflect the structure of each discipline. The use of each theory is explained and demonstrated in the design process.

This chapter proposes using a dialectical approach infused with elements of dialogism to analyze polyphonic discourses of corporate social responsibility (CSR) in order to create more nuanced understandings of the contradictions, oppositions, tensions, and complexities that characterize the conceptualization, enactment, and communication of CSR.

This chapter draws upon the notion of dialectics discussed by scholars such as Hegel and Marx and infuses it with Bakhtinian notions of dialogism to create a dialectical framework for analyzing discourses of CSR.

This chapter illustrates the conceptual argument for a dialectical approach to examining discourses of CSR by using the example of the dualistic discussion of corporations as agents of empowerment or exploitation. When examined through a dialectical lens, the empowerment–exploitation debate reveals, among others, the dissolution of boundaries between the categories of empowerment and exploitation, the coexistence and interplay of a multitude of related oppositions, and raises questions on praxical patterns employed by social actors to manage the dialectical tensions inherent in everyday organizing.

A dialectical approach in communication studies could open possibilities for acknowledging the co-existence of and interplay among multiple voices in society, thus opening spaces for engaging with diverse perspectives and creating a more holistic understanding of complex social constructs such as CSR.

A dialectical approach that attends to tensions negotiated by social and organizational actors as they try to conceptualize, enact, and communicate CSR can enrich the study of polyphonic discourses of CSR by generating more textured and insightful understandings of CSR than those currently examined through mostly dualistic lenses.

The governance of the relationship between humans and the biophysical world has been based on a paradigm characterized by dualistic thinking and scientism. This has led to the Anthropocene. The purpose of this paper is to reframe human-biosphere governance in terms of “cyber-systemics”, a neologism that is useful, the authors argue, not only for breaking out of this dualistic paradigm in human-environmental governance but also of the dualism associated with the use of systems and cybernetics.

In this paper the authors draw on their own research praxis to exemplify how the intellectual lineages of cybernetics and systems have been mutually influencing their doings, and how new forms of governance practices that explore different framing choices might contribute to building innovative governance approaches attuned to the problematique of the Anthropocene, for instance through institutional designs for cyber-systemic governance.

The growing popularity of the Anthropocene as a particular framing for the circumstances, if it is to transformative and thus relevant demands informed critique if it is to help change the trajectory of human-life on earth. The authors offer arguments and a rationale for adopting a cyber-systemic perspective as a means to avoid the dangers in pursuing the current trajectory of our relationship with the biophysical world as, for example, climate change. The essay frames an invitation for a systemic inquiry into forms of governance more suited to the contemporary circumstances of humans in their relationships with the biophysical world.

The research essay challenges many taken-for-granted epistemological assumptions within the cybernetics and systems intellectual communities. A case for radical change is mounted; the means to effect this change, other than through changes in discourse remain unclear though it is apparent that changes to praxis and institutional forms and arrangements will be central.

Cyber-systemic capabilities need to be developed; this requires investment and new institutions that are conducive to cyber-systemic understandings and praxis.

Understanding the global environmental crisis as an emergent outcome of current commitments to dualistic governance choices demands a reframing of much of what humans have done, re-investment in cyber-systemics offers a moral and practical response.

Over the years there have been numerous attempts in social psychology to examine the process of influence between change agents (e.g. parents, teachers, clinicians) and objects of their influence (children, students, patients). There has not been a concomitant effort to do the same in the field of management education, that is to explore the learning mechanisms between a management educationalist (e.g., teacher, trainer) and manager, although the parallels with social psychological theory are obviously there. It was felt that we might briefly examine a number of these theories here with a view to extracting concepts that may be useful in helping us to develop a working model of a learning theory applicable to the management education process.

This chapter explores the trans-national and cross-regional interactions and connections that, beginning in the late eighteenth century, brought about the development of dualistic economies within and outside of Europe; and how this circuit was reconfigured after the world wars by means of decolonization, nationalism, “first” and “second” world development, and globalization. What this perspective brings into view is a horizontal rather than vertical division of the world: the synchronic and interdependent development of dynamic focal points of growth throughout the world shaped, both within and outside of Europe, by trans-local interaction and connection, as well as by local struggles and relations of dominance and subordination.