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This chapter examines mātauranga Māori (Māori ways of knowing) and Iwi (tribes and sub-tribes) mātauranga (knowledge) described as mātauranga-a-iwi (tribal knowledge). It presents an argument that mātauranga Māori and mātauranga-a-iwi must be linked to a particular context, drawing out the ideas that space and place are important. This theoretical chapter through Kaupapa Māori (a Māori way) identifies a series of key concepts that set the parameters for a discussion of the relationships between mātauranga-a-iwi, mātauranga Māori and Kaupapa Māori theory. I argue that mātauranga Māori, Kaupapa Māori theory and mātauranga-a-iwi are distinct entities but inseparable. This chapter charts the relationships among these three entities in a diagrammatic form, in what I have termed the Ranga Framework. The Ranga Framework proposes the working relationship between these elements that links space and place to people to produce contextual knowledge. By making the appropriate linkages to produce contextual knowledge Māori are able to locate themselves cognitively into the learning environment. I argue this is an important element that will help lift the educational success of Māori. It is important to ensure that contextual connections are a critical component in the delivery of knowledge, without which/otherwise Māori learners are in danger of reproaching mutant forms of language and knowledge, and thereby becoming disconnected from a more-authentic Iwi base. This chapter proposes an indigenous cognitive development framework to map engagement with new concepts and the stages required to reach mastery.

This paper aims to highlight the value of research contributions that have focused on making visible the knowledge of those historically excluded from formal knowledge-making. It identifies key bodies of theory that have grounded these analyses, and questions whether we can fully do justice to this project if we continue to rely on established “canons” of social science theory.

The article reviews research contributions to Researching Work and Learning conferences over the past decade, aimed at identifying those who have been invisible as makers of knowledge. It then considers a body of critique that our dominant epistemologies within the social sciences are rooted in unequal global and local power relations.

In the literature on workplace learning, a few theoretical paradigms forged in the global north seem to predominate. The article concludes that we need to re-centre our sources of knowledge-making to what Homi Bhabha has called an “ex-centric” site, if we are to develop more inclusive theorizations of work and learning, and more socially just ways of working and learning in the future.

The article invites researchers to reflect critically on their use of theory, and to be more proactive in developing theories with an angle of vision outside of the geo-political centre, so as to better understand the diversity of work and learning globally.

Rural Australian patients continue to receive inadequate medical attention. One potential solution to this is to train Indigenous Australians to become medical doctors and return to their community to serve their people. The study aims to examine whether Indigenous medical students have a stronger intention to practice in underserved communities.

A sample of Indigenous (N = 17) and non-Indigenous students (N = 188) from a medical program in Sydney was surveyed about their medical self-concept and motivation. Confirmatory factor analysis (CFA) was conducted, group differences were tested, and correlation patterns were examined.

CFA found seven distinct factors – three medical self-concepts (affective, cognitive, and cultural competence), one motivation factor, and three work-related variables – intention to serve underserved communities (intention), understanding of Indigenous health (understanding), and work-related anxiety (anxiety). Indigenous medical students were higher in cultural competence, intention, and understanding. Both the affective and cognitive components of medical self-concept were more highly correlated with intention and understanding for Indigenous students than for non-Indigenous students.

It is important to examine medical students’ self-concepts as well as their cultural characteristics and strengths that seed success in promoting service to underserved Indigenous communities.

The findings show that Indigenous medical students tended to understand Indigenous health issues better and to be more willing to serve underserved Indigenous communities. By enhancing both the affective and cognitive components of medical self-concepts, the “home-grown” medical education program is more likely to produce medical doctors to serve underserved communities with a good understanding of Indigenous health.

This paper aims to explore the relationship between the role of entrepreneurs and the innovation investment propensity of Chinese firms. This study is expected to enhance our understanding about the competence building of top management team for innovative development.

The analytical framework draws upon the recent theoretical progress about innovative firms, cognition and competence building of top managers. A horizontal data comparison and four longitudinal case studies of representative firms in the Chinese power equipment industry are implemented.

The cognitive backgrounds of top managers, which have a significant role in directing strategic resource allocation, are found to be influenced by institutional environments. Because the institutional environments which are under the Chinese transition impact different groups of firms in different ways, the relevant practices of these firms lead to dissimilar competence building of top managers.

This paper establishes a nexus of “institutional influence–cognition–resource allocation”. Such a nexus highlights the role of cognition of top managers in influencing the strategy-making of firms. So it helps in explaining the conditions for competence building in firms.

Attempts to clarify and articulate the need to understand and search for indigenous perspectives of educational management. Notes that any understanding of an indigenous perspective requires a real understanding of the theoretical bases of the subject, and an understanding of the particular indigenous environment or setting. Argues that, in order to differentiate culture free and culture bound content in educational management, the core corpus of educational management theories, concepts and terminology have to be identified; the culture specific ways of knowing must be examined; and unique categories made identifiable. Uses the Malaysian experience as an example of the quest for an indigenous perspective of educational management.

The purpose of this study is to examine how accounting for sustainable development (SD) in Malaysian organisations decouples economic growth from ecological consequences. The research analyses the empirical evidence of organisational responses and actions that purport to support SD in a developing country.

This study uses a discursive model of institutional theory to examine the relationship between texts, discourse and action within Clean Development Mechanism (CDM) organisations. This study uses both qualitative content and interpretive textual analysis of Malaysian organisations project design documents (PDDs) and interview transcripts to interpret and determine the “conceptions” of SD.

Documentation and interviews with Malaysian CDM organisations show that SD conceptions range from “business as usual” to weak ecological modernisation. The key narratives are both economic and technocratic but have little to do with SD concerns about ecological limitations and social equity.

The empirical evidence provides insights into the motivations and challenges of a developing country's commitment to SD. We perform the study in an accountability space other than corporate financial reporting. Unlike external corporate reports, PDDs are closer to the underlying organisational reality as they are internal project documents made publicly accessible through the United Nations Framework Convention on Climate Change, allowing for a more transparent evaluation. The evidence shows how the organisational approach to SD is institutionalised through the mediating role of discourse and texts used by the actors within the CDM.

The purpose of this paper is to conceptualize the indigenous concept of suzhi at individual and organizational levels, and identify its dimensions for human resource management (HRM) research and practice in China.

Based on a comprehensive review of suzhi literature, Chinese cultural and historical literature, as well as Western mainstream HRM research, a multidimensional suzhi framework is conceptualized.

As an indigenous expression, suzhi can be and has been adopted for Chinese HRM research and practice. As a multidimensional construct, one’s cognitive suzhi is jointly determined by corresponding moral suzhi, wenhua (knowledge-based) suzhi and zhuanye (professional) suzhi. Cognitive suzhi, in turn, determines one’s behavioral suzhi that drives employees to enhance organizational performance, and this relationship is moderated by psychological suzhi.

The proposed framework provides new insight for Chinese indigenous management research, particularly in developing suzhi measurement for different dimensions. It also informs HRM practices in recruiting, selection, performance analysis and employee career development.

The complexity of suzhi dimensions from an organizational HRM perspective is analyzed. The resulting suzhi framework offers new insight for HRM research and practices in China.

The aims of this study were (1) to examine the relationships among achievement goals, self-concept, learning strategies and self-regulation for post-secondary Indigenous Australian and Native American students and (2) to investigate whether the relationships among these key variables were similar or different for the two groups.

Students from the two Indigenous groups answered questionnaires assessing the relevant variables. Structural equation modelling (SEM) was used to analyse the data. Structure-oriented analysis was used to compare the two groups in terms of the strengths of the pathways, while level-oriented analysis was used to compare mean level differences.

Self-concept was found to positively predict deep learning and self-regulated learning, and these effects were mediated by achievement goals. Students who pursued mastery and social goals had more positive educational outcomes. Both structure and level-oriented differences were found.

Drawing on two distinct research traditions – self-concept and achievement goals – this study explored the synergies between these two perspectives and showed how the key constructs drawn from each framework were associated with successful learning.

To improve learning outcomes, interventions may need to target students’ self-concept, mastery-oriented and socially oriented motivations.

Supporting Indigenous students in their post-secondary education is an imperative. Psychologists have important insights to offer that can help achieve this noble aim.

Research on Indigenous students has mostly adopted a deficiency model. In contrast, this study takes an explicitly positive perspective on Indigenous student success by focusing on the active psychological ingredients that facilitate successful learning.

This literature systematically reviews articles published in “core” international journals on the topic of Indigenous education leadership over the period from 2000 to 2018 in four English-speaking countries, covering Canada, America, Australia and New Zealand, in which all of them have long colonial history and Indigenous population. These reviews provide insights into the nature of this emergent literature and generate many implications that required for further research in Indigenous education leadership.

In this study, a vote counting method was employed and a clearly delimited body of research on Indigenous education leadership was also identified. The vote counting method can enlarge the perspectives on the noticeable heterogeneity of Indigenous education leadership within the four English-speaking countries. This is the basic constitutive element for the development of a comparative literature in Indigenous education leadership. Moreover, this method can clearly calculate the annual number of articles about Indigenous education leadership, and the various methods used in the publications of Indigenous education leadership can be figured out as well, which helps to find out the different patterns of changes on Indigenous education leadership.

This study identifies the patterns of Indigenous educational leadership research across four English-speaking countries, which will contribute to the development of research in this regard.

This is one of the first studies about Indigenous educational leadership in the world. It will not only contribute to education practice but also leadership theory development.

Primary sector firms by and large operate on indigenous territories across the world. In Canada, partnerships, land rights settlements, decolonization and reconciliation efforts provide indigenous communities with the financial means and the political power to stop projects they consider contrary to their traditions. How can companies acquire legitimacy among indigenous communities? This paper aims to answer this question by examining what the economic issues are among indigenous communities, how theories and practices of sustainable and legitimacy management articulated and how some basic notions of traditional indigenous teachings could inform non-indigenous managers are and help them interact better with indigenous leaders and their communities.

This paper was informed about indigenous knowledge by secondary and primary indigenous and business sources from North America and from other areas such as Africa, Asia, Australia and New Zealand. Information about business relations with indigenous communities and stakeholders mostly came from non-indigenous sources, including scholarly results obtained within indigenous communities.

Sources of incompatibility between indigenous and European/Western worldviews are described. A selection of indigenous traditional beliefs and decision-making processes are presented, based on indigenous traditions around the Great Lakes region of North America. A discussion of desirable options for both indigenous and non-indigenous decision-makers to establish business legitimacy by overcoming their misperceptions is included.

A better understanding of economic issues in indigenous communities, indigenous perspectives and current developments, as well as lessons from the recent decades on successes and failures at establishing business legitimacy among indigenous communities, will help government and business decision-makers, as well as students and academic scholars.

Mainly based on management legitimacy theory and Anishnaabe knowledge, this paper makes an original contribution to the understanding of Indigenous strategic thinking in North America in its interaction with business legitimacy building issues.