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One ambition of most mid-career MPA programmes is to combine the attainment of an academic master degree with a qualitative leap in professional skills and functioning. This ambition requires that academic insights and methods be sensibly linked to real-life professional contexts and challenges. This chapter develops a rationale to enhance conditions and mechanisms that help to produce such linking, based on insights in professional learning.

Two methods used in the mid-career MPA programme at Erasmus University Rotterdam to help students to establish such links will be discussed. The first method involves an evolving personal learning agenda and the second method involves peer-to-peer coaching. Both methods will also be used to evaluate the added value of the programme for the professional functioning of the students.

The MPA programme makes students link theory to their own real-life practice and changes their perspective on analysis and professional intervention. Often, however, these new perspectives are quite general in nature, not taking much account of the specific context. Thorough lecturer feedback and training in peer consultation may help students to become more reflexive and to develop better situation-specific strategies.

The findings point to the need for further development of didactical strategies.

The chapter analyses professional added value of an academic programme.

In the United States, policy discussions of teacher education in relationship to teacher quality have tended to focus more closely around debates about the nature of teacher preparation and the need for quality teachers to possess advanced degrees or certification. The field is in need of an array of indicators – a set of powerful, well-researched indicators that can be applied to large public universities as well as small regional private colleges, from university-based programs to “alternative” programs and to more “hybrid” programs. These indicators need to be relevant for teacher certification across a variety of age-ranges and developmental stages. In this chapter, we build on a growing conversation about practice in teacher education and efforts on the part of researchers to identify key features of powerful teacher education. We propose that quality teacher education is designed around a clear and shared vision of good teaching; it is coherent in that it links theory with practice and offers opportunities to learn that are aligned with the vision of good teaching; and it offers opportunities to enact teaching. While these features are supported for the most part by growing consensus in the literature (National Research Council, 2010; NCATE, 2010), there is also an emerging empirical base that provides support for the value of these features as well.

The purpose of this paper is to investigate practices of argumentation on Twitter discussions about climate change.

Conversational threads were collected from the Twitter API. Fundamental concepts from argumentation theory and linking practices were operationalised through a coding schema for content analysis. Tweets were analysed in the context of the discussions and coded according to their argumentative approach, interaction type and argumentation stage. Linked and embedded sources were analysed in order to find how they were used in arguments, the plausibility and soundness of the message, the consistency and trustworthiness of the linked source and its adequacy with the target audience.

Among the interactions between arguers, this study found five typical practices and several patterns involving the dynamics of the conversations, the strategy of the argumentation and the linking practices. Although the rhetorical approach was prominent, the agreement was rarely achieved. The arguers used a variety of sources to justify or support their positions, often embedding non-textual content. These linking practices, together with the strategy adopted and the topics discussed, suggest the involvement of a multiple audience engaged in discussing ad lib scientific artefacts, topics and outputs.

While Twitter has been the focus for many research papers, the conversational threads have been given little attention so far. With the Twitter API making conversations more accessible for research, this paper does not only give insight into multiple audience group argumentation dynamics but also provides a method to study the conversations from an argumentation theory perspective.

Drawing on multi-theoretical lenses and a combination of supply chain and business ethics literature, this study aims to investigate the role of motives in driving sustainable supply chain management (SSCM) practices and sustainable performance.

Using a sample of 205 supply chain companies in the USA, the authors apply structural equation modeling (SEM) analysis to empirically test the proposed model and seven hypothesized relationships.

Results of the study underscore the critical role of moral motives, while highlighting that all three types of motives (instrumental, relational and moral) are robust in driving SSCM practices and achieving improvement in all three dimensions of sustainable performance–economic, environmental and social.

This research can help supply chain scholars develop a more robust subfield of motivation-based SSCM research to gain a deeper understanding of how motives may differentially predict sustainable supply chain practices and performance.

The results of this study demonstrate the critical links between moral motivation and the triple bottom line (TBL) performance and suggest that managers pay more attention to moral motives in their decision-making.

This study bridges gaps in the extant literature by incorporating motivation-based antecedents, expanding the scope of SSCM practices, including the social dimension of sustainability and investigating the mediating effects of SSCM practices on the links between motives and the TBL performance.

To demonstrate how applied projects integrated within master’s level graduate programs in the organizational sciences provide students with experiences that facilitate the translation of classroom concepts into practices that positively impact individual, organizational, and societal level outcomes.

We discuss how the scientist-practitioner model guides our thinking regarding the development of cocurriculum options for master’s level students. To give context, we provide thumbnail sketches of two applied programs — a master’s of science degree program in industrial-organizational psychology and a master’s of business administration (MBA) program — that serve as exemplars for linking practice with science.

We demonstrated, with specific examples, how practicum courses can bridge curricular and cocurricular offerings in stand-alone master’s programs, thus offering a glimpse into the range of activities completed by master’s students with little to over 20 years of work experience: job analysis, interview protocol development, program evaluation, talent acquisition, performance management, coaching, as well as training strategy ideation and delivery. We conclude the chapter with final reflections on the use of practicum classes in master’s level training.

The practicum courses detailed serve as unique exemplars of how to apply theory and research to organizational problems, thus bridging science and practice in the organizational sciences.

Translating the well-established theory of the gendered organization into strategic interventions that build more gender equitable organizations has proven to be difficult. The authors introduce the emergence of the “bifocal approach” and its subsequent development and examine the potential of the “bifocal approach” as a feminist intervention strategy and an alternative means of countering gender inequalities in organizations. While pre-existing transformative interventions focus on more immediately apparent structural change, the focus begins with the development of individuals. The paper aims to discuss these issues.

Developed through iterative cycling between theory and practice, the “bifocal approach” links the existing focus on women’s development with a focus on transformative organizational change. The bifocal approach deliberately begins with the organization’s current way of understanding gender in order to build towards frame-breaking transformative change.

The authors show how the bifocal is able to overcome some of the main difficulties of earlier transformative approaches, maintaining organizational access, partnership building, sustaining a gender focus and ultimately sustaining the change effort itself. The bifocal approach seeks structural change, however, the change effort rests with individuals. The development of individuals, as conceived within the bifocal approach was designed to create a “small wins” ripple effect, linking individual (agency) and organizational change (structure).

The bifocal approach offers a comprehensive re-modelling of traditional interventions for other scholars and practitioners to build on. Organizational interventions previously categorized as “fixing women” could be re-examined for their capacity to provide the foundation for transformative change.

The contribution of this paper lies in proposing and examining the bifocal approach as a feminist intervention strategy that overcomes the dualism between the existing frames of organizations and the transformative frame of scholars, in order to move practice and theory forward.

Situated within the recent scholarship on core practices in teacher education, this chapter presents a collaborative self-study that explored one aspect of our developing practice as teacher educators through examination of Francis’s use of mediation in lesson rehearsal. Using examples from his practice, we explore the following research question: How does a teacher educator learn to provide mediation to create a responsive zone of proximal development within lesson rehearsal?

Specifically, we use Vygotskian sociocultural theory to examine Francis’s use of mediation during the rehearsal of the core practice supporting interaction and target language comprehensibility (I-TLC), one of the core practices addressed in his world language teacher preparation program. This self-study of mediation in lesson rehearsal illuminated Francis’ evolving practice as a facilitator of lesson rehearsal of novice teachers who are culturally and linguistically diverse, and who are preparing to use practices that are responsive to culturally and linguistically diverse students.

The purpose of this paper is to define a typology of strategic segmentation accounting for antecedents (potentially conscious or subconscious) that influence marketing managers’ practice of strategic segmentation, thereby formulating a new theoretical basis to bridge the current theory–practice literature gap in strategic segmentation.

Based on the resource-advantage theory, this paper defines a typology of strategic segmentation that depicts how a firm’s access to imperfectly mobile resources relates to the marketing manager’s assumed heterogeneity of the market and to the manager’s approach to the market.

The authors postulate a typology of firms’ strategic segmentation and approach to the market that is heavily influenced, and potentially limited, by the firm’s available resources to effectively segment and address the market.

The typology suggests that resource availability affects a manager’s view and approach to the market. Therefore, testing of this typology should be performed to provide an empirical basis for a taxonomical foundation of strategic segmentation. Empirical testing should examine whether: resource availability is directly related to managers’ views of market heterogeneity, resources are negatively correlated with market approach, market-based intelligence (customer needs) are linked to the market approach, and there is relationship between a firm’s position within the typology and its long-term performance.

This paper provides an understanding that a manager’s knowledge of resource availability may be strategically counter-productive when creating a strategic segmentation. This limitation may lead to short-run choices for segmentation and market approach. Managers should, therefore, consider their strategic goals both with and without limiting their view based on current resources.

This paper provides the first typology of strategic segmentation by considering theoretical foundations of business that could bridge the often-noted theory–practice gap of segmentation.

Research on sustainability in higher education has focused on environmental management of the university campus, case studies and examples of good practice. Although the value and contribution of these initiatives has been articulated, little holistic and structural transformation of universities has been achieved so far. This paper aims to explore different theoretical frameworks to better understand and improve the effectiveness of organisational change processes towards sustainability in universities.

The combination of different theoretical approaches on organisational learning such as organisational learning theory, the idea of expansive learning at work, the ideal of the learning organisation and transformative learning theory are reviewed in this paper. These ideas in combination with leadership for sustainability and education for sustainability lead to an integrative model that links theory and practice, cultural and social aspects influencing learning, and the ability of individuals to critically reflect and challenge existing worldviews to learn and develop new practices.

The theoretical foundations and model presented seek to provide useful theoretical basis with which to better understand the process of transformation towards sustainability in higher education. This involves a continuous process of learning to rethink existing practices and worldviews by individuals within the organisation, which lead to community learning, which in turn lead to organisational learning. Six key implications for action have also been identified.

Little research exists that uses organisational learning to inform the design and development of the research reporting on the achievements, opportunities and challenges emerged during the change process towards embedding sustainability in higher education. The suggested framework is envisaged as an integrative theoretical framework that can help understand the “how to”, thus the learning processes associated with embedding sustainability in the core activities of universities.

A growing number of private, voluntary and mandatory sustainability standards have recently emerged. However, supply chain corruption practices as mechanisms to circumvent sustainability standards have also grown and occur regularly. This paper strives to elaborate theory on the intersection of institutional theory, business corruption and the sustainability standards literature by investigating factors that influence the emergence of supply chain corruption practices.

Based on secondary data, four in-depth case studies of supply chain corruption practices are investigated through the use of adaptive theory and the method of constant comparisons to elaborate theory on this important phenomenon.

The paper suggests that although sustainability standards can improve supply chain sustainability performance, if they are adopted only symbolically and not substantively, unanticipated outcomes such as supply chain corruption may occur. The study proposes a typology of supply chain corruption practices, further explores the symbolic adoption of sustainability standards in supply chains and proposes the novel construct of “social isomorphism for corruption.” Since focal companies play central roles in leading supply chain corruption practices, we reason that they can also play a pivotal role in preventing supply chain corruption practices by promoting the substantive adoption of sustainability standards across their supply chains.

This paper elaborates theory on the challenging phenomenon of corruption in supply chains by linking the supply chain management literature to the corruption and the sustainability discourses and offers important insights to aid our understanding on the topic. It generates six propositions and four contributions to the sustainable supply chain management theory, practice and policy.