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The purpose of this paper is to change the traditional supplier selection methods by shifting the emphasis from using a single model to using multiple models in the unstructured decision‐making context and to provide a tool for decision makers to make informed decisions of supplier selection in the multiple perspectives.

There are various supplier selection models available in the literature. However, using the result of a single model as a basis for making the final decision could lead to a biased decision given the fact that any model has its limitations. The qualities of the decision‐making process and the decision itself increase by applying a multiple perspectives approach rather than a single model. The multiple perspectives decision‐making allows collaboration and knowledge sharing among the participants which leads to a less‐biased decision. This study examines commonly applied supplier selection models, formulates general perspectives of these models, and proposes a framework of multiple perspectives decision making for supplier selection. It further provides a structure of supplier selection system based on the proposed approach. Through a prototype of web portal, the study demonstrates the usefulness of the proposed multiple perspective system approach in the decision context of collaboration and knowledge sharing.

The general finding from this study is that the multiple perspectives approach to supplier selection enables the decision makers to actively participate and fully understand the decision‐making process through knowledge sharing which in turn ensures high quality of the final decisions.

Supplier selection decision makers can make more informed decisions through collaboration among all decision‐making participants in the multiple perspectives. It informs supply chain managers of the potentially positive effect of knowledge sharing on the decision‐making process in supplier selection.

Multiple perspectives decision making provides a novel approach that emphasizes on the knowledge sharing and collaboration between the experts, who are familiar with the supplier relations, and the decision makers who are responsible for the final decisions.

The debate on corporate social responsibility (CSR) as shared value creation is trapped between management scholars and business ethics scholars, focusing merely on the distribution of values from an outcome-oriented perspective. The result is a juxtaposition of shared value from either a corporate or a societal perspective, providing only little attention to the actual communication processes supporting the creation of shared value. The purpose of this paper is to re-conceptualize shared value creation from a communicative approach as an alternative to the current situation caught between the management and societal perspectives.

Building upon recent constitutive models of CSR communication, this conceptual paper explores the potentials and implications of re-conceptualizing shared value creation as an alternative approach that recognizes the tensional interaction processes related to shared value creation.

The paper suggests a new conceptualization of shared value creation, which is sensitive to and able to advance the understanding of the tensional and conflictual interaction processes in which the continuous negotiation of corporate and stakeholder interests, values and agendas may facilitate a new understanding of shared value creation.

In order to succeed with the shared purpose of creating shared value (CSV), the company and the multiple stakeholders should neither disregard nor idealize the interaction processes related to shared value creation; rather, they should acknowledge that processes filled with tensions and conflicts are prerequisites for CSV.

A re-conceptualization of shared value creation that provides an alternative approach that is sensitive toward the tensions and conflicts occurring between corporate voice and multiple stakeholder voices.

Increased integration of the social studies into language arts instructional time in elementary schools, has led to a common practice of covering social studies content through use of children’s literature. Though the two content areas are covered in tandem, the primary foci are the language arts objectives. The authors suggest teaching with themed text sets, developed using carefully selected social studies topics and inquiries, not only addresses English Language Arts standards but also allows for authentic and meaningful social studies instruction. A four-step process for developing themed text sets is presented. These are: 1) identify the big idea to be explored, 2) recognize the multiple perspectives needed for a more complete story, 3) locate qualifying texts, and 4) select texts to be included. Each step is demonstrated with three controversial topics in the elementary social studies curriculum: family (Kindergarten-1), civil rights (grades 2-3), and slavery (grades 4-5) and resources are provided for locating texts. The authors illustrate the importance of developing text sets that include multiple perspectives, particularly those lesser-known stories of historical events or themes, to serve as windows or mirrors for children in developing historical content knowledge.

To overcome the shortcomings of diversity training programs, the purpose of this paper is to conceptualize an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities. Borrowing key principles from the diversity learning (Rainey and Kolb, 1995); integration and learning perspective (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008), the authors develop a new organizational diversity learning framework for behavioral, attitudinal, and cognitive learning at workplaces. They conclude with directions for future research.

This paper first presents an overview of key shortcomings of diversity training programs in relation to their group composition, design, content and evaluation. Second, it borrows the key principles of diversity learning (Rainey and Kolb, 1995); integration and learning perspectives (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008) to delineate the organizational diversity learning framework. Third, it presents a table of the approach contrasted with the shortcomings of diversity training programs and discusses practical and theoretical contributions, along with directions for future research.

This paper conceptualizes an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities.

The organizational diversity learning framework developed in this paper provides an inclusive diversity learning paradigm in which diversity learning rests in the experience of the learner. As stated by experiential learning theory, this framework encourages workers to heuristically learn about diverse perspectives in a psychologically safe environment, to reflect on different perspectives, and to create a new awareness about learning from others. As the participants learn to apply new repertoires for interacting with others in their daily work interactions (e.g. listening to different perspectives shared by unfamiliar social group members), it proposes that their behaviors may create a ripple effect, changing other colleagues’ attitudes, behaviors, and thinking patterns on working with diverse coworkers.

This paper provides detailed instructions for practitioners to facilitate diversity learning. It highlights a few key practical implications. First, the framework provides a method of organization-wide diversity learning through intersecting networks within the workplace, which is designed to reduce the elitist organizational decision making that mainly occurs at the upper echelon. Second, unlike other stand-alone diversity initiatives, the framework is embedded in the organizational decision-making process, which makes employees’ learning applicable to core organizational activities, contributing to both employees’ diversity learning and organizational growth. Third, the framework provides a preliminary model for transferring employees’ diversity learning in daily work operations, nurturing their behavioral learning to interact with different social groups more frequently at work and inclusive of their colleagues’ perspectives, feelings, and attitudes.

Workforces across nations are becoming increasingly diverse, and, simultaneously, the gap and tension between demographic representation in the upper and lower echelons is widening. By joining with other scholars who have advocated for the need to move beyond diversity training programs, the authors developed the organizational diversity learning framework for meaningful co-participation of employees with different statuses, functions, and identities. By inviting minority perspectives into the organizational decision-making process, top managers can explicitly send a message to minority groups that their perspectives matter and that their contributions are highly valued by the organization.

There has not been a conceptual paper that delineates the diversity inclusive decision-making process within a workplace. The authors established the organizational diversity learning framework based on the diversity learning, organizational diversity integration and learning perspectives, and deliberative democracy practices. The proposed framework guides organizations in structural interventions to educate employees on how to learn from multiple perspectives for better organizational decision making.

Understanding how firms manage multiple stakeholders is an academic and business call. This paper aims to describe a firm’s processes to implement a stakeholder value creation system, defined as the firm’s processes to create appropriate value with multiple stakeholders.

The authors based their investigation on a conceptual framework extracted from a previous literature review. From there, the authors conducted qualitative empirical research designed as a multiple-case study. In-depth interviews with 47 people from 11 different firms are the key source of this study.

This paper proposes a framework demonstrating how a firm can implement a stakeholder value creation system. Results pointed to three processes: value creation, distribution and capture. Value distribution mechanisms are drivers for both value creation and capture processes. The system is a set of multiple flow relationships between the firm and its stakeholders.

This research is limited to the Brazilian context.

The stakeholder value creation system is composed of seven elements: walk-the-talk organizational behavior, stakeholder business model, societal non-attended need, stakeholder preference matrix, stakeholder bargaining power, retention of rents and governance mechanism. Managers may design their firm’s unique processes using these elements as drivers.

The present investigation demonstrates that societal issues matter for firms to formulate strategies that positively impact their economic, social and environmental results.

The authors investigated competitive strategy concepts of value creation and appropriation from a combination of resource-based and stakeholder theories and a system perspective. The framework of this study consolidated both theories’ ideas from a complementary perspective. The authors suggest managers and academics should adopt the power of the “AND” position instead of the “OR” trade-off position.

Students develop knowledge through an ongoing process of learning embodied in their daily experiences. As citizens, they develop an identity in their communities as they build relationships through recurrent interactions, thus constructing citizenship by strengthening stable interactions. This paper aims to examine the development of student active citizenship within a Jean Monnet module summer school that uses a participative approach and experiential learning.

The research provides a multi-level systems perspective on the learning experience in a Jean Monnet module. It combines state-of-the-art analysis of the Jean Monnet modules reports, analysis of a selected module’s activities and delayed participants feedback analysis. The methodology addresses complexity at multiple levels and leaves sufficient variance to invite readers to test the approaches themselves.

First, opportunities and gaps in the development of active citizen abilities were identified within the Jean Monnet modules. Second, it was established that the use of a participative approach and experiential learning aligned activities in the learning process yielded positive results in participant engagement. Third, long-term effects in the form of an improved understanding of active citizenship and the execution of activities in real life were also observed. The authors point to the need for active communication in the development of a full-cycle experiential learning process. Additionally, the multi-level monitoring model contributed positively towards the continual improvement of the learning process, and thus, provided a learning experience for teachers.

The research is limited regarding the clear articulation of the research results, rendering comparison with other learning experience reports challenging.

For lecturers, the importance of integrating the participative approach into the student learning process is documented; the effects of experience learning on students’ active participation are presented; and the importance of systems perspective on multiple aspects of the learning process is reinforced. For students, an example of the importance of being active in the learning process and using available resources is provided. For policymakers, the paper attests to the importance of learning programmes expanding the limitations of the regular curricula and the need to support additional programmes and the benefits of a participative approach and experience learning in the process of developing active citizens.

The authors point to the need for authentic situational-context experience and active communication in the learning process. Additionally, the authors provide an example of systems investigation of the learning process.

The paper identifies the gap between the Jean Monnet modules and active citizen abilities and provides a potential approach towards reducing them. It also provides a multi-level method for monitoring and adjusting the learning process.

The literature on the nature of organizational control processes is dominated by the four broad perspectives of cybernetics/goal, power/authority, culture, and evolution. Arguing against subscribing to any individual perspective, this paper proposes a multiple paradigm perspective, employing the three sociological paradigms of social factism, social behaviorism, and social definitionism. This multi‐perspective approach is then applied to an evolutionary conception of organizational control.

Today, every enterprise, investor and household with property involvements is functionally involved in the international real estate markets, by virtue of the influence that global forces and participants in the multiple segments of the real estate markets have on local spatial patterns and therefore the demand for, and supply of, property goods and services. Property involvements for many reflect a Ptolemaic view of the universe, proceeding from the premise that the particular property is the focus and locus of concern, with other forces, factors and properties metaphorically rotating around the particular local property. A Copernican concept of commerce, by contrast, proceeds with the premise that property involvements follow from consideration of the dynamic interdependent interaction and implications of ideas, initiatives, and involvements, from multiple regions and perspectives. Even though involved in multiple markets with offices throughout the world, many employ multiple local insular strategies, being guided more by a Ptolemaic than Copernican perspective. With a strategic perspective for global property involvements, no longer is the operative paradigm built on the primacy of focus on the single local property.

Scholars have adopted a multiple ethical paradigms approach in an attempt to better understand the bases upon which everyday ethical dilemmas are resolved by educational leaders. The aim of this study is to examine the ethical considerations in ethical judgments of aspiring principals.

To examine the ethical considerations involved in school leadership decision making, a specially designed ethical perspective instrument was developed that draws on the multiple ethical paradigms. This exploratory instrument was pre‐tested for validity and reliability among school principals and students of educational administration. The research sample consisted of 52 participants in principal training programs in Israel.

Negative correlations were found between choices reflecting values of fairness and those reflecting utilitarianism and care. In addition, negative correlations were found between choices reflecting values of community and those reflecting care, critique, and profession. Critique turned out to be the value most widely adopted by educational leaders to solve ethical dilemmas, followed by care and profession.

The common notion in the literature is that the various ethics complement one another. There is, however, little empirical work on ethical judgments of educational practitioners. The importance of this exploratory research is twofold: first, it examines the extent to which multiple ethical considerations can be taken into account simultaneously; and second, it identifies the prevailing values that come into play most often.

Drawing on the experience of the Observatories, a set of interconnected research centers in Italy, this chapter explains why academics are in one of the best positions to orchestrate interorganizational initiatives of change and development, and highlights two prerequisites that appear necessary to render salient this orchestrator role of academics: (i) the extensive use of multiple approaches of collaborative research and (ii) the creation and maintenance of a platform allowing the management and diffusion of the network-based learning mechanisms underlying each change and development effort. The contributions extend existing knowledge on organization development and collaborative research.