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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.

In managerial accounting courses, students lacking business experience find the balanced scorecard (BSC) an inherently difficult topic to understand. Students may lack an understanding of business strategy, the BSC's perspectives, and the measures that a BSC uses to report performance. This chapter aims to assist instructors who teach the BSC by developing an analogy to a resume, which is a familiar concept to students. The analogy draws upon similarities between the BSC and a well-constructed resume: a cohesive strategy, multiple perspectives or areas, and multiple types of measures for each area. In using this approach, the instructor guides students through the process of viewing a resume as a vehicle for conveying a job-search strategy, similar to the way a BSC communicates an organization's strategy. Thus, students can apply their knowledge of the familiar (their own resumes) to the unfamiliar (the BSC). The chapter provides implementation guidance and results of student surveys. Our students responded positively to the exercise, saying that they learned the basics of the BSC, and even found the exercise enjoyable.

This chapter forwards a justification, an explanation, and numerous examples related to an emerging integrated sustainability management theory and its connections to other management theories and key-related concepts including systems and immersion. An integrated approach to sustainability solutions presents several implications for educators, researchers, practitioners, and policymakers, including the need to consider urgent and immediate responses that address sustainability crises at multiple levels and in multiple systems. This chapter is intended to promote reflection, dialogue, and a collective call to action to secure a sustainable world for present and future generations.

Feminist perspectives from women of color did not emerge solely as a result from racism in the white feminist movements; such an assumption negates the agency of feminists of color (Roth, 2004). Instead, feminist perspectives by women of color emerged from historical and sociopolitical dynamics within their own communities of origin, as well as in relationship to each other, including in opposition to, and at times in concert with, the white feminist movements. This chapter explores the development, complexities, and unique contributions of Womanist, Black Feminist Thought, hip-hop, Chicana, Native American, global, Asian American, Arab American and ecofeminism. These feminist perspectives include overarching themes, such as the intersectionality of gender, race, ethnicity, class, sexual orientation, ability, age, religion, nationality, and other important identities and issues. Each contemporary feminist theory also explores the interstices of issues such as education, health, economics, reproduction, sociopolitical, historical, organizational, technological, and myriad interrelated dynamics.

Dyadic multi-dimensionality informs the variation that exists within and between network ties and suggests that ties are not all the same and not all equally strategic. This chapter presents a model of dyadic evolution grounded in dyadic multi-dimensionality and framed within actor-level, dyadic-level, endogenous, and exogenous contexts. These contexts generate both strategic catalysts that motivate network action and bounded agency that may constrain such network action. Assuming the need to navigate within bounded agency, the model highlights three strategic processes that demonstrate how dyadic multi-dimensionality underlies the evolution of strategic network ties.

How is understanding built? This chapter operationalizes the discussion from the previous chapters to offer some design strategies for creating information systems that promote the building of understanding. These strategies are, namely, multiple perspectives, slowness, and intentional struggle. Examples of and existing literature on these design strategies are discussed.

Interdisciplinary approaches to sustainability curriculum and pedagogy remain a particular challenge internationally. This chapter shares insights from a 2016 attempt to establish a first-year undergraduate Design course with an interdisciplinary approach to sustainability education. A series of video dialogues between university and community-based sustainability experts was created to enable students to access understandings and research evidence about sustainability issues and the United Nations Sustainable Development Goals, through different disciplinary lenses. The video dialogues provided students with opportunities to learn reflexively through exposure to differing visions for sustainable development, including Indigenous perspectives. In doing so, the video dialogues provide material for critical, creative, and iterative design thinking. Drawing on feedback from students enrolled in the course, this chapter offers reflections about enhancing course design through using video dialogues to support students’ critical openness to addressing sustainability concerns.

This chapter documents the contributions in the business-to-business (B2B) marketing–buying literature that focus on implemented strategies in specific contexts. Research on implemented strategies often includes thick descriptions of how things actually get done over a period of weeks, months, or years including how decision makers make sense of situations, go about processing information, make choices, interact with other decision makers, participate in specific actions, and interpret events and outcomes. Research on implemented strategies favors “direct research” (Mintzberg, 1979) that includes multiple face-to-face interviews of the same and different participants in B2B processes over the course of days, week, months, or years. Direct research is inherently inductive theory-building and case-based data driven in its theory-empirical approach. Direct research includes applying a number of possible research methods and results in a number of advances in B2B implemented-strategy-in-context theory.

Our primary aim is to discuss the variability that exists in the operationalization of race/ethnicity in research on genetic and biological markers. We employ Stuart Hall’s “floating signifiers” of race approach to explain the ambiguous manner in which researchers discuss the links between race and genetics.

We examine articles that use race/ethnicity and genetic or biological markers between 2000 and 2013 within three prominent genetic journals. We focused on original, empirical articles only. We utilize various race/ethnic-related search terms to obtain our sample and to categorize how terms were used.

A total of 336 articles fit our search criteria. The number of articles mentioning race/ethnicity and genetic or biological information increased over the time. A significant percentage of publications base their research on whites only. When discussions of race are included in studies, scientists often use multiple categories of race/ethnicity without much explanation.

We omit non-research articles and commentary for each journal, which could contain important discussions regarding race and genetics. This work highlights how race/ethnicity can vary in application and interpretation.

Our discussion of race/ethnicity as “floating signifiers” adds a layer of complexity to the longstanding debate regarding the importance of race/ethnicity in genetic research. The “floating” nature of race/ethnicity underlines how subjective the characterizations of samples are and how possible interpretations of results for groups can impact health disparities research. Given the increased use of genetic data by social scientists, there is a need for more cross-disciplinary discussions on the race–gene relationship.

We conceptualize new ways to qualify what themes should dominate the future international business and management (IB/IM) research agenda by examining three questions: Whom should we ask? What should we ask, and which selection criteria should we apply? What are the contextual forces? Our main findings are the following: (1) wider perspectives from academia and practice would benefit both rigor and relevance; (2) four key forces are climate change, globalization, inequality, and sustainability; and (3) we propose scientific mindfulness as the way forward for generating themes in IB/IM research. Scientific mindfulness is a holistic, cross-disciplinary, and contextual approach, whereby researchers need to make sense of multiple perspectives with the betterment of society as the ultimate criterion.