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This study uses social exchange theory to describe, explain and propose the influence of dyad partners' leadership position structure, which includes the roles they play and their existing and prospective common experience, on their commitment to their dyad and their cooperation.

The study uses the case of equally empowered co-CEOs in a family business, who play the roles of family member, owner and executive; co-CEOs in a startup firm, who play the roles of owner and executive; and co-CEOs in a merger and acquisition (M&A), who play the role of executive. Co-CEOs in family businesses benefit from longer existing and longer prospective dyad longevity than co-CEOs in startups, who, in turn, benefit from longer existing and longer prospective dyad longevity than co-CEOs in M&As.

The study proposes that the roles the partners play in the dyads, and the existing and prospective longevity of their relationship, positively influence the partners' commitment to the dyad and their level of cooperation.

The study offers a model that has the potential to direct scholars at the formulation of the theory of top management symmetric formal power dyads dynamics and assist family business owners, startup partners, board of directors and co-CEOs in formulating and implementing upper echelons leadership plans to enhance cooperation and coordination between equal partners.

This chapter proposes a framework explaining the evolution of property rights in land, assuming two unequal groups of actors: elites possessing means of violence and nonelite land cultivators. It then shows that all intermediary groups – those acting between the chief violence holders (i.e., rulers) and cultivators – are in effect (greater or lesser rulers and cultivators). Using this framework, this chapter explains most of the developments in the evolution of land rights in 19th century colonial Bengal. The proposed theoretical framework explains how different, hierarchically arrayed claims over land and the resulting allocation of rights was a function of asymmetries in power and information between three groups: rulers, direct cultivators, and intermediaries without their own coercive means. It explains inter alia why private property in land was not likely to emerge in this configuration, and that the (non-private) property rights of the other two groups wouldn't attain stability as long as rulers perceived an information asymmetry. In such a situation, land rights would attain neither “private,” nor “public” character.

School social work, in various forms, is well established internationally and has a growing evidence base. Yet existing research focuses on professional perspectives rather than those of students. This study aims to fill this gap by exploring secondary school student perspectives of having social workers in schools (SWIS). It was undertaken in England as part of the SWIS trial, which tested whether secondary school-based social workers could improve child safety and well-being, identify issues more quickly and reduce the need for statutory services.

A mixed-methods approach comprised a survey (n = 1,998 students) and interviews (n = 27 students). Surveys included questions on awareness, understanding, interaction with and attitudes towards the school-based social workers. Interviews involved a Q-sort activity followed by semi-structured questions on general attitudes and experiences. The Q-sort characterised prominent perspectives and how many students subscribed to them.

Students were broadly positive about having a social worker in their school in the survey and interviews. Two prominent perspectives on SWIS were identified. The first (n = 17) was defined by students feeling positively overall and strongly agreeing that they trusted the social worker. The second (n = 4) was mixed in sentiment, defined by some anxiety about working with the social worker. In interviews, students relayed that social workers were easily accessible, offered emotional support and acted as a bridge between school and home.

To the best of the authors’ knowledge, this study is the first to quantify student perspectives on having social workers at school and evidence attitudes and experiences about school-based social work as practiced during the SWIS trial.

Many dark tourism sites, in particular battlefields, memorials, and museums, are instrumental in constructing and reinforcing narratives of national identity. They serve as sites of secular pilgrimage and are central in denoting self and other. They also serve to identify key national moments and involve themes of sacrifice on behalf of the nation. This chapter examines the US National September 11 Museum in New York, which opened in 2014 from this standpoint. Scholars have argued the events of 9/11 were so profound and shocking that they created a “void of meaning” for Americans. This void has been filled in several ways, but important among them has been the creation of memorials and museums and the specific messages of US national identity included within them. The national September 11th Museum plays a particular leading role here in reinscribing dominant popular ideas of American national identity.

This chapter discusses the role of school leadership in the face of climate disasters and environmental injustices. These disruptions to schooling are emblematic of an increasing global uncertainty. School leaders play a pivotal role mitigating uncertainty following an environmental crisis or disaster through leadership activities that support their communities. However, preparing school leaders for unexpected disruptions to schooling has often been overlooked by preparation programs and professional development. The goal of this chapter is to equip school leaders with an essential understanding of both the influence of environmental injustice on schools and the tools to respond effectively to these events. First, the chapter contextualizes environmental injustice and inequality as a factor that influences school and student performance, especially for students living below the poverty line and students of color. Next, it synthesizes how school leaders have responded to prior instances of climate disasters and environmental injustices. Finally, it presents key considerations for school leaders confronting future occurrences.

This paper aims to gain insights into the paradoxical tensions emerging from circular business model innovation (CBMI) and how to overcome them by developing a theoretical framework drawing on two theoretical streams: firstly, the paradox theory for shedding light on the often “invisible” contradictions generated by the implementation of circular economy (CE) principles in business model transformation; and secondly, the dynamic capability theory that can contribute to the investigation of how to manage these contradictions.

The study uses a longitudinal case study approach to gain an in-depth understanding of the transformation and challenges faced by an incumbent firm in adopting a circular business model. Qualitative research methods are used to explore the paradoxical tensions and dynamic capabilities involved in the process.

The study finds that incumbent firms face numerous challenges and paradoxical tensions in the CBMI process. These tensions arise from difficulties in implementing organizational changes, balancing competing priorities and managing conflicting goals. Dynamic capabilities are crucial in managing these tensions and facilitating the transition to a circular business model.

This paper contributes to the theoretical development of paradox theory by applying it to the new field of CBMI which is currently slightly investigated and responds to the call for studies looking at more fine-grained types of sustainable business models. The study adds to previous literature that how the firm handles paradoxes and tensions influences the pace and results of the process. If the firm becomes discouraged during the early stages of identifying new opportunities, the pace slows down, and the firm becomes hesitant to collaborate more with partners. Furthermore, the ability to capitalize on these opportunities is affected by these tensions and contradictions.

This paper contributes to the literature by empirically investigating the process of CBMI in incumbent firms. It fills the gap in existing research by examining the existence of paradoxical tensions in a real-life setting and exploring the role of dynamic capabilities in managing these tensions. The findings provide practical insights for firms seeking a transition towards a CE and highlight that the ability to sense the external context should be developed as the new business model entails a central role of external actors.