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This study aims to examine the relationship between knowledge management and career development in an era characterized by high levels of youth unemployment and a demand for specialized skills. Despite the increasing transition to a knowledge-based economy, there is a significant gap between young people’s skills and career readiness, necessitating an in-depth analysis of the role of knowledge management at the individual, organizational and national levels.

The authors conducted a qualitative study using the theory-context-characteristics-methodology approach based on a systematic literature review. The authors created an ecological framework for reflecting on knowledge management and career development, arguing for a multidisciplinary approach that invites collaboration across sectors to generate innovative and reliable solutions.

This study presents a comprehensive review of the existing literature and trends, noting the need for more focus on the interplay between knowledge management and career development. It emphasizes the need for businesses to promote the acquisition, storage, diffusion and application of knowledge and its circulation and exchange to create international business human capital.

The findings may help multinational corporations develop managerial training programs and recruitment strategies, given the demand for advanced knowledge-based skills in the modern workspace. The study also discusses the influences of education, experience and job skills on business managers’ performance, guiding the future recruitment of talents.

To the best of the authors’ knowledge, this review is among the first to assess the triadic relationship between knowledge management, career development and the global unemployment crisis. The proposed multidisciplinary approach seeks to break down existing silos, thus fostering a more comprehensive understanding of how to address these ongoing global concerns.

Leadership development programs (LDPs) have emerged relatively recently in the healthcare context as a mechanism not only to develop capable and competent leaders but also to retain them. The purpose of this paper is to describe a perspective on practice by illustrating a case example that showcases a pilot LDP for newly promoted healthcare leaders. The details about how it was developed and implemented collaboratively by a healthcare consortium and higher education institution (HEI) to address shared healthcare leadership talent pipeline and retention challenges are provided.

This perspective on practice describes how a consortium of competitive healthcare organizations, a type of branded Inter-organizational Relationship referred to as “Coopetition,” contracted with a HEI to design, develop and launch a pilot LDP, referred to as the Academy for Healthcare Education and Development program, using the analyze, design, develop, implement and evaluate model.

The significance of this illustrative case example is discussed along with some initial lessons learned based upon this pilot LDP that 24 program participants completed. Implications for research, theory and practice are presented, followed by limitations and a conclusion.

Inter-organizational relationships, particularly coopetition, are relatively new in the healthcare sector, along with collaboration with HEIs to develop interventions to solve compelling industry problems. This illustrative case example offers insights that address scholars’ calls and practitioners’ needs to explicate different approaches for LDPs to build the healthcare leadership talent pipeline.

Institutional theory is focused on the prevalence of social value over economic imperatives in organizational life, but what happens when taken-for-granted practices offer neither technical nor institutional value at all? In this paper, the authors theorize an important but omitted in the organizational literature scenario and a class of institutionalized practices. The authors conceptualize them as institutionary eclipsed practices. The paper offers a theory of institutional shadow and institutional eclipsed practices that explains the remarkable persistence of institutions despite the obvious absence of value.

The authors offer a theoretical framework for studying institutional practices that have neither economic nor social value. The authors illustrate institutionally eclipsed practices with an example of educational organizations and practices, but the theory of institutional shadow developed in this paper goes beyond this case.

Organizations adopt global institutional standards for local organizational fields where different institutional norms prevail and different meanings and values are attached to these global institutions. In some cases, such institutions may lose their technical value and have no social (legitimizing) value in a new institutional context. Such practice is taken for granted, enacted, reproduced and maintained as necessary because it is encoded into the very institutional image of a profession (and social role). An institutionally eclipsed practice becomes a taken-for-granted, integral part of organizational members’ daily routines. Still, neither efficiency nor social benefits and value are offered by such a practice for organizational members. At the same time, as institutionalized practices are resistant and usually immune to technical, economic and social changes, they tend to endure and persist in organizations. Both a disintegrated practice and organizational members who enact it get into the limbo of the institutional shadow.

The authors distinguish and theorize three main conditions that allow institutionally eclipsed practices to emerge, proliferate and persist in organizations and across organizational fields. These factors include the presence of institutional meaning, the taken-for-granted quality (which means the immunity to technical, social and material changes) and the absence of contradictions. Together these three virtues allow institutionally eclipsed practices to be easily embedded into organizational contexts, being enacted by organizational members and avoiding abandonment and deinstitutionalization despite uselessness.

This chapter investigates the experiences of doctoral students and supervisors in the doctoral process, focusing on the potential impact of imbalances in the distribution of power. In this respect, there are troublesome manifestations of excessive faculty entitlement that appear to be a source of inequality and injustice. These phenomena call into question the crucial relationship of support expected of doctoral students, as thesis supervisors have a fundamental role to play in guiding them towards the doctorate and ensuring their successful entry into the research community. Looking at the issue from the angle of the theory of social fields, I examine instances of dysfunction in supervisory experiences. Such problematic practices tend to conform to the relationships and traditions that sustain and (re)produce the practices of the academy, constraining the establishment of what Bakhtin describes as a dialogical relationship, between doctoral students and supervisors. I examine this problem from my own experience, both as a doctoral student and as a supervisor. I approach the question by combining self-study and narrative inquiry to make use of the data from my experience to analyse the issues raised during the supervision of doctoral programmes. I connect accounts drawn from literature, real-life testimonies and a corpus of discussions and notes to explore the manifestations of excessive faculty entitlement in the form of asymmetries and difficulties that can negatively impact the quality of supervision.

This introductory chapter begins by outlining the background of this book: how the concept of excessive teacher entitlement took shape and was progressively enriched through my collaborative work with Cheryl J. Craig. Our ongoing informal dialogues gave rise to an invisible college where we co-created new meanings to deepen the understanding of professional inertia. We saw professional inertia as a manifestation of excessive teacher/faculty entitlement constantly adrift in a yin and yang relationship with their best-loved self. This insight came from challenging the narrow mainstream view of the notion of excessive entitlement as a purely volitional act of autonomous individuals which leads to blaming and pathologizing teachers/faculty. Instead, a Vygotskian cultural-historical perspective is proposed. This perspective facilitates a more complex historicized view of the phenomenon by directing attention to the historically and culturally mediated nature of excessive teacher/faculty entitlement and the means to alleviate it. The healing touch to excessive teacher/faculty entitlement repeatedly surfaces as humanizing pedagogy. This involves helping teachers/faculty develop empowered entitlement and work towards realizing their dreams, their best-loved self. Finally, this introductory chapter provides a brief overview of the 15 chapters that follow. They explore the notion of excessive teacher/faculty entitlement in diverse sociocultural contexts and examine promising approaches to address this problem from different theoretical and methodological angles. You are invited to join us in this rich journey of inquiry and transformation.

In our societal context, the neoliberal competitive and knowledge-oriented culture still exerts a stranglehold on teachers' sense of professional autonomy giving rise to a deficit image of them as ‘excessively entitled’. The purpose of this chapter is to eschew this deficit view of teachers by bringing their agentive side to the fore. First, it explores the concept of ‘excessive teacher entitlement’ in terms of the prevalent characteristics of the culture of teaching in schools and the nature of authority wielded by teachers in this culture and its negative consequence on student learning using an excerpt from an English as Second Language (ESL) classroom in India where this study is set. This episode helps expose the teacher's unawareness of the gaps between their intention and action, a hallmark of excessive entitlement. Second, it juxtaposes an alternative image of ‘teacher as researcher’ to foreground teachers' ‘transformative activist stance’ which revolves around their ideological becoming in agentively striving to realise their ‘best-loved self’. Framed within Vygotskian Cultural-Historical Activity Theory, the principle of ‘double stimulation’ provides a powerful analytical lens to unpack the complex discursive dynamics of their practice nested within historically developing contradictions. These contradictions work tacitly to drive a wedge between teachers' intentions and action making them feel excessively entitled to passively acquiesce with the existing order of things. This study provides some signposts for teacher education about creating an environment where teachers can reclaim their transformative agency freeing themselves from the ‘excessive entitlement’ that binds their practice to the status quo and diminishes their relationships with students.

The purpose of this study is to learn what kinds of obstacles Indian businesses face when trying to make biodiversity protection a top priority as part of their corporate social responsibility (CSR) efforts. Interventions are proposed to elevate biodiversity protection to the ranks of CSR priorities among Indian businesses.

This study applies an interpretive phenomenological analysis strategy to glean information from in-depth interviews with leaders and professionals in CSR.

The findings of the study revealed that the main factors influencing Indian companies’ CSR area choices are existing processes and stakeholder pressures. Companies prioritise engaging with local communities and employees when selecting CSR activities. The major challenge is integrating biodiversity into business plans, with CSR heads struggling to secure investment due to long gestation periods and limited media coverage. Implementing agencies face issues with project deliverables, mainly due to land ownership and lack of local government support. Companies can also encourage employee involvement in pro-environmental behaviours. The study also provides practical solutions for Indian companies to enhance their CSR engagement in biodiversity conservation.

The research only focuses on the opinions of CSR specialists and leaders, so it may only consider part of the situation’s complexity inside the organisation. The results may only apply to the business climate in India; hence, extra care is warranted when extrapolating them to other countries. Nonetheless, the study provides valuable insights into the interplay between CSR and biodiversity protection that might inform future studies and policy initiatives.

This research fills a gap in the literature by investigating an uncharted territory: the role of CSR in protecting biodiversity in India. Examining obstacles and variables affecting CSR objectives illuminates business involvement in biodiversity conservation. The recommended treatments have real-world consequences for improving CSR involvement in this critical area.

Like most in education, I rarely take the opportunity to question and slow down enough to reflect on ideas and intentionally notice the subtle shifts in my thoughts. Life is hurried, and finding quiet reflective moments is difficult but not impossible. Encouraged to confront experiences of excessive entitlement in relation to the social, cultural, and political world, I learned that as with much in life there is a give and take, a negotiation of sorts, which if allowed leads to understanding. The interconnectedness of practitioners' varying experiences with administrators and educational policies raises the question of who affects whom and causes me to reflect on my research questions: 1. What is my relationship with excessive teacher entitlement? 2. Am I implicit in its production? If so, how and why?

In this chapter, I reflect on my cognitive and emotional relationship with excessive entitlement as an embodied experience through autoethnography methodology and phenomenology. By troubling or worrying the notion of excessive entitlement, I confront my beliefs through conversations with student teachers and veteran teachers, examining the interconnectedness of how people are implicit in its production. As a researcher and participant, the theoretical underpinnings of phenomenology allow me to orient myself to my lived experiences as an art teacher, teacher leader, and faculty member and leader at a private university. Pulling from journal entries, emails, written “ponderings,” noted conversations, and memory, data support the notion that excessive entitlement occurs at all levels in education, and awareness is the first step toward understanding.

This study investigates how the maximum cultural intelligence (Max CQ) within a team – defined as the highest cultural intelligence level of an individual member – affects intra-team communication, conflict dynamics and, ultimately, team satisfaction and performance in global virtual teams (GVTs).

Utilizing quantitative research methods, this investigation draws on a dataset comprising 3,385 participants, which forms a total of 686 GVTs.

The study reveals that MaxCQ significantly enhances team communication, which in turn mitigates conflict, increases satisfaction and improves performance. It is noteworthy that the influence of MaxCQ on GVT success is more significant than the average cultural intelligence (CQ) of team members, providing critical insights for effective GVT management strategies.

The findings suggest that managers may optimize team dynamics not by uniformly increasing each member’s CQ but by concentrating on maximizing the CQ of one individual who can act as an influencer within the team. Strategically placing individuals with high CQ in GVTs can enhance overall team function.

While existing literature primarily examines the individual effects of CQ on communication and conflict management, this study sheds light on the collective interplay between MaxCQ, communication and conflict. It highlights the importance of MaxCQ, along with the frequency of team communication and conflict, in influencing team satisfaction and performance in GVTs.