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Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable teaching practices.

Based on an integrative review of research on OER, equitable teaching and teacher collaboration, the authors propose the “Open Guidebook Approach” (OGA) to realize and sustain enactment of equitable teaching. OGA materials are practical, available and adaptable for teachers to learn together to transform their practice incrementally and continually within small, job-alike teams. The authors illustrate OGA with Making Meaning (https://edtechbooks.org/making_meaning), which offers information on equitable teaching through graphically illustrated scenarios and guides teachers to plan lessons together, observe each other, debrief and analyze implementation and reflect on and revise lessons based on peer observation and student learning goals.

Teachers using Making Meaning recommend ways to enhance its adaptability and practicality, e.g. by providing repositories of lesson ideas for and by teachers, using classroom videos in addition to illustrated scenarios and emphasizing teacher dispositions underlying equitable teaching practices.

OGA provides a promising way for educators, designers and researchers to work arm-in-arm to transform schooling for teachers and students. Further research is needed to identify structural conditions requisite for OGA use and how OGA materials can optimize teacher collaboration to enact meaningful and effective opportunities for minoritized students to participate and learn in classrooms.

This special “Anbar Abstracts” issue of the Journal of Product & Brand Management is split into six sections covering abstracts under the following headings: Marketing strategy; Customer service; Pricing; Promotion; Marketing research, customer behavior; Product management.

This special “Anbar Abstracts” issue of the Journal of Business & Industrial Marketing is split into seven sections covering abstracts under the following headings: Marketing strategy; Customer service; Sales management; Promotion; Product management; Marketing research/customer behavior; Sundry.

This special “Anbar Abstracts” issue of the Marketing Intelligence & Planning is split into seven sections covering abstracts under the following headings: Marketing Strategy; Customer Service; Sales Management; Promotion; Marketing Research/Customer Behaviour; Product Management; Logistics and Distribution.

The purpose of this paper is to identify barriers and drivers to open source software (OSS) adoption, and measures awareness and adoption stages of OSS in US academic libraries.

An online survey of chief information officers, chief technology officers or heads for IT in US academic libraries was conducted. A total number of 179 responses were used for data analysis.

From the survey, the authors identify significant barriers and drivers that US academic libraries may consider before adopting OSS and found that awareness itself is not a barrier. While about half of respondents confirmed using OSS, the authors found surprisingly low levels of intent to adopt from current non-adopters.

This research offers insights for promoting OSS adoption. Also, it provides funding agencies and administrators with guidelines to encourage successful deployment of OSS in higher education.

While extant research is mostly anecdotal, this research draws from an online survey to snap-shot the current state of OSS adoption in US academic libraries and provides a baseline for practice and research.

Conceptualizing schools as learning organizations provides a potential avenue to meet the pressing challenges of school improvement in the USA. District and school leaders play an important role in creating and sustaining the conditions for a learning organization, yet little is known about how leadership responds to learning-resistant contexts in their mission to improve schools. This study aims to examine the relationship between the district and school leadership and schools as learning organizations. The focus is on the conceptualization of schools as learning organizations and the challenges involved in creating and sustaining conditions and processes in which to improve schools.

This paper uses semi-structured interviews with district and school leaders in the state of Georgia and data from completed dimensions of a learning organization questionnaire (DLOQ) study to analyze how district and school leaders conceptualize or make sense of schools as learning organizations and overcome challenges associated with creating and sustaining a learning organization in learning-resistant contexts.

The analysis find that participants perceive their school or district as a learning organization when the structure allows others to work together to learn and grow for the benefit of students.

This study is unique in that it adds to a growing number of studies that examine schools as learning organizations using the DLOQ and sheds light on the nature of learning-resistant contexts.

The purpose of this paper is to trace the evolution of the Archway Investment Fund (AIF) at Bryant University from its founding in 2005 as a portfolio focused exclusively on US equities to a multi-asset program that incorporates US equities, non-US equities, equity ETFs, REITs, individual bonds, fixed income ETFs and options. It also describes the explicit introduction of environmental, social and governance (ESG) considerations into the investment process.

The paper follows a case study approach.

The paper describes the programmatic changes that accompanied this evolution in these areas: finance department curriculum innovations; the investment guidelines and constraints that govern the AIF; the investment process utilized; the oversight and governance process; and the reporting, presentation, and publicity initiatives that keep critical constituencies (university administration, faculty, alumni and students) informed and engaged in this program to sustain its success.

The vast majority of student-managed funds are equity funds focused on individual stock selection. The AIF is a multi-asset fund with separate equity and fixed income sub-portfolios that explicitly incorporates ESG factors into the security selection process.

The purpose of this paper is to explore the contextual and linguistic challenges that French business schools face when preparing for international accreditation and to shed light on the different ways in which experts facilitate these accreditation processes, particularly with respect to how they capitalize on their contextual and linguistic boundary-spanning competences.

The authors interviewed 12 key players at four business schools in France engaged in international accreditations and in three specific categories: senior management, tenured faculty and administrative staff. The interview-based case study design used semi-structured questions and an insider researcher approach to study an underexplored sector of analysis.

The findings suggest that French business schools have been particularly impacted by the colonizing effects of English as the mandatory language of the international accreditation bodies espousing a basically Anglophone higher education philosophy. Consequently, schools engage external experts for their contextual and linguistic boundary-spanning expertise to facilitate accreditation processes.

The authors contribute to language-sensitive research through a critical perspective on marginalization within French business schools due to the use of English as the mandatory lingua franca of international accreditation processes and due to the underlying higher-education philosophy from the Anglophone academic sphere within these processes. As a result, French business schools resort to external experts to mediate their knowledge and competency gaps.

By investigating the use of formal compensation practices in family small- and medium-sized enterprises (SMEs), the purpose of this paper is to provide important new insights in these issues for academics, as well as family business practitioners, prospective applicants and financiers of family businesses. Moreover, this study includes a contingency that allows to explore heterogeneity across family businesses in their use of formal compensation practices: the CEO type.

A survey of 124 small- and medium-sized Belgian family businesses to explore the use of formal compensation practices is analyzed by the author.

The results support the hypothesis that family firms with a family CEO adopt significantly less formal compensation practices than their counterparts that are led by a non-family CEO.

Generalizing the findings of this study must be taken with care, as the findings are based on a cross-sectional sample of family SMEs in one country, Belgium. Future research can build on these findings with studies on larger samples in other countries.

This study may be interesting for family business practitioners and consultants, as it provides insight in the actual use of formal compensation practices that are recommended as a best practice in numerous practitioner handbooks. Also, the results of this study might be important for prospective applicants and financiers, since the compensation system is an important communication device to signal legitimacy to external stakeholders.

Compensation issues are among the main challenges SMEs, especially family firms, face. Despite the clear importance of this matter, academic interest has been rather limited. This paper therefore displays sound descriptive survey results and empirically investigates the determinants of the use of formal compensation practices in Belgian family SMEs by distinguishing between different types of family businesses.