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To explore the shared experience of organizational change from centralized allocation and control of services and resources to an empowering partnership approach to service delivery in one Canadian home care program.

Applying an interpretive phenomenological design, data from in‐depth interviews with a purposeful sample (n=28) of providers, clients and informal caregivers were analysed using hermeneutic techniques, and validated by member checking and peer review.

The overall experience of change was comprised of two dynamic change patterns: extrinsically introduced organizational development, facilitated by contextual factors; and intrinsically developed transformational change, impeded by the same contextual factors. The patterns together comprised participants' enactment of an answer to the existential question, “To have or to be?”

While interpretive research does not elicit generalizable results, the findings of this study illuminate the importance of choosing change strategies appropriate for the intended change, addressing what the change may mean to all involved, and confronting the contextual factors that undermine the change.

New strategies are needed if engrained attitudes, values and beliefs about professional service delivery are to be changed.

The interpretation exposes the nature of professional practice in health and social services, the impact of this work context on practice, and concrete strategies for managing organizational change.

This teleobservation pilot study focuses on an innovative approach for the preparation of elementary social studies preservice teacher candidates through the use of interactive videoconferencing to provide observations of elementary classrooms. Preservice teacher candidates observed social studies lessons team-taught by regular classroom teachers and university professors in public school classrooms via videoconferencing equipment. Preservice teacher candidates remained on campus while another professor guided them through the social studies observation. Qualitative data were collected from preservice teacher candidates completing their social studies methods course through reflective summaries, KWL charts, and archived threaded discussions. The benefits and challenges of teleobservation are discussed along with implications and possibilities for future work. Specifically, the goals of this project included providing future social studies teachers with the following opportunities: 1) observe an elementary classroom in real-time; 2) discuss teaching as it is happening, and 3) observe university social studies professors modeling theory into practice.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The study here responds to the view that the crucial problem in strategic management (research) is firm heterogeneity – why firms adopt different strategies and structures, why heterogeneity persists, and why competitors perform differently. The present study applies complexity theory tenets and a “neo-configurational perspective” of Misangyi et al. (2016) in proposing complex antecedent conditions affecting complex outcome conditions. Rather than examining variable directional relationships using null hypotheses statistical tests, the study examines case-based conditions using somewhat precise outcome tests (SPOT). The complex outcome conditions include firms with high financial performances in declining markets and firms with low financial performances in growing markets – the study focuses on seemingly paradoxical outcomes. The study here examines firm strategies and outcomes for separate samples of cross-sectional data of manufacturing firms with headquarters in one of two nations: Finland (n = 820) and Hungary (n = 300). The study includes examining the predictive validities of the models. The study contributes conceptual advances of complex firm orientation configurations and complex firm performance capabilities configurations as mediating conditions between firmographics, firm resources, and the two final complex outcome conditions (high performance in declining markets and low performance in growing markets). The study contributes by showing how fuzzy-logic computing with words (Zadeh, 1966) advances strategic management research toward achieving requisite variety to overcome the theory-analytic mismatch pervasive currently in the discipline (Fiss, 2007, 2011) – thus, this study is a useful step toward solving the crucial problem of how to explain firm heterogeneity.

This chapter introduces a new theoretical framework for developing emotion-related abilities according to the emotional intelligence (EI) construct definition of Mayer, Salovey, and Caruso (2006). The awareness, reflection, and management (ARM) model has been devised and demonstrates a triadic cycle of emotional ARM relating to affect, cognition, and behavior. The ARM model constitutes an approach to nurture emotion-related abilities (ability EI) and responds to criticism raised by Zeidner, Matthews, and Roberts (2009). The ARM Theory was corroborated by both learning theory and schools of counselling (SOC). The potential to develop emotion-related abilities in emotional awareness, reflection and reasoning, coping and management is discussed.

This chapter explores social enterprises as an alternative and addition to traditional entrepreneurial ecosystems (EEs). It reviews the substantial social enterprise literature in order to identify the myriad of competing tensions constraining development and success of social EEs in areas of significant poverty and economic deprivation. Following this, the findings of several contemporary and novel studies are discussed. These collectively evidence ways social enterprises are overcoming the seemingly immutable constraints they operate under. In particular, the Social Enterprise Places initiative has been highly effective in supporting the development of flourishing social EEs in many locations in the UK. However, the growth of social enterprises, both in number and economic importance, presents further challenges that social enterprise owners and managers will have to contend with. Consequently, these organisations and their allied ecosystems require continued structural, financial and skills support.

The antecedents and typical stages of development of corporate social responsibility (CSR) programs in a given organization or type of organization have been of minor interest in CSR research. Contrary to that the chapter argues that CSR communication strategies need to take the genesis and drivers of CSR institutionalization into account.

The chapter develops a complex set of interrelated drivers for CSR institutionalization from a literature review – among them leadership styles and management fashion. The chapter further discusses the influence of leadership styles and management fashions on CSR institutionalization and focuses on the diffusion of management concepts along a management fashion cycle. It then refers to executive trainers as the key facilitator and promoter of new business concepts and presents data from a first online-survey among German speaking management trainers.

The chapter clears manager’s role in institutionalization of CSR by contextualizing their behavior in a portfolio of performance indicators. From a management fashion perspective the various forms of explicit and implicit CSR are linked to management styles.

The chapter lays ground for further research of CSR institutionalization and integration into business strategy by providing a conceptualization of CSR drivers and settings that relate to a given organization. As such it is designed as groundwork for a yet to develop CSR scorecard.

The connection between organizational type, organizational environment, leadership behavior, and the chosen CSR approach of a corporation is usually overseen. The chapter aims to uncover this connection.

Teaching ethical decision making can be distinguished from teaching decision making in other settings by its juxtaposition of students’ affect with their intellect (Gaudine & Thorne, 2001); as Griseri (2002, p. 374) aptly points out, “effective business ethics teaching should involve a combination of…two aspects of ethical situations – their emotional and intellectual elements.” To engage students’ affect, research suggests the use of multiple teaching modalities (e.g., films, case studies, journals, and role-play) (McPhail, 2001). To develop students’ ethical intellect, research recommends using appropriate, individual-specific cognitive stimulation (Massey & Thorne, 2006). Yet, in designing courses, faculty typically preselect course teaching methods independently of the particular students who enroll in the course, often teaching their courses using methods that are consistent with their own personal learning styles (Thompson, 1997) even though those methods may not be effective for (m)any students in their classes. Nonetheless, investigating each student’s preferred learning style and tailoring the course accordingly is impractical (cf., Montgomery & Groat, 1988). Thus, as highlighted in the ethics literature (McPhail, 2001) and suggested in the education literature (Nilson, 2010a), faculty should utilize a variety of approaches to effectively teach ethics to their accounting students. To facilitate these efforts, this paper presents and evaluates various strategies accounting faculty can use to teach accounting ethics in ways that correspond to students’ varying learning preferences. As such, the strategies this paper provides can be used to create an accounting ethics course that affectively impacts and cognitively stimulates a diverse student body that, in turn, can lead to improved ethical reasoning skills.

The purpose of this project was to explore and identify factors that influence a consumer to purchase wine during an afternoon of product sampling (wine tasting). A panel of consumers was recruited for an afternoon of wine tasting at vineyards in Napa, California. Several potential hedonistic, utilitarian and logistical factors (i.e. winery facilities, quality of the wine and order in which the winery was visited) were measured using a journal log that was maintained by participants following the tasting experience for a period of one‐month. The conclusions drawn from this study were that group size, confidence in one's ability to purchase wine and overall assessment of a vineyard's wine portfolio were more important than the hedonistic factors in terms of inducing a sale immediately following a taste.