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In this chapter, we examine the negative impact of excessive teacher entitlement on school life. We argue that teacher entitlement goes beyond individual traits, intricately linked to sociocultural processes and power dynamics within and outside educational institutions. The focus is on theoretical foundations to understand pedagogical practices in science education, highlighting two key components contributing to excessive teacher entitlement. First, we discuss the relationship between teachers and scientific knowledge, emphasising that a narrow view of science may create a strong hierarchical dynamic in classrooms, with teachers positioned as knowledgeable authorities and neglecting students' needs. Second, the organisation of interaction between teachers and students is explored, emphasising how teachers perceive and wield authority. We recognise the limitations of common critiques of authority in science education, as they may lead to excessive indulgence or indifference. We propose a teaching framework based on cultural-historical activity theory to address or prevent excessive teacher entitlement in science classrooms. While acknowledging the phenomenon's complexity, the framework is presented as a pedagogical reorientation addressing identified underpinnings. The study concludes by suggesting that the proposed framework, grounded in science education experiences, could serve as a foundation for understanding and addressing excessive teacher entitlement across various academic fields. We suggest that the authoritative teacher style aims to balance extremes, providing an alternative to authoritarianism while avoiding carelessness. Additionally, the scientific-cultural inquiry promotes a pluralist approach to knowledge, challenging the notion of absolute truth in science education.

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.

Since Quality Function Deployment (QFD) has been applied all over the world, a number of surveys have been conducted in various nations in order to evaluate the extent to which the method is applied as well as its main difficulties and benefits. Reports on the design, development and findings of a survey carried out in Brazil, where QFD is completing ten years of application. The companies reported the QFD experienced difficulties, driven data sources, perceived benefits and other relevant aspects of its implementation. The principal difficulties are relative to the size of the matrices, commitment of group members and lack of experience. Companies are more likely to report qualitative benefits associated with improved cross‐functional communication and teamwork. The final picture shows that companies that applied QFD are restricted to a limited population. Reveals a considerable lack of knowledge about the method expressed by many survey respondents. However, identifies five companies with a high level of QFD application.

The purpose of this paper is to appraise and evaluate empirical research on circular economy in food systems, consolidating the existing knowledge and identifying shortcomings in this emerging body of research.

The authors conducted a systematic literature review of 136 studies from the electronic databases Scopus and Web of Science. The authors also developed a thematic analysis and summarized the results in a framework.

The authors identified seven critical issues for the transition to circular food systems: consumer behavior, multistakeholder coordination, business models, digital technologies, barriers, transition processes and performance and measurement systems. Moreover, the authors provide an agenda for future research on these topics.

While reviews on the circular economy are spreading rapidly, no reviews have comprehensively addressed the critical issues for the transition to circular food systems in the business, management, and organization domains.