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The capability to create and manage innovations is recognized as an important skill not only for entrepreneurial activities but also for the survival of organizations. The last few decades have seen a noticeable growth in innovation education programs across the world. Innovation education is on the cusp of moving from being an optional subject to becoming a part of the core curricula. Given these recent developments, it is timely to review scholarship on innovation education carried out to date. The purpose of this paper is to present a review of the literature on innovation education programs.

This article employs a systematic and reproducible thematic analysis of the literature.

The review finds innovation education to be an emerging field with multiple concepts and frameworks in need of consolidation. Additionally, there is a marked dominance of this subject in traditional domains such as engineering, business, medicine and little or no presence in nontraditional domains such as humanities or social sciences. Challenges remain in the field for the development of standardized effectiveness measurement techniques.

This article puts forward a case for considering scholarship on innovation education as a unique field on its own and examines previous work in this domain to understand the emerging frameworks, pedagogy, evaluations and definitions. By doing so, the article aims to offer guidance for the adoption of innovation education, as well as creating a foundation for further research in this area by highlighting the gaps in the existing literature.

Advances in technology have given rise to an increased demand by small businesses for personalised e-government services. Given the importance of small businesses to the Australian economy, it is vital to deliver small business-centric services that offer potential to generate value. To do that effectively, government departments need to understand factors that affect small business. The purpose of this study is to explore how preferences for personalised services and the use of intermediaries affect small business participation behaviour and, in turn, stimulate positive outcomes that are of interest to the government.

This study draws on secondary data from a survey of 800 Australian small businesses about the digital services offered by a large government department. Structural equation modelling was used to empirically test the model.

The findings demonstrate that whilst preference for personalisation has a positive relationship with participation behaviour, reliance on an intermediary does not. While such behaviour fosters emotional connection and perceptions of partner quality, the results of this study show no significant impact on satisfaction.

This study advances knowledge about how small businesses can gain value from personalised support services. Importantly, it focuses on participation behaviour and small business – both of which are largely absent from existing studies. The findings can assist government departments to design personalised services that are valued by small businesses.

The representation of women in organizations has become an increasingly important topic for academics and practitioners. Despite the growing presence of women in the workforce, representation of women in corporate governance is relatively low. The present study examined the gender composition of corporate boards as a function of organization size and industry. Data from government filings were collected for the top 100 public companies in a suburban region of the USA. Results indicated a positive relationship between organization size and women on boards. Partial support was found for hypotheses related to industry. Practical implications and areas for future study are discussed.

Purpose – This chapter investigates an episode where a supervising teacher on playground duty asks two boys to each give an account of their actions over an incident that had just occurred on some climbing equipment in the playground.

Methodology – This chapter employs an ethnomethodological approach using conversation analysis. The data are taken from a corpus of video recorded interactions of children, aged 7–9 years, and the teacher, in school playgrounds during the lunch recess.

Findings – The findings show the ways that children work up accounts of their playground practices when asked by the teacher. The teacher initially provided interactional space for each child to give their version of the events. Ultimately, the teacher's version of how to act in the playground became the sanctioned one. The children and the teacher formulated particular social orders of behavior in the playground through multimodal devices, direct reported speech, and scripts. Such public displays of talk work as socialization practices that frame teacher-sanctioned morally appropriate actions in the playground.

Value of chapter – This chapter shows the pervasiveness of the teacher's social order, as she presented an institutional social order of how to interact in the playground, showing clearly the disjunction of adult–child orders between the teacher and children.

The purpose of this paper is to explore the changes in gender‐biased employment practices that it is perceived have occurred in New Zealand accountancy workplaces over the last 30 years, using Oliver's model of deinstitutionalization.

Sequential interviewing was carried out with 69 experienced chartered accountants and three human resource managers, and at a later date with nine young female accountants.

Evidence is presented of perceived political, functional and social pressures cumulatively contributing to deinstitutionalization of overt gender‐biased employment practices, with social and legislative changes being the most influential. Deinstitutionalization appears incomplete as some more subtle gender‐biased practices still remain in New Zealand's accountancy workplaces, relating particularly to senior‐level positions.

This study adds to understanding of how professions evolve. The purposeful bias in the sample selection, the small size of two of the interviewee groups, and the diversity in the interviewees' workplaces are recognized limitations.

Identification of further cultural change is required to deinstitutionalize the more subtle gender‐biased practices in accountancy organizations. This could help to avoid a serious deficiency of senior chartered accountants in practice in the future.

This paper represents one of a limited number of empirical applications of the deinstitutionalization model to organizational change and is the first to address the issue of gender‐biased practices in a profession. The use of sequential interviewing of different age groups, in order to identify and corroborate perceptions of organizational change is a novel approach.

This chapter investigates children’s play and social interactions in a multilingual preschool context where the lingua franca (common language) is English. This investigation follows the experiences of one child for whom English is a second language (L2). The analytic focus explores how the child gains access and participation in play activities in relation to the peer culture of the group.

Drawing on ethnomethodology and conversation analysis approaches, this chapter offers turn-by-turn analysis to show how the children’s interactions unfold and identifies children’s interactional approaches as they enter play and make friends. Particular attention is focused on how one of the children manages his attempts at entry into the peer group’s games using the building blocks.

The close detailed analysis of one extended episode highlighted the co-produced nature of interaction. The findings identify a repertoire of four resources used by one of the L2 children within the peer group, to access play activities in the building space: (1) linguistic resources of requests, such as “Can I play?” “Are you building?”; (2) “tailing” others closely; (3) references to the moral obligations of being a best friend; and (4) using objects as resources for entry. While the analytic focus is on one child’s strategies, analysis considers this child’s individual actions in relation to his peers. What is made apparent is that children’s uptake and participation in peer interaction is dependent on the social agenda and the local aspects of peer culture, not solely on children's language proficiency.

Attention to how children employ strategies to play and understanding the local conditions of peer culture can assist educators to support children’s attempts for participation and friendship in multilingual early years settings.

Purpose – In this chapter, the use and organization of conditional threats are analysed in relation to preschool children's disputes.

Methodology – Using conversation analysis, naturally occurring examples of children's threats observed in preschool classrooms demonstrate how conditional threats are placed, used and analysed by children in their talk-in-interaction.

Findings – The function of threats – specifically in terms of the outcome of children's disputes – cannot be classified by the content of the inducement. ‘You can’t come to my birthday party’, for example, is commonly heard in young children's discourse, but this threat is implicated in both the resolution and dissipation (abandonment) of dispute episodes. Accordingly, the meaning and analysability of threats is explored with respect to their relative value and their practical rationality.

Research limitations – This small data set presents the opportunity for the phenomena of children's threats to studied further in a larger collection.

Originality/value of chapter – This chapter makes a unique contribution to the study of language and social interaction by illustrating young children's competent use of conditional threats in the closings of peer disputes.

To communicate the development and results of strategic human resource management (HRM) research to the audit research community in order to stimulate audit research specific to HRM audits.

Prior research that served as impetus for this paper is discussed. The findings of other studies are presented to make a case for the business impact of strategic human resource management practices.

Studies on the competitive environment of firms, theoretical development in HRM, empirical work on the link between HRM practice and firm performance, and emerging models based on intellectual capital, suggest that there are compelling reasons for internal audit to devote substantial resources to the evaluation of strategic risk in HRM audits.

The literature is still developing. The literature presented here is not an exhaustive list and does not include all findings, but rather what we perceive to be the most important findings.

Both “high performance work systems” and “strategic fit” should guide internal audit in planning, designing audit programs, and executing strategic audits of human resources consistent with the risk management paradigm.

This paper bridges a gap between the human resource management literature and the internal auditing literature.

Purpose – The aim of the present chapter is to analyse episodes of dispute and conflict in co-located computer gaming. The main purpose is to extend prior research on dispute-interaction to a computer mediated setting.

Methodology – Naturally occurring multiplayer computer gaming was video recorded in Internet cafés (28 hours). A single case was selected that involved a series of escalating disputes over the course of 45 minutes of gaming. The social interaction involved – of two 16-year-old boys playing World of Warcraft – was analysed using conversation analytical procedures.

Findings – The sequential analyses show how the two players engaged in disputes at the points where one or both of the players’ avatars had been killed. The players held each other accountable for their in-game performance, and avatar death was a central event in which gaming competence was contested, often in outright confrontations. Such disputes, where each player attempted to present the other as inferior, were used for negotiating player identities in what Goffman (1967) has called character contests. In gaming, players thus risk losing the game as well as their social standings. Disputes were also linked to the variable stakes of the game: with more at stake, players were more likely to escalate conflicts to the point of even quitting the game altogether.

Originality – The chapter shows how disputes are central components in adolescents’ computer gaming, and how they both structure the players’ intersubjective understanding of the game, and how they play a role in local identity work.

Kaupapa Māori research brings to the centre and normalises Māori academic success in higher education in Aotearoa/New Zealand. Identity as Māori, through Iwi (tribal) affiliations and as tangata whenua (people of the land), are foundational values from a Māori world view. Strong Māori identity is significantly a consistent element in the stories of Māori academic successes. It is part of the ‘cultural capital’ that tauira Māori (students and graduates) take with them into educational institutions, where little active attention is given to it. At issue on a broader level is the resounding ‘silence of the archives’, the lack of information about Māori succeeding in higher education, particularly from a Māori world view. The dominant discourse in Aotearoa/New Zealand positions us into the ‘other’ and as ‘deficit’. In a reversal of this my doctoral research asked how and why do Māori succeed in higher education. Uniquely Māori elements of whenua (land), whānau (family) and connection with marae (meeting ground and complex) are part of the how and the why of Māori academic achievement. This chapter highlights how some Māori began their journeys that result in academic successes and IT qualifications. Their haphazard access to information about IT implicates the poorly developed pathways of entry into IT studies at that time and may explain some of the low uptake of IT qualifications and IT field employment by Māori and other New Zealanders.