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Purpose – The purpose of this chapter is to explore and make visible narrative thinking as an interpretive act in moving from field texts to research texts.

Approach – The chapter shows a collaborative meaning-making process of three teacher educators/researchers as they inquire into their identities as teacher educators. The chapter is framed around a focus on temporality, one commonplace within the three-dimensional narrative inquiry space and also shows connections with the two other commonplaces of sociality and place.

Findings – The researchers deepen the understanding of identity as situated in a continuity of experience in relation with others. They highlight how stories beget a storied response. They demonstrate that the experiential dimensions of sociality, temporality, and spatiality are interconnected. They find, through thinking narratively, that the relational is critical – both historically and in the present. Relationships shape a sense of self. This relational aspect of their research introduces ethical considerations. It is in honoring the stories they carry and the stories that are given to or shared with them that the possibility exists for shaping a responsive and attentive life.

Research implications – Numerous authors have written about the relational aspects of narrative inquiry as a research methodology. This chapter shows ways in which the relational aspects of narrative inquiry shaped both our inquiry into and our understandings of our identities as teacher educators. These foundational aspects of the relational both in terms of narrative inquiry as a research methodology and in identity inquiry open up many future research possibilities which extend far beyond narrative inquiry into teacher educator identity.

Value – Researchers utilizing a narrative inquiry approach will find a helpful explanation and demonstration of the process of making meaning of field texts by situating them within the three-dimensional narrative inquiry space.

The purpose of this paper is to challenge the focal firm perspective of much resource/capability research, identifying how a dyadic perspective facilitates identification of capabilities required for servitization.

Exploratory study consisting of seven dyadic relationships in five sectors.

An additional dimension of capabilities should be recognised; whether they are developed independently or interactively (with another actor). The following examples of interactively developed capabilities are identified: knowledge development, where partners interactively communicate to understand capabilities; service enablement, manufacturers work with suppliers and customers to support delivery of new services; service development, partners interact to optimise performance of existing services; risk management, customers work with manufacturers to manage risks of product acquisition/operation. Six propositions were developed to articulate these findings.

Interactively developed capabilities are created when two or more actors interact to create value. Interactively developed capabilities do not just reside within one firm and, therefore, cannot be a source of competitive advantage for one firm alone. Many of the capabilities required for servitization are interactive, yet have received little research attention. The study does not provide an exhaustive list of interactively developed capabilities, but demonstrates their existence in manufacturer/supplier and manufacturer/customer dyads.

Manufacturers need to understand how to develop capabilities interactively to create competitive advantage and value and identify other actors with whom these capabilities can be developed.

Previous research has focussed on relational capabilities within a focal firm. This study extends existing theories to include interactively developed capabilities. The paper proposes that interactivity is a key dimension of actors’ complementary capabilities.

The purchase of a car is a highly involved process when compared with other retail experiences. Despite the range of purchase channels available and the increased level of accessible information, the majority of customers still choose to buy a car through a traditional dealer network. The sales process, which is often seen as adversarial, involves a high level of personal interaction and has remained relatively unchanged through the industry’s 100 year history. This paper examines the impact of the introduction of a computer assisted selling process on customers’ perceptions of the overall buying process. This pilot study was undertaken prior to the system’s global roll out and incorporated a range of research methods: CCTV observation, customer and staff interviews. The preliminary findings indicated that the computer assisted buying process was well received by customers.

The authors of this paper are both white English education scholars with antiracist agendas. This conceptual manuscript aims – in part – to better understand the backlash both of them have faced in trying to contribute to antiracist teaching and research in English education.

This manuscript uses practices of narrative inquiry to tell and interpret stories about the authors’ work.

The authors hope to critique traditional notions of white resistance in favor of more careful theorizations of whiteness that can be helpful for teachers and scholars in English education and English Language Arts (ELA)with an interest in facilitation antiracist pedagogy.

Ultimately, with this work, the authors hope to provoke readers to consider how work with whiteness is processed by white people, especially in terms of teaching and learning in English education and ELA. They believe the field of English education should begin to discuss this issue.

SheEO, established in 2015, is a new ecosystem empowering female entrepreneurs with funding, advice, and support. Based on the philosophy of Radical Generosity, and in four countries with plans to go global in the next decade, SheEO Ventures are crowd-funded and crowd-selected by women and focus on social impact to improve lives and change the world. Early results demonstrate the model’s effectiveness, both financially and in terms of social impact, as well as its global potential.

The landscape of adult social care, and in particular of adult safeguarding, has shifted considerably over the last decade. Alongside policy changes in the responses to adult abuse, there have been shifts in professional and public understanding of what falls within the remit of this area of work. This results, arguably, in differing understandings of how adult safeguarding is constructed and understood. Given the increasing emphasis on multi-agency inter-professional collaboration, service user involvement and lay advocacy, it is important to consider and reflect on how both professionals and lay people understand this area of work. The paper aims to discuss these issues.

This study employed Augusto Boal’s model of Forum Theatre to explore how a variety of professional and lay groups understood, related to and engaged with how the Care Act 2014 defines and describes “adult safeguarding”.

Lay participants responded to the scenario in a variety of ways, upholding the construct validity of “adult safeguarding” and the authority of the social worker. Social care and health practitioners sought orderly, professionalised and sometimes ritualistic solutions to the “adult safeguarding” scenario presented, seeking carefully to structure and to manage lay involvement. Inter-professional collaboration was often problematic. The role of lay advocates was regarded ambiguously and ambivalently.

This paper offers a number of practice and research recommendations. Safeguarding practitioners could benefit from more effective and reflexive inter-professional collaboration. Both practitioners and service users could benefit from the more thoughtful deployment of the lay advocates encouraged within the Care Act 2014 and associated guidance.

Childbearing via in vitro fertilization (IVF) was taboo for a long time in the Philippines despite being available in the Philippines since 1996 and the signing of the Republic Health Law back in 2013 (Dupont, 2013). In this chapter, the author examines how IVF is imagined, presented, and accepted in the Philippine context by looking at selected case studies of Filipino influencers who opted to bear children via IVF. The author explores these through analyses of selected YouTube videos and Facebook posts through the lens of visibility labor which refers to the activities done by influencers to “the work enacted to flexibly demonstrate gradients of self-conspicuousness in digital or physical spaces depending on intention or circumstance for favourable ends” (Abidin, 2016). The author also examines the comments sections of these selected videos and posts through web scraping to get a glimpse of the reception to the journeys and struggles of these public figures. The author argues that through the visibility labor of influencers, the phenomenon of childbearing via IVF is not only promoted as a viable, if not acceptable procreative process, but also perpetuated as an in/accessible procedure in the Philippines.