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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.

In our societal context, the neoliberal competitive and knowledge-oriented culture still exerts a stranglehold on teachers' sense of professional autonomy giving rise to a deficit image of them as ‘excessively entitled’. The purpose of this chapter is to eschew this deficit view of teachers by bringing their agentive side to the fore. First, it explores the concept of ‘excessive teacher entitlement’ in terms of the prevalent characteristics of the culture of teaching in schools and the nature of authority wielded by teachers in this culture and its negative consequence on student learning using an excerpt from an English as Second Language (ESL) classroom in India where this study is set. This episode helps expose the teacher's unawareness of the gaps between their intention and action, a hallmark of excessive entitlement. Second, it juxtaposes an alternative image of ‘teacher as researcher’ to foreground teachers' ‘transformative activist stance’ which revolves around their ideological becoming in agentively striving to realise their ‘best-loved self’. Framed within Vygotskian Cultural-Historical Activity Theory, the principle of ‘double stimulation’ provides a powerful analytical lens to unpack the complex discursive dynamics of their practice nested within historically developing contradictions. These contradictions work tacitly to drive a wedge between teachers' intentions and action making them feel excessively entitled to passively acquiesce with the existing order of things. This study provides some signposts for teacher education about creating an environment where teachers can reclaim their transformative agency freeing themselves from the ‘excessive entitlement’ that binds their practice to the status quo and diminishes their relationships with students.

This “looking back to look forward” chapter addresses narrative threads that began in the Foreword of this book. The Holocaust and other inhumane acts again serve as starting points for discussion. Woven in are passages from an open letter a Holocaust survivor wrote to teachers in the aftermath of World War II. The naming of dehumanizing acts, along with their educated aggressors, segues into a discussion of excessive entitlement, the topic of this volume. This chapter acknowledges that faculty and graduate students wrestle with intractable educational dilemmas ignited by those who are excessively entitled. As they struggle to make sense of off-putting experiences that trace to their peers' excessiveness, they inevitably conclude that dilemmas, by their very nature, can never be resolved definitively. But they can be circumstantially managed. Teachers and principals are highly influential in weighing and managing dilemmas. They are primary role models to others in society because of their sustained relationships with youth over time. Only when teachers and professors consider humanity in its entirety do their in situ understandings of excessive entitlement recalibrate to become empowered entitlement where both self and others are taken into consideration where informed actions are concerned. This chapter ends by reinforcing the importance of the best-loved self, which repeatedly shows itself to be the yin to excessive entitlement's yang. This point is emphatically made in each preceding chapter as well – with all this volume's chapters suggesting how academia could move beyond excessive entitlement with the betterment of humankind in full view.

Located at the place where excessive entitlement and the “best-loved self” intersect, this research illustrates what happens when the excessive entitlement of one educator trumps that of another. Then, in a perverse sort of way, those who are excessively entitled may even imply that the other is acting excessively entitled. This is how the “not getting your due is your due” theme emerged in the two exemplary cases that are spotlighted. Excessive entitlement is the belief that one's voice, opinion, and assessment hold more weight than others, whereas the best-loved self is the image to which educators ideally aspire. Given the contested nature of universities, it is not surprising that tensions occur around due – with due being the scholarly attention one legitimately expects to receive. The two featured narratives of experience present “amalgams of experience” lived in multiple academic contexts – with both narrative accounts not turning out as expected. The first story chronicles the choosing of an outstanding doctoral student for a prestigious award; the second one tells how a professor who received two national honors was celebrated at her institution. Through using narrative inquiry as both a research method and a form of representation, the researcher also was able to suggest how people might move beyond excessive entitlement. Narrative inquiry's well-known interpretive tools of fictionalization, broadening, burrowing, and storying and restorying, employed repeatedly throughout this chapter, produced deeper meanings and richer understandings that could result to more generous and informed actions for everyone involved.

Rights and duties are involved in every area of business and markets, and society and governments. Most often, rights and duties involve serious ethical and moral issues of conflict. A good theory of the ethics of rights and duties, obligations, and responsibilities will empower us to understand the impact of our actions on various stakeholders. Additionally, a deep understanding of rights and duties could help us to analyze better the impact of our executive actions on various stakeholders and, in particular, to fathom the damaging effects of rights and duties violated by the man-made current financial crisis when seen from an ethical and moral point of view. Our coverage on the ethics of corporate rights and duties will comprise of two parts: Part 1: The Nature of Corporate Business Rights and Duties, and Part 2: Respecting Corporate Rights and Duties. The chapter will feature Newcomb Wellesley Hohfeld’s framework of legal interests such as claims, privileges, power, and immunity and its various applications to contemporary market and corporate executive situations. We illustrate the theory of rights and duties using several cases from the current turbulent markets.

Subject area information and communication technology (ICT) for development.

Master of Business Administration Program’s Management Information Systems courses. Or introductory courses in Masters in ICT for Development.

The paper aims to highlight the endeavour of public distribution system (PDS), a food security scheme for under-privileged people in India, towards excellence, using ICT in the state of Chhattisgarh. It presents two important roles of ICT: one, as a system improvement tool, through supply chain integration (in Phase 1) and, the other, as tool for empowerment, by providing choices through computerized online real-time electronic (CORE) PDS (in Phase 2). CORE PDS was intended to provide choices of retail outlets to poor beneficiaries for collecting their food entitlement, breaking the retail outlet’s monopoly. The project was successfully implemented in some urban areas of Chhattisgarh, providing motivation for its mass scale roll-out. But, the contextual differences between rural and urban settings were raising questions on the ultimate value expected to be delivered by the project in rural areas.

Two major learning outcomes of the case: students will appreciate the multi-faceted role of ICT in improving the performance of a system meant for a financially poor section of the society; students will understand the role of contextual settings in a developing economy in the endeavour of ICT projects for societal development.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

CSS 10: Public Sector Management.

The purpose of this paper is to demonstrate how generational differences impact America’s workforce as it changes and to provide strategies for companies to address aging Millennials (born 1982-2000), Generation X (born 1961-1981) and Baby Boomers (born 1943-1960).

The author's approach was based on research on behalf of the US Senate Special Committee on Aging; insights and expertise from her 20 years at the helm of Generational Targeted Marketing, LLC; her teaching at New York University; her experience working with clients and organizations in a wide range of diverse industries; and the insights from her book Marketing to the Millennial Woman.

Every generation is unique. Practitioners, employers and managers of human resources (HR) who understand and respect the differences between Millennials, Generation X and Baby Boomers can develop strategies from a generational point of view and thereby enable these employees to perform at their peak regardless of age.

Practical examples are given for HR practices in employee retention, benefits, performance management and review, work-life balance, digital and technology applications and for meaningful corporate outreaches.

This tried and true approach to dealing with distinct generations in the workplace leads to increased employee motivation and satisfaction, so that employees not only remain longer at a job but also are eager and happy to report to work each day; they are more productive; and the company’s bottom line benefits as a result.

This study examines how far female tour guides in Egypt experience sexual harassment and how they cope with it.

A qualitative research method is employed, and semi-structured interviews were conducted with 32 full-time female tour guides working for several travel agencies in Egypt. Thematic analysis was used to extract the main ideas from the transcripts.

The findings show that female tour guides in Egypt would encounter annoying gender harassment mostly from tourists they serve, and they might suffer from irresponsible behavior – gender harassment, unwanted sexual harassment, and sexual coercion – from their local managers. When facing sexual harassment, female tour guides usually tend to adopt one of the following three coping strategies: (a) indifference to sexual harassment they encounter, (b) heroism by taking legal action when exposed to sexual harassment or (c) fatalism by taking inconsequential action such as complaining the harasser to his direct manager or filling in an official complaint inside their workplace. The selection of the coping strategy is usually based on the female victim's personality and the organizational and social context she adapts to.

This paper contributes by filling a gap in tourism, human resources management and gender studies in which empirical studies on the sexual harassment that female tour guides encounter, particularly in non-Western contexts, have been limited so far.

The welfare impacts of the food security on the beneficiaries can be understood from multiple dimensions. This paper, thus, examines the impact of the India's National Food Security Act (NFSA) on the welfare of the beneficiary households from a multidimensional perspective.

The study is based on a sample household survey covering three different states of India. The stratified random sampling technique was used to select the states, districts and blocks. Sample villages and households were selected purposively. A total of 1,523 households comprising 1,069 beneficiary and 454 non-beneficiary households constituted the sample. In order to find out the impact of the programme on different dimensions of welfare, the endogenous switching regression model is employed as it helps control for any absence of randomization and the unobserved heterogeneity bias. Propensity score matching is also employed to supplement the results.

The substitution effect and income effect of the food subsidy policy combined improve the overall welfare of the households presented through the subjective measures of food consumption behaviour, income transfer and educational achievements. The bargaining effect of the food subsidy programme is reflected in the enhanced social status and women's empowerment. The food security programme seems to augment the food consumption of the beneficiaries as observed from the food consumption score.

The food security policy has improved the overall welfare of the households and can play a major role in enhancing household welfare even further. The non-beneficiaries' welfare could have increased if they would have been included in the food security programme. The subjective assessment may, however, be subjected to personal biases, and there is also absence of a common reference point. Hence, the implications of the findings may be generalized with caution.

This study provides evidences of the impacts of food subsidy from a multidimensional standpoint considering both subjective and objective dimensions of household welfare.