Products

Volume 34 of Advances in Management Accounting uses a variety of methods, from experiments to surveys, to build upon existing knowledge within the management accounting discipline. Containing a diverse range of authors from Australia, China, Germany, New Zealand, Singapore, South Africa, the United Kingdom and the United States of America, this theoretically sound and practical research has a cutting-edge, wide-reaching appeal.

Showcasing chapters on performance measurement, management control, incentive compensation and budgeting, this edited collection appeals particularly to management accountants in practice, analysing topics such as the effects that narcissism, psychological pressure, honesty, fairness, service quality and corporate social responsibility have on both performance and the roles of management accountants.

Advances in Management Accounting (AMA) publishes thought-provoking volumes that advance knowledge in the management accounting discipline and are of interest to both academics and practitioners. The series seeks thoughtful, well -developed articles on a variety of current topics in management accounting, broadly defined. All research methods including survey research, field tests, corporate case studies, experiments, meta-analyses, and modeling are welcome.

Volume 36 of Advances in Management Accounting uses a variety of methods, from experiments and case studies to surveys, to build upon existing knowledge within the management accounting discipline. Containing a diverse range of authors from around the world, this publication focuses on theoretically sound and practical research which has a cutting-edge and wide-reaching appeal to academics and practitioners.

Showcasing chapters on, strategic accounting practices and performance management, this edited collection will appeal to both management accounting academics and professionals. Topics analyzed include the effects of organizational culture, manager narcissism, and misreporting, along with the impacts of entrepreneurial cognitive configurations and compensation setting processes.

Advances in Management Accounting (AIMA) publishes thought-provoking volumes that advance knowledge in the management accounting discipline and are of interest to both academics and practitioners. The series seeks thoughtful, well-developed articles on a variety of current topics in management accounting, broadly defined. AIMA seeks to publish commentaries on research methodology and new management accounting areas of interest as well as papers using research methods including survey research, field tests, case studies, experiments, meta-analyses, and modeling.

Volume 37 of Advances in Management Accounting uses a variety of methods, from experiments and case studies to surveys, to build upon existing knowledge within the management accounting discipline. Containing a diverse range of authors from around the world, this publication focuses on theoretically sound and practical research which has a cutting-edge and wide-reaching appeal to academics and practitioners.

Showcasing methods of and analysis on varied statistical testing and performance measurement models, this edited collection will appeal to both management accounting academics and professionals. Topics analysed include the effects and significance of statistical testing, the limits and goals of such testing and modelling, compensation moderation, and how to handle ethical issues affecting management accounting.

Advances in Management Accounting (AIMA) publishes thought-provoking volumes that advance knowledge in the management accounting discipline and are of interest to both academics and practitioners. The series seeks thoughtful, well-developed articles on a variety of current topics in management accounting, broadly defined. AIMA seeks to publish commentaries on research methodology and new management accounting areas of interest as well as papers using research methods including survey research, field tests, case studies, experiments, meta-analyses, and modelling.

Volume 38 of Advances in Management Accounting uses a variety of methods, from experiments and case studies to surveys, to build upon existing knowledge within the management accounting discipline. Containing a diverse range of authors from around the world, this publication focuses on theoretically sound and practical research which has a cutting-edge and wide-reaching appeal to academics and practitioners.

Showcasing methods of and analysis on varied statistical testing and performance measurement models, this edited collection will appeal to both management accounting academics and professionals. Topics analysed include the effects and significance of statistical testing, the limits and goals of such testing and modelling, compensation moderation, and how to handle ethical issues affecting management accounting.

Advances in Management Accounting (AIMA) publishes thought-provoking volumes that advance knowledge in the management accounting discipline and are of interest to both academics and practitioners. The series seeks thoughtful, well-developed articles on a variety of current topics in management accounting, broadly defined. AIMA seeks to publish commentaries on research methodology and new management accounting areas of interest as well as papers using research methods including survey research, field tests, case studies, experiments, meta-analyses, and modelling.

Advances in Mergers and Acquisitions stands out from the competition due to its focus on three key characteristics: studies from scholars in different countries, with different research questions, relying on different theoretical perspective. Such a broad and inclusive approach to mergers and acquisitions is not easily replicated in academic journals, with much narrower mandates and metrics.

Volume 21 of this annual series explores a range of issues relevant to a post-Covid world and the ensuing recession – from the perks and pitfalls of cross-legacy boundary-spanning and the role of inimical resources in managerial decisions, to the synergy between industry 4.0 and the circular economy and the role of M&A advisors in cross-border acquisitions, the chapters published in this volume provide cutting edge ideas by leading scholars and help to inform mergers and acquisitions research around the world.

This collection of research is of interest to scholars in strategic management, organization theory, and organizational behaviour who are studying questions around mergers and acquisitions. Doctoral students in particular will benefit from access to the diversity of research that can trigger new research questions and expanded research agendas.

Advances in Mergers and Acquisitions stands out from the competition due to its focus on three key characteristics: studies from scholars in different countries, with different research questions, relying on different theoretical perspective. Such a broad and inclusive approach to mergers and acquisitions is not easily replicated in academic journals, with much narrower mandates and metrics.

Volume 22 of this annual series explores a range of issues relevant to a post-pandemic world– the cost-of-living crisis, energy insecurity, war in Ukraine and rising inflation are pushing many countries into recession, adversely affecting the global economy. This has led, and will continue to lead, to more downsizing, restructurings and inevitably to an increase in mergers and acquisitions.

This collection of new and current research highlights interesting behavioural themes as well as timely practical solutions to the dilemma of mergers and acquisitions failures. Advances in Mergers and Acquisitions Volume 22 is of interest to scholars in strategic management, organizational theory and behaviour who are studying questions around mergers and acquisitions. Doctoral students will benefit from access to the diversity of research that can trigger new research questions and expanded research agendas.

Advances in Mergers and Acquisitions stands out from the competition due to its focus on three key characteristics: studies from scholars in different countries, with different research questions, relying on different theoretical perspective. Such a broad and inclusive approach to mergers and acquisitions is not easily replicated in academic journals, with much narrower mandates and metrics. The chapters published in this volume provide cutting edge ideas by leading scholars and help to inform mergers and acquisitions research around the world.

Volume 20 of this annual series explores a range of issues relevant to a post-Covid world and the ensuing recession. These include creative ways to bridge the gaps between buyers and sellers, mitigating cross border acquisition uncertainties, M & A investment decision-making, as well as how customers experience an acquisition and whether merging firms perceive their customers as assets to trade or as stakeholders to engage.

This book is of interest to scholars in strategic management, organization theory, and organizational behaviour who are studying questions around mergers and acquisitions. Doctoral students in particular will benefit from access to the diversity of research that can trigger new research questions and expanded research agendas.

Advances in Mergers and Acquisitions stands out from the competition due to its focus on three key characteristics: studies from scholars in different countries, with different research questions, relying on different theoretical perspective. Such a broad and inclusive approach to mergers and acquisitions is not easily replicated in academic journals, with much narrower mandates and metrics.

Volume 23 of this annual series explores a range of issues, from cross-border mergers and acquisitions, MNE strategies and multi-business firms to outsourcing and strategic choices.

This collection of new and current research highlights interesting behavioural themes as well as timely practical solutions to the dilemma of mergers and acquisitions failures. Advances in Mergers and Acquisitions Volume 22 is of interest to scholars in strategic management, organizational theory and behaviour who are studying questions around mergers and acquisitions. Doctoral students will benefit from access to the diversity of research that can trigger new research questions and expanded research agendas.

Advances in Mergers and Acquisitions stands out from the competition due to its focus on three key characteristics: studies from scholars in different countries, with different research questions, relying on different theoretical perspective. Such a broad and inclusive approach to mergers and acquisitions is not easily replicated in academic journals, with much narrower mandates and metrics.

Volume 24 of this annual series explores a range of issues, from the pre-deal phase of mergers and acquisitions, merger integration and value judgements in the public sector, to private equity-backed buy-and-build strategy and UK regional economic governance.

This collection of new and current research highlights interesting behavioural themes as well as timely practical solutions to the dilemma of mergers and acquisitions failures. Advances in Mergers and Acquisitions Volume 24 is of interest to scholars in strategic management, organizational theory and behaviour who are studying questions around mergers and acquisitions. Doctoral students will benefit from access to the diversity of research that can trigger new research questions and expanded research agendas.

The significance that practitioners are placing on the use of multilevel models is undeniable as researchers want to both accurately partition variance stemming from complex sampling designs and understand relations within and between variables describing the hierarchical levels of these nested data structures. Simply scan the applied literature and one can see evidence of this trend by noticing the number of articles adopting multilevel models as their primary modeling framework. Helping to drive the popularity of their use, governmental funding agencies continue to advocate the use of multilevel models as part of a comprehensive analytic strategy for conducting rigorous and relevant research to improve our nation’s education system.

Advances in Multilevel Modeling for Educational Research: Addressing Practical Issues Found in Real-World Applications is a resource intended for advanced graduate students, faculty and/or researchers interested in multilevel data analysis, especially in education, social and behavioral sciences. The chapters are written by prominent methodological researchers across diverse research domains such as educational statistics, quantitative psychology, and psychometrics. Each chapter exposes the reader to some of the latest methodological innovations, refinements and state-of-the-art developments and perspectives in the analysis of multilevel data including current best practices of standard techniques.

We believe this volume will be particularly appealing to researchers in domains including but not limited to: educational policy and administration, educational psychology including school psychology and special education, and clinical psychology. In fact, we believe this volume will be a desirable resource for any research area that uses hierarchically nested data. The book will likely be attractive to applied and methodological researchers in several professional organizations such as the American Educational Research Association (AERA), the American Psychological Association (APA), the American Psychological Society (APS), the Society for Research on Educational Effectiveness (SREE), and other related organizations.

The significance that practitioners are placing on the use of multilevel models is undeniable as researchers want to both accurately partition variance stemming from complex sampling designs and understand relations within and between variables describing the hierarchical levels of these nested data structures. Simply scan the applied literature and one can see evidence of this trend by noticing the number of articles adopting multilevel models as their primary modeling framework. Helping to drive the popularity of their use, governmental funding agencies continue to advocate the use of multilevel models as part of a comprehensive analytic strategy for conducting rigorous and relevant research to improve our nation’s education system.

Advances in Multilevel Modeling for Educational Research: Addressing Practical Issues Found in Real-World Applications is a resource intended for advanced graduate students, faculty and/or researchers interested in multilevel data analysis, especially in education, social and behavioral sciences. The chapters are written by prominent methodological researchers across diverse research domains such as educational statistics, quantitative psychology, and psychometrics. Each chapter exposes the reader to some of the latest methodological innovations, refinements and state-of-the-art developments and perspectives in the analysis of multilevel data including current best practices of standard techniques.

We believe this volume will be particularly appealing to researchers in domains including but not limited to: educational policy and administration, educational psychology including school psychology and special education, and clinical psychology. In fact, we believe this volume will be a desirable resource for any research area that uses hierarchically nested data. The book will likely be attractive to applied and methodological researchers in several professional organizations such as the American Educational Research Association (AERA), the American Psychological Association (APA), the American Psychological Society (APS), the Society for Research on Educational Effectiveness (SREE), and other related organizations.

Advances in Pacific Basin Business, Economics and Finance (APBBEF) is an annual series designed to focus on interdisciplinary research in finance, economics, and management among Pacific Rim countries. All articles published are reviewed and recommended by at least two members of the editorial board. Topics of interest include, but are not limited to, the following:

1. Policy and management on financial markets and financial institutions;
2. Options, futures, and other derivatives markets;
3. Corporate finance and investment decisions;
4. Insurance and risk management;
5. Accounting, auditing, and taxation;
6. Real esate econimics, finance and regulations;
7. Artificial intelligence and new technology in finance;
8. Monetary and foreign exchange policy;
9. Income, employment, and education;
10. Other economic policies among the Pacific Rim countries.
APBBEF is indexed in ABI/INFORM, EconLit, EBSCO, ProQuest, ResearchGate, and Google Scholar. Manuscript submission: mtyu@nycu.edu.tw.

Advances in Pacific Basin Business, Economics and Finance (APBBEF) is an annual series designed to focus on interdisciplinary research in finance, economics, and management among Pacific Rim countries. All articles published are reviewed and recommended by at least two members of the editorial board. Topics of interest include, but are not limited to, the following:

1. Policy and management on financial markets and financial institutions;
2. Options, futures, and other derivatives markets;
3. Corporate finance and investment decisions;
4. Insurance and risk management;
5. Accounting, auditing, and taxation;
6. Marketing, supply chain management, and business policies;
7. Artificial intelligence and new technology in finance;
8. Monetary and foreign exchange policy;
9. Income, employment, and education;
10. Other economic policies among the Pacific Rim countries.

APBBEF is indexed in ABI/INFORM, EconLit, EBSCO, ProQuest, ResearchGate, and Google Scholar. Manuscript submission: mtyu@nctu.edu.tw.

Advances in Pacific Basin Business, Economics and Finance (APBBEF) is a series designed to focus on interdisciplinary research in finance, economics, and management among Pacific Rim countries. All articles published are peer-reviewed and recommended by one editorial board member. Topics of interest include, but are not limited to, the following:

1. Policy and management on financial markets and financial institutions;
2. Options, futures, and other derivatives markets;
3. Corporate finance and investment decisions;
4. Insurance and risk management;
5. Accounting, auditing, and taxation;
6. Artificial intelligence and new technology in finance;
7. ESG and sustainability;
8. Income, employment, and education;
9. Monetary and foreign exchange policy;
10. Other economic policies among the Pacific Rim countries.

APBBEF is indexed in ABI/INFORM, EconLit, EBSCO, ProQuest, ResearchGate, and Google Scholar. Manuscript submission: Please use an email attachment in Microsoft Word format or PDF to Dr. Min-Teh Yu (mtyu@nycu.edu.tw) or Dr. Cheng-Few Lee (cflee@business.rutgers.edu).

Advances in Pacific Basin Business, Economics and Finance (APBBEF) is a peer-reviewed journal published by Emerald Publishing and is designed to focus on interdisciplinary research in finance, economics, and management among Pacific Rim countries. All articles published are peer-reviewed and recommended by one editorial board member. Topics of interest include, but are not limited to, the following:

1. Policy and management on financial markets and financial institutions;
2. Options, futures, and other derivatives markets;
3. Corporate finance and investment decisions;
4. Insurance and risk management;
5. Accounting, auditing, and taxation;
6. Artificial intelligence and new technology in finance;
7. ESG and sustainability;
8. Income, employment, and education;
9. Monetary and foreign exchange policy;
10. Other economic policies among the Pacific Rim countries.

This edited volume explores various issues pertaining to the education of children with disabilities in Africa, the Caribbean and Middle East. As a group, persons with disabilities have been subjected to social, cultural and educational exclusions of various forms and for various socially-scripted reasons. In education, for instance, individuals with disabilities have been altogether excluded from educational participation in many parts of the developing world or they have been excluded from pursuing meaningfully beneficial higher levels of education in developed countries like the United States. One of the social responses/remedies to the widely-acknowledged exclusionary practices experienced by learners with disabilities has been the widespread implementation of inclusive practices in the education of individuals with disabilities across countries, in the west and the developing regions of the world. A distinctive marker of difference in the way inclusive practices have been enacted in western countries versus those in the developing world has primarily stemmed from the fact that majority of western countries operate under funded mandates that also regulate the provision of education to persons with disabilities. While the ideal of inclusion has been highly desirable, many of countries in the developing world have floundered in their implementation due to lack sound legislative framework to guide implementation coupled with socio-cultural factors related to negative perceptions of disabilities and limited funding sources. Chapters in this volume explore inclusive education from a variety of perspectives.

This edited volume explores various issues pertaining to the education of children with disabilities in Africa, the Caribbean and Middle East. As a group, persons with disabilities have been subjected to social, cultural and educational exclusions of various forms and for various socially-scripted reasons. In education, for instance, individuals with disabilities have been altogether excluded from educational participation in many parts of the developing world or they have been excluded from pursuing meaningfully beneficial higher levels of education in developed countries like the United States. One of the social responses/remedies to the widely-acknowledged exclusionary practices experienced by learners with disabilities has been the widespread implementation of inclusive practices in the education of individuals with disabilities across countries, in the west and the developing regions of the world. A distinctive marker of difference in the way inclusive practices have been enacted in western countries versus those in the developing world has primarily stemmed from the fact that majority of western countries operate under funded mandates that also regulate the provision of education to persons with disabilities. While the ideal of inclusion has been highly desirable, many of countries in the developing world have floundered in their implementation due to lack sound legislative framework to guide implementation coupled with socio-cultural factors related to negative perceptions of disabilities and limited funding sources. Chapters in this volume explore inclusive education from a variety of perspectives.

In volume 29 of Advances in Taxation, editor John Hasseldine includes studies from expert contributors exploring topics such as: implicit taxes in imperfect markets; repatriation of indefinitely reinvested earnings; tax compliance in multiple countries; innocent spouse tax relief decisions; and the pedagogical benefits of position paper assignments in tax education.

Reporting peer-reviewed research contributions from North America, Africa, and Asia, Advances in Taxation is essential reading for those looking to keep abreast of the most recent research, including empirical studies using a variety of research methods from different institutional settings and contexts.

In this 30th volume of Advances in Taxation, editor John Hasseldine includes studies from expert contributors to explore topics such as: the stock market reaction to the Tax Cuts and Jobs Act; strategic repatriations made by firms; and corporate social responsibility and tax planning. Three studies separately examine individual responses to taxation including the renunciation of U.S. citizenship due to the Foreign Account Tax Compliance Act, the imposition of a tax on sugar-sweetened beverages, and the effects of social media on tax compliance in a developing country.

Reporting peer-reviewed research contributions from the U.S., Canada, and Malaysia Advances in Taxation Volume 30 is essential reading for those looking to keep abreast of the most recent research, including empirical studies using a variety of research methods from different institutional settings and contexts

In Volume 31 of Advances in Taxation, the editor John Hasseldine includes studies from expert contributors to explore topics such as: firms’ domestic and foreign effective tax rates; tax avoidance; and tax compliance. In addition, one study reviews prior literature on tax increment financing, an economic development tool frequently used by U.S. local governments.

Reporting peer-reviewed research contributions from the U.S. and Canada, this volume is essential reading for those looking to keep abreast of the most recent research, including empirical studies using a variety of research methods from different institutional settings and contexts.

The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge. Formal research studies, long the source of the knowledge base of teaching, is discredited by new ideologies that are based in the women's movement, the multiculturalists, and persons taken up with newer research strategies called naturalistic, ethnographic, or case study approaches. The book is a collection of essays that rehearses the issues facing the field, and addresses them in forthright fashion.

The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge. Formal research studies, long the source of the knowledge base of teaching, is discredited by new ideologies that are based in the women's movement, the multiculturalists, and persons taken up with newer research strategies called naturalistic, ethnographic, or case study approaches. The book is a collection of essays that rehearses the issues facing the field, and addresses them in forthright fashion.

Leading scholars attempting to illuminate the developing trends in explaining and understanding the role that affect plays in justice and vice versa. The book comes at a particular fitting time as it is recognized that justice is in the eye of the beholder, but, unfortunately clear theoretical perspectives have not been clearly outlined yet. This book addresses this need by presenting a variety of perspectives advocating the further integration between both fields and how this may be achieved. Moreover, the book also provides a discussion of what we know as yet and where this integrative field should be going. The book is divided in three parts discussing the nature of justice and affect, justice, morality and affect, and justice and affect at work.

The market for this book is students, researchers in social psychology, organizational behavior and management, behavioral economics, philosophy, and other related social sciences fields. Graduate students and upper level undergraduates can make use of the book as a supplementary text.

Leading scholars attempting to illuminate the developing trends in explaining and understanding the role that affect plays in justice and vice versa. The book comes at a particular fitting time as it is recognized that justice is in the eye of the beholder, but, unfortunately clear theoretical perspectives have not been clearly outlined yet. This book addresses this need by presenting a variety of perspectives advocating the further integration between both fields and how this may be achieved. Moreover, the book also provides a discussion of what we know as yet and where this integrative field should be going. The book is divided in three parts discussing the nature of justice and affect, justice, morality and affect, and justice and affect at work.

The market for this book is students, researchers in social psychology, organizational behavior and management, behavioral economics, philosophy, and other related social sciences fields. Graduate students and upper level undergraduates can make use of the book as a supplementary text.

This volume of Advances in Gender Research gives space and voice to trans peoples’ experiences and interactions with various social institutions, including but not limited to, social media, healthcare and medicalization, the criminal justice system, and the family. The chapters in this volume utilize intersectional approaches, qualitative and quantitative methodologies, and many have clear implications for policy and advocacy for trans and gender diverse people.

The first part of the book covers a wide array of issues relating to health and healthcare for trans people, with authors examining health and aging for older trans people, the continued cisnormativity and transphobia that plagues the healthcare field, questions of body modification and how this relates to fertility, as well as access to mental health care. Part two explores trans inclusion in institutions and societies around the world, with authors exploring non-binary gender options on state sanctioned identification, prison experiences and policy recommendations in the U.S. and England, and positive changes to support trans students on college campuses. Part three covers trans resources, healing, and resilience.

The aim of this volume is greater than merely updating the research in trans studies, it stems from a desire to support the trans community in the continued fight for recognition and rights. The volume urges scholars to better understand gender expansion and to turn more attention towards trans hope. To encourage this, the volume ends with a section on resources, healing, and resilience, paving the way for the future of trans studies in sociology.

This book features sixteen chapters written by distinguished scholars who collectively point to a roadmap for advancing business ethics education at a critical juncture in the history of corporate America. The editors frame the book with an introductory chapter that details a gold standard for delivering ethics in the business school curriculum that signals to students that ethics matters, provides an adequate counterbalance to the amoral subtext that dominates much of business education, remedies assessment problems associated with current accrediting standards, and prepares students for newly minted and fast-growing careers in ethics compliance, risk management, and corporate social responsibility.

The chapters that follow lay out some challenges and opportunities that administrators and educators need to address in order to improve business ethics education and business school reputations in a post-Enron climate. Both traditional and experimental perspectives on delivering ethics in the curriculum are covered in conjunction with research that substantiates the potential for improving student ethics competencies after exposure to ethics coursework. Methods for incorporating ethics in various subjects, including accounting, corporate governance, environmentalism, global business, managerial decision making, and human resource management are also given as part of the roadmap for advancing business ethics education.

This book features sixteen chapters written by distinguished scholars who collectively point to a roadmap for advancing business ethics education at a critical juncture in the history of corporate America. The editors frame the book with an introductory chapter that details a gold standard for delivering ethics in the business school curriculum that signals to students that ethics matters, provides an adequate counterbalance to the amoral subtext that dominates much of business education, remedies assessment problems associated with current accrediting standards, and prepares students for newly minted and fast-growing careers in ethics compliance, risk management, and corporate social responsibility.

The chapters that follow lay out some challenges and opportunities that administrators and educators need to address in order to improve business ethics education and business school reputations in a post-Enron climate. Both traditional and experimental perspectives on delivering ethics in the curriculum are covered in conjunction with research that substantiates the potential for improving student ethics competencies after exposure to ethics coursework. Methods for incorporating ethics in various subjects, including accounting, corporate governance, environmentalism, global business, managerial decision making, and human resource management are also given as part of the roadmap for advancing business ethics education.

Scholars and practitioners in the fields of education and educational psychology have come to agree that conceptions of learning and teaching, student and teacher motivation, engagement, learning and teaching strategies, and by implication, student academic achievement and teacher effectiveness are also influenced by a sociocultural context where the schooling process takes place. This raises the question if educational psychology theorizing and findings can be adopted to inform and guide teaching and learning in different cultures. As such, there is a compelling and timely need for educational psychology researchers to harness advanced cross-cultural research designs and look at the different key facets of student and teacher academic careers from a cross-cultural perspective. Dennis McInerney is one of the key pioneering figures in cross-cultural educational psychology and has also edited a book series on Research on Sociocultural Influences on Motivation and Learning (Information Age Publishing). His ideas and research have inspired many to examine the role of sociocultural context in motivation and learning. This volume is a celebration of McInerney’s numerous and extensive contributions as a scholar, as well as an appreciation of his personal qualities that make him such an inspiring person. In this festschrift, the editors seek to extend the scholarly contributions of Dennis McInerney by inviting internationally recognized and leading educational psychology scholars who have inspired and been inspired by his work to re-examine their research expertise from a cross-cultural perspective. The volume aims to stimulate researchers, scholars, and graduate students in their endeavor to re-look their research from a cross-cultural lens.

Scholars and practitioners in the fields of education and educational psychology have come to agree that conceptions of learning and teaching, student and teacher motivation, engagement, learning and teaching strategies, and by implication, student academic achievement and teacher effectiveness are also influenced by a sociocultural context where the schooling process takes place. This raises the question if educational psychology theorizing and findings can be adopted to inform and guide teaching and learning in different cultures. As such, there is a compelling and timely need for educational psychology researchers to harness advanced cross-cultural research designs and look at the different key facets of student and teacher academic careers from a cross-cultural perspective. Dennis McInerney is one of the key pioneering figures in cross-cultural educational psychology and has also edited a book series on Research on Sociocultural Influences on Motivation and Learning (Information Age Publishing). His ideas and research have inspired many to examine the role of sociocultural context in motivation and learning. This volume is a celebration of McInerney’s numerous and extensive contributions as a scholar, as well as an appreciation of his personal qualities that make him such an inspiring person. In this festschrift, the editors seek to extend the scholarly contributions of Dennis McInerney by inviting internationally recognized and leading educational psychology scholars who have inspired and been inspired by his work to re-examine their research expertise from a cross-cultural perspective. The volume aims to stimulate researchers, scholars, and graduate students in their endeavor to re-look their research from a cross-cultural lens.

This book explores the diversity of American roles in such cross-cultural engagement in education for democracy, both within the United States and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of each culture involved and the dynamics among them.

Even high-priority, well-funded U.S. government programs are neither monolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by their partners. These partners are sometimes called recipients, although that label is problematic. “Recipient” both gives a misleading impression that partners are relatively passive in the overall process, and its use is a reflection of some outside donors’ or experts’ stance that they are delivering goods or expertise. The authors of these chapters pay close attention to the cultures, contexts, structures, people, and processes

involved in education for democracy. Woven throughout this volume’s qualitative studies are the notions that contacts between powers and cultures are complex and situated, that agency matters, that local meanings play a critical role in the dynamic exchange of peoples and ideas. The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, the close view of daily life, and the broad horizon of the past that shapes the present: history,anthropology, literacy studies, policy analysis, political science, and journalism.

Together, these 10 chapters provide a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies of education for democracy are spread, encountered, appropriated, rejected, or embraced around the world. While not meant to provide a complete or systematic overview of the American influence on education for democracy around the world, the volume nevertheless introduces concepts, identifies processes, notes obstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.

This book explores the diversity of American roles in such cross-cultural engagement in education for democracy, both within the United States and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of each culture involved and the dynamics among them.

Even high-priority, well-funded U.S. government programs are neither monolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by their partners. These partners are sometimes called recipients, although that label is problematic. “Recipient” both gives a misleading impression that partners are relatively passive in the overall process, and its use is a reflection of some outside donors’ or experts’ stance that they are delivering goods or expertise. The authors of these chapters pay close attention to the cultures, contexts, structures, people, and processes

involved in education for democracy. Woven throughout this volume’s qualitative studies are the notions that contacts between powers and cultures are complex and situated, that agency matters, that local meanings play a critical role in the dynamic exchange of peoples and ideas. The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, the close view of daily life, and the broad horizon of the past that shapes the present: history,anthropology, literacy studies, policy analysis, political science, and journalism.

Together, these 10 chapters provide a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies of education for democracy are spread, encountered, appropriated, rejected, or embraced around the world. While not meant to provide a complete or systematic overview of the American influence on education for democracy around the world, the volume nevertheless introduces concepts, identifies processes, notes obstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.

Advancing Educational Productivity provides a wealth of critical analysis on educational matters at the local, state, national, and international levels. The authors have tackled issues such as educational productivity and achievement and other outcomes; forms of social capital in the home, school, and community; innovative measurement and design approaches to understanding achievement and similar outcomes; and international studies for understanding U.S. productivity. This book acquires greater timeliness with the passing of President George W. Bush’s federal education legislation, the No Child Left Behind Act, intended to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

Advancing Educational Productivity provides a wealth of critical analysis on educational matters at the local, state, national, and international levels. The authors have tackled issues such as educational productivity and achievement and other outcomes; forms of social capital in the home, school, and community; innovative measurement and design approaches to understanding achievement and similar outcomes; and international studies for understanding U.S. productivity. This book acquires greater timeliness with the passing of President George W. Bush’s federal education legislation, the No Child Left Behind Act, intended to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

The objective with the Strategic Interest Group in Entrepreneurship (SIG Entrepreneurship) of the European Academy of Management (EURAM) is to be the leading research community for engaged entrepreneurship scholars in Europe. The SIG Entrepreneurship aims at promoting research and networking interests for individuals and research groups focused on entrepreneurship and entrepreneurial styles of management. This is done by providing a wide-ranging, engaged and internationally-focused forum to discuss and develop research and practice in the field. We put a distinct focus on the key European feature – ‘context matter’ – why we try in all activities to promote and stimulate what ‘European’ might mean in any given context. It means different things in different contexts – and that is the whole point – and thereby the key strength of the European takes on the matter as we see it. This is our idea of the European perspective on entrepreneurship.

The tradition of European scholars on entrepreneurship and SMEs system has been consolidated during the last three decades and an increasingly distinct European school of thought has emerged as a consequence. This development provides a solid base for the future development of the field where Europe and its entrepreneurship scholars will play an increasingly prominent role. With this concern, this book has been managed, gathering the best contributions of our annual meeting re-edited and improved. The central theme is presenting entrepreneurship understood as a working attitude, a mode of thinking, a concrete everyday practice and increasingly an identity marker for ways of being and living within liquid modernity. Entrepreneurship is nowadays a broadly endorsed and accepted signifier for forms of organizing that targets human, organizational and economic renewal and growth.

The objective with the Strategic Interest Group in Entrepreneurship (SIG Entrepreneurship) of the European Academy of Management (EURAM) is to be the leading research community for engaged entrepreneurship scholars in Europe. The SIG Entrepreneurship aims at promoting research and networking interests for individuals and research groups focused on entrepreneurship and entrepreneurial styles of management. This is done by providing a wide-ranging, engaged and internationally-focused forum to discuss and develop research and practice in the field. We put a distinct focus on the key European feature – ‘context matter’ – why we try in all activities to promote and stimulate what ‘European’ might mean in any given context. It means different things in different contexts – and that is the whole point – and thereby the key strength of the European takes on the matter as we see it. This is our idea of the European perspective on entrepreneurship.

The tradition of European scholars on entrepreneurship and SMEs system has been consolidated during the last three decades and an increasingly distinct European school of thought has emerged as a consequence. This development provides a solid base for the future development of the field where Europe and its entrepreneurship scholars will play an increasingly prominent role. With this concern, this book has been managed, gathering the best contributions of our annual meeting re-edited and improved. The central theme is presenting entrepreneurship understood as a working attitude, a mode of thinking, a concrete everyday practice and increasingly an identity marker for ways of being and living within liquid modernity. Entrepreneurship is nowadays a broadly endorsed and accepted signifier for forms of organizing that targets human, organizational and economic renewal and growth.

The primary aim of this text is to provide educators with specific strategies for engaging in equity and inclusion work on college campuses. We include the perspectives of faculty and staff with a range of experiences and expertise to address current topics evolving at various levels and functional areas in the academy. Rather than replicate findings and recommendations established in extant literature, we provide faculty, staff, and graduate students with the insight and tools they will require to transform established recommendations into actionable solutions and promising practices. This book offers theoretical and practical approaches to evolving diversity, equity, and inclusion concerns in higher education.

The core themes of this volume center on diversity, equity, inclusion, and belonging in higher education. While some educators use these terms interchangeably, we define diversity as a concept that envelopes several modes of social identity, including race, ethnicity, gender, ability, sexual orientation, faith/non-faith affiliation, size, veteran’s status, etc. The practice of fortifying representation amongst minoritized populations without making considerations for structure and support has been the primary model for diversifying the academy for the past 40 years. Within the context of higher education and diversity, our conversation shifts beyond ensuring marginalized communities are represented.

Within each chapter, the contributing authors address a wide range of diversity, equity, inclusion, and belonging topics that are unique to their positionality as educators in the postsecondary sector. As editors, we intentionally identify authors with diverse professional backgrounds who offer a range in their approaches to addressing emergent trends in their respective areas in higher education. In addition to submitting manuscripts that engage critical examinations of diversity, equity, and inclusion in the postsecondary sector, authors were encouraged to design supplemental material for their chapters, such as training modules, study guides, case studies, guides for utilizing critical research approaches and design, and interactive activities that can be replicated in various settings on campus (e.g., the classroom, residence halls, student organization trainings, etc.).

The primary aim of this text is to provide educators with specific strategies for engaging in equity and inclusion work on college campuses. We include the perspectives of faculty and staff with a range of experiences and expertise to address current topics evolving at various levels and functional areas in the academy. Rather than replicate findings and recommendations established in extant literature, we provide faculty, staff, and graduate students with the insight and tools they will require to transform established recommendations into actionable solutions and promising practices. This book offers theoretical and practical approaches to evolving diversity, equity, and inclusion concerns in higher education.

The core themes of this volume center on diversity, equity, inclusion, and belonging in higher education. While some educators use these terms interchangeably, we define diversity as a concept that envelopes several modes of social identity, including race, ethnicity, gender, ability, sexual orientation, faith/non-faith affiliation, size, veteran’s status, etc. The practice of fortifying representation amongst minoritized populations without making considerations for structure and support has been the primary model for diversifying the academy for the past 40 years. Within the context of higher education and diversity, our conversation shifts beyond ensuring marginalized communities are represented.

Within each chapter, the contributing authors address a wide range of diversity, equity, inclusion, and belonging topics that are unique to their positionality as educators in the postsecondary sector. As editors, we intentionally identify authors with diverse professional backgrounds who offer a range in their approaches to addressing emergent trends in their respective areas in higher education. In addition to submitting manuscripts that engage critical examinations of diversity, equity, and inclusion in the postsecondary sector, authors were encouraged to design supplemental material for their chapters, such as training modules, study guides, case studies, guides for utilizing critical research approaches and design, and interactive activities that can be replicated in various settings on campus (e.g., the classroom, residence halls, student organization trainings, etc.).

The purpose of this series of books is to advance the knowledge in the service-learning research field. More importantly, this research is to be used to transform the field. This transformation will come from realizing both the history of service-learning and trying to imagine what the future may look like.

The chapters in this book all demonstrate just how far service-learning research has come. Researchers, practitioners, and students alike have benefited from its dissemination and use the research to improve practice. The research does not simply inform educators how to create a better pedagogy. Rather, it informs a service-learning practice that can transform both individuals and institutions.

The purpose of this series of books is to advance the knowledge in the service-learning research field. More importantly, this research is to be used to transform the field. This transformation will come from realizing both the history of service-learning and trying to imagine what the future may look like.

The chapters in this book all demonstrate just how far service-learning research has come. Researchers, practitioners, and students alike have benefited from its dissemination and use the research to improve practice. The research does not simply inform educators how to create a better pedagogy. Rather, it informs a service-learning practice that can transform both individuals and institutions.

This book contains an Open Access Chapter.

Latinas represent one of the fastest-growing populations in the US, yet Latina faculty in science, technology, engineering, and mathematics (STEM) careers remain underrepresented. Advancing Latinas in STEM Academic Careers shares ideas, strategies, and best practices in the following areas: (1) work-life issues, policies/practices, mentoring, and climate that affect the pathways/pipelines, recruitment, retention, and advancement/leadership of Latinas in academic STEM careers; (2) challenges and opportunities for STEM Latinas across faculty rank and within and outside academia; (3) best practices and lessons learned in the recruitment and advancement of STEM Latinas; (4) intersectionality issues, particularly those related to gender and ethnic diversity in STEM; and (5) pipeline/pathways for advancing Latinas in STEM.

Academic research in STEM is often conducted without the perspectives of members of underrepresented groups, including Latinas. An increase in the number and representation of underrepresented minorities and women in STEM has the capacity to build more informed public policy formulation, discussion, and implementation. Having an inclusive STEM faculty that advances Latinas exposes students to a range of perspectives and experiences, counters stereotypes students might have about Latinas and BIPOC populations, strengthens the pipeline for Latina/o students, and prepares non-Latina/o students to work productively in an increasingly diverse and competitive workforce. The audience for this book includes researchers in STEM equity and Latina/o studies, college and university administrators, and faculty, especially Hispanic Serving Institutions seeking knowledge, best practices, and resources for advancing Latinas in STEM academic careers.

This book contains an Open Access Chapter.

Latinas represent one of the fastest-growing populations in the US, yet Latina faculty in science, technology, engineering, and mathematics (STEM) careers remain underrepresented. Advancing Latinas in STEM Academic Careers shares ideas, strategies, and best practices in the following areas: (1) work-life issues, policies/practices, mentoring, and climate that affect the pathways/pipelines, recruitment, retention, and advancement/leadership of Latinas in academic STEM careers; (2) challenges and opportunities for STEM Latinas across faculty rank and within and outside academia; (3) best practices and lessons learned in the recruitment and advancement of STEM Latinas; (4) intersectionality issues, particularly those related to gender and ethnic diversity in STEM; and (5) pipeline/pathways for advancing Latinas in STEM.

Academic research in STEM is often conducted without the perspectives of members of underrepresented groups, including Latinas. An increase in the number and representation of underrepresented minorities and women in STEM has the capacity to build more informed public policy formulation, discussion, and implementation. Having an inclusive STEM faculty that advances Latinas exposes students to a range of perspectives and experiences, counters stereotypes students might have about Latinas and BIPOC populations, strengthens the pipeline for Latina/o students, and prepares non-Latina/o students to work productively in an increasingly diverse and competitive workforce. The audience for this book includes researchers in STEM equity and Latina/o studies, college and university administrators, and faculty, especially Hispanic Serving Institutions seeking knowledge, best practices, and resources for advancing Latinas in STEM academic careers.

Giving new insight into the theories behind management literature reviews, Advancing Methodologies of Conducting Literature Review in Management Domain explores a range of novel ideas on how to plan, organize, synthesize, and present the results from previous literature from across management research. Specific areas examined in this volume include planning and setting the objectivity of review papers, search processes, data selection and screening, review types and designs, and evaluation criteria, validity, and reliability.

Over the past thirty years, student assessment has become an increasingly important component of public education. A variety of methodologies in testing have been developed to obtain and interpret the wealth of assessment outcomes. As assessment goals are getting increasingly multifaceted, new testing methodologies are called for to provide more accessible and reliable information on more complex constructs or processes, such as students' critical thinking and problem-solving skills.

Testing methodologies are needed to extract information from assessments on such complicated skills, in order to advise teachers about certain areas of students that need intervention. It is even a bigger challenge, and a vital mission of today’s large-scale assessments, to gain such information from testing data in an efficient manner. For example PARCC and Smarter Balanced Assessments consortia are both striving to offer formative assessments through individualized, tailored testing. The book provides state-of-the-art coverage on new methodologies to support tradit ional summative assessment, and more importantly, for emerging formative assessments.

Over the past thirty years, student assessment has become an increasingly important component of public education. A variety of methodologies in testing have been developed to obtain and interpret the wealth of assessment outcomes. As assessment goals are getting increasingly multifaceted, new testing methodologies are called for to provide more accessible and reliable information on more complex constructs or processes, such as students' critical thinking and problem-solving skills.

Testing methodologies are needed to extract information from assessments on such complicated skills, in order to advise teachers about certain areas of students that need intervention. It is even a bigger challenge, and a vital mission of today’s large-scale assessments, to gain such information from testing data in an efficient manner. For example PARCC and Smarter Balanced Assessments consortia are both striving to offer formative assessments through individualized, tailored testing. The book provides state-of-the-art coverage on new methodologies to support tradit ional summative assessment, and more importantly, for emerging formative assessments.

Leaders and followers live in a relational world—a world in which leadership occurs in complex webs of relationships and dynamically changing contexts. Despite this, our theories of leadership are grounded in assumptions of individuality and linear causality. If we are to advance understandings of leadership that have more relevance to the world of practice, we need to embed issues of relationality into leadership studies.

This volume addresses this issue by bringing together, for the first time, a set of prominent scholars from different paradigmatic and disciplinary perspectives to engage in dialogue regarding how to meet the challenges of relationality in leadership research and practice. Included are cutting edge thinking, heated debate, and passionate perspectives on the issues at hand. The chapters reveal the varied and nuanced treatments of relationality that come from authors’ alternative paradigmatic (entity, constructionist, critical) views. Dialogue scholars—reacting to the chapters—engage in spirited debate regarding the commensurability (or incommensurability) of the paradigmatic approaches. The editors bring the dialogue together with introductory and concluding chapters that offer a framework for comparing and situating the competing assumptions and perspectives spanning the relational leadership landscape. Using paradigm interplay they unpack assumptions, and lay out a roadmap for relational leadership research. A key takeaway is that advancing relational leadership research requires multiple paradigmatic perspectives, and scholars who are conversant in the assumptions brought by these perspectives.

The book is aimed at those who feel that much of current leadership thinking is missing the boat in today’s complex, relational world. It provides an essential resource for all leadership scholars and practitioners curious about the nature of research on leadership, both those with much research exposure and those new to the field.

Leaders and followers live in a relational world—a world in which leadership occurs in complex webs of relationships and dynamically changing contexts. Despite this, our theories of leadership are grounded in assumptions of individuality and linear causality. If we are to advance understandings of leadership that have more relevance to the world of practice, we need to embed issues of relationality into leadership studies.

This volume addresses this issue by bringing together, for the first time, a set of prominent scholars from different paradigmatic and disciplinary perspectives to engage in dialogue regarding how to meet the challenges of relationality in leadership research and practice. Included are cutting edge thinking, heated debate, and passionate perspectives on the issues at hand. The chapters reveal the varied and nuanced treatments of relationality that come from authors’ alternative paradigmatic (entity, constructionist, critical) views. Dialogue scholars—reacting to the chapters—engage in spirited debate regarding the commensurability (or incommensurability) of the paradigmatic approaches. The editors bring the dialogue together with introductory and concluding chapters that offer a framework for comparing and situating the competing assumptions and perspectives spanning the relational leadership landscape. Using paradigm interplay they unpack assumptions, and lay out a roadmap for relational leadership research. A key takeaway is that advancing relational leadership research requires multiple paradigmatic perspectives, and scholars who are conversant in the assumptions brought by these perspectives.

The book is aimed at those who feel that much of current leadership thinking is missing the boat in today’s complex, relational world. It provides an essential resource for all leadership scholars and practitioners curious about the nature of research on leadership, both those with much research exposure and those new to the field.

Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O’Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors “may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field” (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation.

Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education.

Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O’Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors “may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field” (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation.

Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education.

For over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations’ agenda over the years have been world peace, economic justice, addressing the needs of the world’s most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women.

The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education’s critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.

For over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations’ agenda over the years have been world peace, economic justice, addressing the needs of the world’s most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women.

The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education’s critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.

Continuing to challenge American colleges and universities is the underrepresentation of women faculty in Science, Technology, Engineering, and Mathematics (STEM) fields, particularly Latinas and other underrepresented women of color. Advancing Women in Academic STEM Fields through Dual Career Policies and Practices, comprised of scholarly essays, case studies, and interviews, argues that to address equity issues related to women faculty, academic institutions should consider work-life perspectives, including dual careers, when designing faculty recruitment, retention, and advancement strategies. By connecting the topic of dual career hiring to gender and ethnicity, the volume extends the current research on work-life integration by sharing best practices and approaches that have worked among institutions of higher education while incorporating issues related to intersectionality.

Continuing to challenge American colleges and universities is the underrepresentation of women faculty in Science, Technology, Engineering, and Mathematics (STEM) fields, particularly Latinas and other underrepresented women of color. Advancing Women in Academic STEM Fields through Dual Career Policies and Practices, comprised of scholarly essays, case studies, and interviews, argues that to address equity issues related to women faculty, academic institutions should consider work-life perspectives, including dual careers, when designing faculty recruitment, retention, and advancement strategies. By connecting the topic of dual career hiring to gender and ethnicity, the volume extends the current research on work-life integration by sharing best practices and approaches that have worked among institutions of higher education while incorporating issues related to intersectionality.

This book investigates issues surrounding the creation of social policy and support systems for children and families in this emerging democracy. Approaches advocated by progressively oriented Lithuanian educators, mental health and human service professionals toward addressing these conditions are presented by Lithuanian and American educators and mental health practitioners who have been working toward the development of democratically based social institutions.

This book investigates issues surrounding the creation of social policy and support systems for children and families in this emerging democracy. Approaches advocated by progressively oriented Lithuanian educators, mental health and human service professionals toward addressing these conditions are presented by Lithuanian and American educators and mental health practitioners who have been working toward the development of democratically based social institutions.

Affect and Emotion includes a variety of chapters by some of the most prominent scholars in the area of emotions and leadership, as well as chapters by rising stars. These chapters chart the direction of future research in affect and leadership in four main areas. First, several of these chapters make a convincing argument that leaders use emotional labor and other forms of emotional displays to influence followers and team members. Leaders may use emotional labor to manage relational identities, or to create favorable impressions on followers and to create trust. Leaders' active emotional displays increase vision related performance and perception of transformational leadership.

Second, one chapter reveals how emotions play an important role in leadership at every level, from within-person to organization-wide leadership. Leader's emotional labor plays an important role in several of these levels, with the exact method of performing emotional labor varying by level. A second chapter also examines levels of leadership, with a particular examination of the effects of leader emotional labor on close and distant leadership. Third, several of the chapters examine emotions from the authentic leadership and positive leadership perspectives, and two of these chapters focus on how psychological capital and authentic leadership skills help leaders be resilient and overcome obstacles. Fourth, two of the chapters show the role of affect and friendship ties to leadership research. One of these chapters examines the need to develop psychometrically sound measures of affect and friendship, whereas the other develops a model of how affect influences social network ties and informal leadership emergence. Taken together, these chapters illustrate four important research trends in emotions and leadership that are likely to grow in importance in the coming years.

Affect and Emotion includes a variety of chapters by some of the most prominent scholars in the area of emotions and leadership, as well as chapters by rising stars. These chapters chart the direction of future research in affect and leadership in four main areas. First, several of these chapters make a convincing argument that leaders use emotional labor and other forms of emotional displays to influence followers and team members. Leaders may use emotional labor to manage relational identities, or to create favorable impressions on followers and to create trust. Leaders' active emotional displays increase vision related performance and perception of transformational leadership.

Second, one chapter reveals how emotions play an important role in leadership at every level, from within-person to organization-wide leadership. Leader's emotional labor plays an important role in several of these levels, with the exact method of performing emotional labor varying by level. A second chapter also examines levels of leadership, with a particular examination of the effects of leader emotional labor on close and distant leadership. Third, several of the chapters examine emotions from the authentic leadership and positive leadership perspectives, and two of these chapters focus on how psychological capital and authentic leadership skills help leaders be resilient and overcome obstacles. Fourth, two of the chapters show the role of affect and friendship ties to leadership research. One of these chapters examines the need to develop psychometrically sound measures of affect and friendship, whereas the other develops a model of how affect influences social network ties and informal leadership emergence. Taken together, these chapters illustrate four important research trends in emotions and leadership that are likely to grow in importance in the coming years.

In the wake of the #AbolishGreekLife and other calls for racial justice, the role of identity development also becomes ever increasingly important as we consider how to make the sorority/fraternity more inclusive for our students. In the end, it may really be the power of inclusion on college campuses that leads to many of the educational goals that we yearn for in student growth: the formal and informal social interactions, bonded in reflective learning, that help build social and academic success. In this we can celebrate together, especially those of us who have romanticized so many 'bright college years.' This text is a response to a call for existential exploration as an attempt to critically revivify our understanding of the sorority/fraternity experience as it contributes specifically to students’ identity development and learning.

The text is grouped around centering their experiences through three A’s: Amplifying Voice, Affirming Identity, and Advancing Belonging to highlight the identity experiences of the diverse spectrum of fraternity and sorority members across the intersections of identity so often excluded from the literature. Chapters in this text attempt to foreground how the fraternity/sorority experience explicitly contributes to these areas of student development across multiple identities including race, ethnicity, culture, gender identity, social class, and ability.

Authors critically interrogate systems of oppressions that subjugate marginality from those with intersectional identities to recognize the larger challenges facing the sorority/fraternity movement as an attempt to disrupt these systems to better identify influences on identity development.

In the wake of the #AbolishGreekLife and other calls for racial justice, the role of identity development also becomes ever increasingly important as we consider how to make the sorority/fraternity more inclusive for our students. In the end, it may really be the power of inclusion on college campuses that leads to many of the educational goals that we yearn for in student growth: the formal and informal social interactions, bonded in reflective learning, that help build social and academic success. In this we can celebrate together, especially those of us who have romanticized so many 'bright college years.' This text is a response to a call for existential exploration as an attempt to critically revivify our understanding of the sorority/fraternity experience as it contributes specifically to students’ identity development and learning.

The text is grouped around centering their experiences through three A’s: Amplifying Voice, Affirming Identity, and Advancing Belonging to highlight the identity experiences of the diverse spectrum of fraternity and sorority members across the intersections of identity so often excluded from the literature. Chapters in this text attempt to foreground how the fraternity/sorority experience explicitly contributes to these areas of student development across multiple identities including race, ethnicity, culture, gender identity, social class, and ability.

Authors critically interrogate systems of oppressions that subjugate marginality from those with intersectional identities to recognize the larger challenges facing the sorority/fraternity movement as an attempt to disrupt these systems to better identify influences on identity development.

This is the second of two volumes, written with strong support from the EFMD (European Foundation for Management Development) and the GMAC (Graduate Management Admission Council), aimed at understanding and examining the challenges of developing management education across Africa. The authors, through a fine-tuned, face-to-face interview process, explore the perspectives and interactions between management educators and other business and government stakeholders as they look to the future of management education in Africa.

Civil Engineering Special Issue: Africa focus on important civil engineering projects in Africa.

In 2022, UN Secretary-General António Guterres established the UN Global Crisis Response Group on Food, Energy and Finance (GCRG) to respond to the unprecedented and interconnected food, energy and finance crises in the world. Africa and Navigating the Current Global Crisis is the first comprehensive book on how Africa and its Diaspora have been affected by, and in turn have responded to, this current global crisis.

Featuring chapters written by contributors from around the globe and various disciplines, authors share their current research on the pertinent issues surrounding the current global crisis as they relate to African people in the African continent and Diaspora. The volume features topics such as Women and Gender, Health, Politics, Education, Economics, Business and Trade, Social, Technology, Religion, the Environment in relation to Global Warming and Climate Change, as well as Peace and Security.

Dealing with real world issues that impact people at all levels, this powerful interdisciplinary collection makes important connections between ideas and concepts across different disciplines, providing readers with a comprehensive overview of how Africa and its Diaspora have been navigating the current global crisis.

Africa’s creative economy is capturing global attention, powered by bold storytelling, digital innovation, and deep cultural authenticity. From Nollywood’s cinematic rise to the worldwide influence of Afrobeats and the emergence of circular fashion, the continent’s creative industries are not only thriving—they are redefining Africa’s place on the world stage.

Africa’s Creative Frontiers brings together leading scholars and practitioners to examine how fashion, music, and film are transforming African economies. It explores intersections with tourism, sustainability, and entrepreneurship, highlighting perspectives from across Africa, including Nigeria, Ghana, Kenya, Tanzania, and South Africa. This book offers critical perspectives on the challenges and opportunities shaping Africa’s creative industries, country-level and regional insights into key sectors and strategic guidance on innovation, intellectual property, and evolving business models.

An essential resource for academics, policymakers, and cultural entrepreneurs. This book reimagines Africa’s creative future and its growing influence on global cultural and economic landscapes.

African American Males in Education: Researching the Convergence of Race and Identity addresses a number of research gaps. This book emerges at a time when new social dynamics of race and other identities are shaping, but also shaped by, education. Educational settings consistently perpetuate racial and other forms of privilege among students, personnel, and other participants in education. For instance, differential access to social networks still visibly cluster by race, continuing the work of systemic privilege by promoting outcome inequalities in education and society.

The issues defining the relationship between African American males and education remain complex. Although there has been substantial discussion about the plight of African American male participants and personnel in education, only modest attempts have been made to center analysis of identity and identity intersections in the discourse. Additionally, more attention to African American male teachers and faculty is needed in light of their unique cultural experiences in educational settings and expectations to mentor and/or socialize other African Americans, particularly males.

African American Males in Education: Researching the Convergence of Race and Identity addresses a number of research gaps. This book emerges at a time when new social dynamics of race and other identities are shaping, but also shaped by, education. Educational settings consistently perpetuate racial and other forms of privilege among students, personnel, and other participants in education. For instance, differential access to social networks still visibly cluster by race, continuing the work of systemic privilege by promoting outcome inequalities in education and society.

The issues defining the relationship between African American males and education remain complex. Although there has been substantial discussion about the plight of African American male participants and personnel in education, only modest attempts have been made to center analysis of identity and identity intersections in the discourse. Additionally, more attention to African American male teachers and faculty is needed in light of their unique cultural experiences in educational settings and expectations to mentor and/or socialize other African Americans, particularly males.

In this second edition of African American Management History: Insights on Gaining a Cooperative Advantage, authors Leon C. Prieto and Simone T. A. Phipps dive deep into the powerful legacy of African American management thought. With a new foreword by Stuart Crainer, Co-founder of Thinkers50, this edition builds on its groundbreaking predecessor by exploring rich narratives of Black business pioneers and the enduring relevance of African philosophies like Ubuntu in today's corporate landscape.

New chapters include "Cooperative Enterprises Matter: Historic Insights from W.E.B. Du Bois & William Matney," advocating for a transformative shift in how Black business schools approach teaching—beyond the confines of unbridled capitalism. Another new chapter, "Reimagining the Next Golden Age," highlights contemporary Black leaders who are shaping a future of resilience, sustainability, and inclusivity.

Prieto and Phipps offer a masterclass in responsible management, showcasing how leaders like Charles Clinton Spaulding, Maggie Lena Walker, Annie Turnbo-Malone, and others used community-centered practices to build enduring enterprises. By embracing African centered philosophies, these pioneers gained a cooperative advantage, fostering an environment where care, collaboration, and mutual success thrived. This edition goes beyond a historical recount; it serves as a guide for navigating modern business complexities with wisdom, empathy, and a focus on long-term success. An essential read for students, managers, and entrepreneurs, this book challenges traditional business paradigms and invites readers to incorporate cooperative strategies for a more inclusive and just world.

This book is a powerful antidote to the negative portrayals of African-American families that abound in mainstream media. It is a "must-read" for researchers, educators, and all who wish to look beyond and beneath the stereotypes of African-American family life.

This book is a powerful antidote to the negative portrayals of African-American families that abound in mainstream media. It is a "must-read" for researchers, educators, and all who wish to look beyond and beneath the stereotypes of African-American family life.

African American Young Girls and Women in PreK12 Schools and Beyond presents a comprehensive viewpoint on preK-12 schooling for African American females. Including theoretical, conceptual, and research based chapters, this volume offers readers compelling evidence of the educational challenges and successes for this student population.

The expert authors in this collection provide rich perspectives on the experiences of African American females throughout their elementary and secondary education. Each chapter includes strong implications for education research, practice, and policy, as well as concrete recommendations to important stakeholders, such as educators, school counsellors, and parents. Collectively, the contributors communicate throughout that educational change is needed and that educational success is attainable for all African American females. It is intended that this work will help inform education research, practice, and policy as they relate to African American females. Equally important, it is envisioned that the readers will develop a greater interest in the education of African American females. 

African Leadership is an edited collection enriched by the people who have lived and experienced indigenous leadership first-hand, demonstrating how African leadership is distinctive from usual Western hegemonic paradigms.

Providing an indepth discussion of the components, context, followers, and skills that contribute to the success of African leaders, African Leadership concludes with meaningful applications for 21st-century leaders globally.

For a long time, many American educators and educational stakeholders have drawn their ideas for educational reforms from ideas generated in Europe and Asia for the changing demographics of America’s diverse classrooms. This book is therefore motivated by a bold attempt at advocating for the revision of existing pedagogic fora and the creation and addition of new fora that would provide for the inclusion of thoughts, perspectives and practices of African traditional oral literature in the pedagogical tools of content area classrooms especially in North America. The articles that are presented in this book provide theoretical frameworks for using African traditional oral literature and its various tenets as teaching tools. They bring together new voices of how African literature could be used as helpful tool in classrooms. Rationale for agitating for its use as ideal for pedagogic tool is the recurrent theme throughout the various articles presented.

The book explores how educators, literacy educators, learners, activists, policy makers, and curriculum developers can utilize the powerful, yet untapped gem of African oral literature as pedagogical tools in content area classrooms to help expand educators repertoire of understanding beyond the ‘conventional wisdom’ of their pedagogic creed. It is a comprehensive work of experienced and diverse scholars, academicians, and educators who have expertise in multicultural education, traditional oral literature, urban education, children’s literature and culturally responsive pedagogy that have become the focus of U.S. discourses in public education and teacher preparation.

This anthology serves as part of the quest for multiple views about our ‘global village’, emphasizing the importance of linking the idea of diverse knowledge with realities of global trends and development. Consequently, the goal and the basic thrust of this anthology is to negotiate for space for non-mainstream epistemology to share the pedagogical floor with the mainstream template, to foster alternative vision of reality for other knowledge production in the academic domain. The uniqueness of this collection is the idea of bringing the content and the pedagogy of most of the genres of African oral arts under one umbrella and thereby offering a practical acquaintance and appreciation with different African cultures. It therefore introduces the world of African mind and thoughts to the readers. In summary, this anthology presents an academic area which is now gaining its long overdue recognition in the academia.

For a long time, many American educators and educational stakeholders have drawn their ideas for educational reforms from ideas generated in Europe and Asia for the changing demographics of America’s diverse classrooms. This book is therefore motivated by a bold attempt at advocating for the revision of existing pedagogic fora and the creation and addition of new fora that would provide for the inclusion of thoughts, perspectives and practices of African traditional oral literature in the pedagogical tools of content area classrooms especially in North America. The articles that are presented in this book provide theoretical frameworks for using African traditional oral literature and its various tenets as teaching tools. They bring together new voices of how African literature could be used as helpful tool in classrooms. Rationale for agitating for its use as ideal for pedagogic tool is the recurrent theme throughout the various articles presented.

The book explores how educators, literacy educators, learners, activists, policy makers, and curriculum developers can utilize the powerful, yet untapped gem of African oral literature as pedagogical tools in content area classrooms to help expand educators repertoire of understanding beyond the ‘conventional wisdom’ of their pedagogic creed. It is a comprehensive work of experienced and diverse scholars, academicians, and educators who have expertise in multicultural education, traditional oral literature, urban education, children’s literature and culturally responsive pedagogy that have become the focus of U.S. discourses in public education and teacher preparation.

This anthology serves as part of the quest for multiple views about our ‘global village’, emphasizing the importance of linking the idea of diverse knowledge with realities of global trends and development. Consequently, the goal and the basic thrust of this anthology is to negotiate for space for non-mainstream epistemology to share the pedagogical floor with the mainstream template, to foster alternative vision of reality for other knowledge production in the academic domain. The uniqueness of this collection is the idea of bringing the content and the pedagogy of most of the genres of African oral arts under one umbrella and thereby offering a practical acquaintance and appreciation with different African cultures. It therefore introduces the world of African mind and thoughts to the readers. In summary, this anthology presents an academic area which is now gaining its long overdue recognition in the academia.

This book, the second in the series, is a distinct exploration of how educational policy makers, curriculum developers, educators, learners and social activists can utilize the hitherto untapped rich resource of African traditional oral literature and visual cultures. These are epistemological reservoirs and invaluable pedagogical tools in the delivery of content in the classrooms of the present global village, most of whom contain diverse student populations from varying backgrounds. The content of the book is thus designed to help expand educators’ repertoire of understanding beyond the hitherto “conventional wisdom”, most of which are either outdated or are colonial impositions on former colonial entities.

Our motivation for pulling together this anthology was due to the fact scholars, educators and educational policy makers have hitherto paid little attention to the epistemological and pedagogical value of Traditional Indigenous Knowledge systems (TIKS). Our objective has been largely achieved by this anthology in the sense that the research perspectives of the contributors to this effort have enhanced the hitherto limited exposure and knowledge about traditional oral literature and visual cultures in Africa. The torch that has been lighted from this endeavor heightens the epistemological and pedagogical implications of TIKS.

In launching this book, we are extending a clarion call to researchers and disciples of Indigenous Knowledge systems in Africa and elsewhere to seize this opportunity and interest generated by this endeavor to undertake more studies in this area. Our current efforts were focused mainly on Africa TIKS systems, but we strongly believe that there are similar and equally powerful and important TIKS systems in other parts of the world, Asia, the Far East, Central and Southern America as well as the Caribbean that are longing for exploration and exposition.

It is therefore our fervent hope that exploration and dissemination of knowledge in this field will continue with the flame lighted from this endeavor. We believe that these efforts will greatly enhance awareness an otherwise neglected and almost forgotten, but important aspects of knowledge creation and dissemination, especially about traditional and hitherto unwritten histories and knowledge systems around the world. These undertakings will help to broaden the conceptualization of what constitutes global knowledge within the current reality of globalization.