Conceptual Paper Research Articles

Open strategy and the multinational firm

PurposeDistance has been a core concept and issue in international business and management research. While scholars argue that distance through internationalization is increasing costs, distance is also associated with positive implications such as the integration of more diverse knowledge. Still, many firms struggle to manage distance effectively and efficiently in their multinational contexts. The purpose of this study therefore is to propose Open Strategy – increasing transparency and inclusion in the strategy process – as an attractive concept for managing distance.Design/methodology/approachThis is a conceptual paper where the authors introduce Open Strategy to the IB community.FindingsThe authors argue that opening the strategy of multinational enterprises, enables firms to leverage diversity by re-combining the firms diverse and distant knowledge. It also reduces distance by moving beyond formal mechanisms of control and coordination to improve joint understanding, cooperative commitment and strategy implementation. The framework shows how firms can move beyond established dogmas in international business research by rendering their strategy processes more open.Originality/valueLeveraging the Open Strategy literature, the authors are able to find a way to respond to the challenge of increasing distance, in fact even arguing that distance can be beneficial if framed as diversity.

Unveiling Curriculum Shadows of Systemic Adversity among Black Youth: Pathways to Eliminate Anti-Black Macroaggressions in Schools

This conceptual review paper critiques the conventional conceptualization of adverse childhood experiences (ACEs) and its failure to recognize anti-Black aggressions as an ACE. The purpose of this conceptual review is to expand our understanding of ACEs and posit that curriculum violence, a form of anti-Black aggressions, manifests as an ACE for Black youth in schools. Using the anti-Black aggressions model, we illustrate how curriculum violence, perpetuated by educational policies, serves as a form of anti-Black aggression. We specifically examine recent anti-Diversity, Equity, and Inclusion (DEI) education legislation as an anti-Black macroaggression as a systemic ACE. Additionally, we assert that anti-DEI education legislation can present as a risk factor for racial trauma among Black youth if not explicitly acknowledged by all stakeholders. Finally, we propose pathways to eliminate this anti-Black macroaggression in schools, emphasizing the need for systemic changes to address this form of adversity and racial trauma.

TAKING IT TO THE STREET: A CONCEPTUAL MODEL PROMOTING THE ESSENTIALITY OF TRUST IN COMMUNITY-FOCUSED QUALITATIVE RESEARCH

Introduction/Frame: Trust is foundational to qualitative research and program evaluation to ensure that data collection, data analysis, and actionable recommendations improve programs and produce effective outcomes. Concomitantly, building trust between the university and community sectors offers a rich opportunity to join efforts to address public health issues including substance use, homelessness, criminal justice involvement, and mental illness. Research suggests cross-sector collaboration among human services organizations produces effective outcomes when stakeholders are engaged, trust one another, and have shared goals. Developing qualitative program evaluation partnerships between university researchers and human service organizations offers a valuable application of cross-sector collaboration, including the transferability of qualitative research and program evaluation findings. Objective: This conceptual paper aims to highlight the essentiality of trust, summarize the facilitators and barriers of collaboration, and share a case example of a partnership. Additionally, it offers implications for researchers and community partners while outlining the benefits of university/community collaboration. Finally, we will offer a conceptual model of the iterative relationship between trustworthiness, trust, and impact in our evaluation approach. Theoretical Framework: Our approach to community-focused qualitative program evaluation is anchored in an action research paradigm, a use evaluation approach, coupled with trust as the key factor in developing and maintaining effective evaluative relationships. The Impact of Trust: Three areas in which trust is most beneficial to qualitative program evaluation are relationships, data collection, and transferability of results. Conceptual Model: Our model is grounded in three seminal works focusing on trust in business-business relationships, organizational trustworthiness as a mediator to both cognitive and affective trust, and relationship stability in inter-organizational reliance. Final Considerations: We found that using this model allowed quicker research-to-practice implementation of evaluation recommendations, solidified community/university collaborative relationships, and facilitated strategies to address workforce shortages in community human services agencies.

Supporting siblings during the critical illness hospitalization of a child: learning from experience.

Childhood critical illness impacts the entire family of the critically ill patient. Disruptions to usual family rhythms and routines, established relationships, physical relocations or shifts in caregivers, and the uncertainty about the patient's well-being can have significant impacts on siblings and other connected children in the family. Promoting and facilitating family interactions and engaging younger family members in the hospital experience have been shown to reduce patient and family anxiety, enhance family adaptation, and improve child and family outcomes. The critical care team can implement evidence-informed approaches to address and mitigate challenges for families and provide developmentally aligned support to impacted siblings. This conceptual paper describes the potential impacts of a critical illness hospitalization on siblings, approaches to supporting siblings, and practical interventions drawn from a synthesis of the current literature and the author's practice experience caring for critically ill children and their families. A traditional review and narrative analysis moderated by the authors and supported by lived experience. There is a range of impacts of a critical illness hospitalization on siblings and young family members of the patient. Providing consistent, transparent, and supportive child, sibling, and whole family-centered care can improve the experience and outcomes for the child and family.

‘It’s like Central Park’: conceptualising teacher residencies as a democratic hub

ABSTRACT In this conceptual paper, we offer a framework to examine how residency programmes can critically reflect upon their existence and presence as a democratic hub. As a model of teacher preparation that blends theory and university coursework with practice, residency programmes are designed to prepare and diversify the teacher workforce for a context-specific setting that calls upon universities to partner closely with local districts. We see the need for a reflective conceptualisation of residencies to offer a tool for considering how and why residencies are created. In conceptualising teacher residency programmes as democratic hubs rather than institutional programmes, we draw on the metaphor of Central Park in New York City to discuss the permeability of boundaries and accessibility to all. We centre our framework on three pillars: a) decentralising knowledge; b) historicising knowledge; and c) co-creating knowledge. This study has implications for addressing a central and longstanding problem in teacher education: the disconnect between academic coursework and fieldwork or the lack of collaboration between schools and universities often referred to as the theory-practice divide. We offer this tool to conceptualise teachers’ residencies so that teacher education can be designed to matter in practice, not only in institutions but for the public good.

Twenty-First Century Competencies; about Competencies for Industry 5.0 and the Opportunities for Emerging Economies

The philosophy of Industry 5.0 recognises the transformative power of the industrial sector to add value to society and employees. Industry 5.0 is distinct from its predecessors because it relies on a tripod of sustainability, human centricity, and resilience. These three thematic principles aim to improve work safety, research, and innovation and strengthen industrial resilience and competitiveness. However, a perfect storm is brewing for the future of work, brought about by the concerning trends of displacement and low skill levels of workers’ competencies in handling the new technologies of Industry 5.0 in emerging economies. This conceptual paper will describe Industry 5.0 and provide historical insights on the importance of acquiring the desired twenty-first-century competencies needed in the workforce for Industry 5.0 and how these competencies can be cultivated. Two research questions guided the study in identifying these twenty-first-century competencies, how these competencies can be cultivated and taught in the education curriculum and policies of emerging economies, and the crucial importance of adapting Industry 5.0 to these emerging economies. The study concluded that emerging economies must play an active role in shaping the future by creating policies that will advance social stability, resource preservation, and climate objectives, which will enable more productive production processes with lower waste and energy usage.

Examining the level of Entrepreneurship education and development within the South African higher education: Towards entrepreneurial university

In response to unemployment and socio-economic challenges in the South Africa's higher education institutions introduces entrepreneurship education (EE) with the aim to create sustainable job opportunities. However, higher education (HE) struggles to integrate EE within the university programmes and make it as practical as possible. Furthermore, fostering entrepreneurial mindset and intentions among students is not an easy task. The primary objective of this conceptual paper is to examine the level of entrepreneurship education and entrepreneurial intentions among the students within the South African higher education. We used qualitative case study methodology, to purposive select 30 articles using a google scholar search engine. The paper was driven by three research questions, namely, what is the level of entrepreneurship education among students in South African higher education? What are the entrepreneurial intentions of these students? Does the design of the EE curriculum foster students' entrepreneurial mindset and intentions? The findings identified a need to curriculum transformation that integrate EE across various disciples; not just a stand-alone module that fails to foster a broad-based entrepreneurial mindset. Furthermore, the findings shows that policy support and infrastructural development should be geared towards the growth and sustainability of EE programs and launching of innovation hubs and other support structures within universities to provide practical EE experiences.

A Call for School Counselors to Rethink Strengths-Based Interventions Toward Hispanic Students

ABSTRACT This conceptual paper discusses how the interaction between risk and protective processes yields the outcome of resilience among Hispanic K-12 students. It applies a cultural-ecological-transactional model to support the use of strengths-based school counseling interventions that can authentically build upon the resilience of Hispanic students.

A community development approach for regenerative tourism in the Nordics: lifestyle entrepreneurs towards a placed-based research agenda

PurposeThe purpose of this conceptual paper is to explore the potential of regenerative tourism practices and their influence on destinations and their stakeholders from a community development approach focusing on Nordic lifestyle entrepreneurs. We focus on small and micro-sized enterprises (SMiEs) that conform to the realities of tourism systems in Nordic regions.Design/methodology/approachWe explore how community development can be used as an approach for regenerative tourism and vice versa. Our conceptual paper builds from recent work of the Nordic Regenerative Tourism project, which aims to develop place-based practices for SMiEs that contribute to the regeneration of natural and cultural resources.FindingsRegenerative tourism research should focus on developing tools that aid in capacity sharing and equitable partnerships through a community development approach. However, there is a lack of understanding of the processes of how to implement this in real world practice. More research is needed in developing tools to mobilize Nordic communities, particularly within the countryside to help transform tourism towards a regenerative model. It was found that much of these efforts comes from MSMEs. Therefore, more case studies are needed to understand how and why lifestyle entrepreneurs play in community revitalization efforts and the potential linkages with regenerative tourism management and marketing.Originality/valueThis conceptual paper contributes to the discussion of regenerative tourism and focus on smaller countryside communities within the Nordics. We argue that community development is linked with the concept of regenerative tourism through lifestyle entrepreneurs.

A step towards community inclusion for individuals experiencing mental health challenges: promoting social inclusion and social recovery through physical activity

Purpose After initially positioning this paper within the broader mental health recovery literature, this paper aims to highlight the role that physical activity can play in promoting social inclusion and social recovery for those experiencing mental health challenges. Design/methodology/approach This conceptual paper draws together the limited, but growing, research on how physical activity can facilitate improved social inclusion and benefit an individual’s recovery. Findings For individuals suffering with mental health challenges, not being able to exercise their right to inclusion is concerning from a recovery perspective, because experiencing social inclusion is recognised as a facilitator of recovery. Initial research has demonstrated by embracing community inclusion and supporting initiatives such as physical activity programs, mental health services can better facilitate individuals’ journeys towards social inclusion and social recovery. Research limitations/implications Future research should appreciate the interplay between inclusion, recovery and physical activity. Collaborating with individuals with lived experience, peer mentors and social prescribing teams to explore options for physical activity within local communities fosters empowerment, social inclusion and ensures interventions align with individuals’ preferences and needs. Practical implications Practitioners in health service and community settings should recognise the wide-ranging benefits of physical activity for individuals with mental health challenges, especially in terms of helping their social inclusion and social recovery. Originality/value This paper is unique in synthesising the mental health literature relating to social inclusion, social recovery and physical activity. Initial findings show promise, but more attention is needed to explore the relationship between these elements and how individuals experiencing mental health challenges can be supported using physical activity.

Measuring the effectiveness of L&D: Time to move on from Kirkpatrick and Phillips?

AbstractGiven the pressure to demonstrate meaningful return from investment in Learning and Development (L&D) interventions, there is an increasing need to reliably evaluate such interventions, both from the point of view of their overall effectiveness (summative approach) and their continuing improvement (formative approach). A literature review, the focus of this conceptual paper, highlights the strengths and weaknesses of various approaches to L&D evaluation. Currently, the most popular methodologies in management practice are the summative‐focused frameworks of Donald Kirkpatrick and Jack Phillips. In this paper, their limitations in terms of being able to answer important questions for evaluation are discussed, particularly their failure to take into account a range of factors that influence learning transfer and, thus, learning effectiveness, as well as a lack of guidance on how such interventions could be made better. Arguments for a greater emphasis on formative evaluation are made, and a model for doing so is put forward. Limitations and further research are discussed.

Extended peer communities: Creating good and fair knowledges

This conceptual paper reconstructs an implicit ethical claim of post-normal science, namely that knowledge produced in extended peer communities (EPCs) is both epistemically better and fairer. Post-normal science introduced EPCs to operationalise better quality knowledge for decision-making in conditions when facts are uncertain, values in dispute, stakes high and decisions urgent. In such contexts, traditional forms of quality assurance in science are bound to fail and even risk becoming the source of harm to people, their social and natural environment. Consequently, the community of peers assessing the quality of knowledge needs to be broadened to include a plurality of perspectives and epistemic communities. To date, post-normal scholarship has focused primarily on the epistemological side of EPCs. Building on this, this paper addresses the ethical side of EPCs. In doing so, it aims to make explicit a claim that has always been at the heart of post-normal scholarship, namely that the knowledge produced in EPCs is also more just. In doing so, the paper builds on the literature on epistemic (in)justice and in particular on work done by Kristie Dotson.

Populations Digitally Excluded from Education: Issues, Factors, Contributions and Actions for Policy, Practice and Research in a Post-Pandemic Era

AbstractThis conceptual paper draws on a wide range of research and policy literature, providing a contemporary view of issues, factors and practices that affect education for digitally excluded populations. Concern for how education for digitally excluded populations can be supported is focal to this paper, with different sections offering key related perspectives. From an analysis of issues, factors and practices, actions for policy, practice and research are identified. Given a key finding that power issues can have major effects on plans, implementation processes and outcomes when addressing needs of education for digitally excluded populations, the paper concludes by offering frameworks to support and enable key discussions, to involve representatives from an excluded population as well as those from policy (government and industry), practitioners (teachers and learners) and researchers.

Gamification Attributes to Enhance Socio-Vocational Readiness Among People with Autism Spectrum Disorder and Intellectual Developmental Disabilities: A Conceptual Paper

People with disabilities, such as autism spectrum disorder (ASD) and intellectual developmental disabilities (IDD) may experience obstacles in social, communication, vocational, and behavioral skills that limit their participation. Video modeling (VM) entails demonstrating desired behaviors through video simulation. Its effectiveness in encouraging adaptive behaviors in work-related social activities has been demonstrated for ASD and IDD. Gamification is the application of game attributes to nongame situations. Within health care, education, and rehabilitation, gamification has included simulations of real-life events to engage clients and improve function. In this conceptual paper, we examined the link between gamification’s intrinsic attributes and the VM paradigm through examples of our evolving VM studies for individuals with ASD and IDD. The discussed interfaces demonstrate gamification attributes that likely contributed to their usability and effectiveness. This conceptual framework illustrated a new perspective concerning the effectiveness of VM paradigms. We encourage clinicians and technology developers to consider the value of incorporating gamification when designing VM interventions to enhance independence in the daily lives of vulnerable populations. Embracing gamified VM can promote engaging interventions, enhancing skill acquisition across diverse populations.

Holding our Ground in the Face of Public Mistrust: The Future of Professionalism in Teaching and Teacher Education

Globally, enduring skepticism around professionalism in education systems has questioned the efficiency in which teachers meet students’ educational needs and their authority to do so. Presently, efforts toward professionalization in teacher education (TE) are threatened by neoliberal reforms promoting alternative pathways into teaching and performance-based accountability mechanisms to monitor teachers and schools. In the face of public mistrust and external threats, this conceptual paper aims to envision the future of TE in light of the complexities inherent to the notion of professionalism. To this end, two competing ideals of teaching, which represent co-existing conceptions of professional work in education are examined: The teacher as an expert clinician ideal entrenched in expertise-driven professionalism and the teacher as a democratic pedagogue grounded in democratic professionalism. I offer ways in which these competing discourses could be fused to set the discussion about professionalism in teaching and its implications for TE on firmer grounds.

Unearthing and reconstructing schooling with multiply-marginalized disabled students through an intersectional sociospatial lens

ABSTRACT Multiply-marginalized disabled students in PreK-12 and postsecondary schools have unique educational trajectories. Yet, their firsthand experiences are understudied. This conceptual paper explores the affordances and possibilities of using an intersectional sociospatial lens supported by arts-based and visual methods grounded in the lived experiences of multiply-marginalized disabled students to unearth and reconstruct educational policies, practices, and systems. We anchor with two questions: How does an intersectional sociospatial lens support research and policy grounded in the epistemologies, lived experiences, ontologies, and axiological commitments of multiply-marginalized disabled students? How does an intersectional sociospatial lens revisit, reimagine, and re-engage sociospatial conversations and experiences? To engage this dialogue, we present this blended framing and also review previous work. We highlight the merits of this existing scholarship while providing implications for future research and policy centering multiply-marginalized disabled students with an intersectional sociospatial lens.

Assessing the Relationship between Political Financing and Policy Bias in B40 Welfare Policies during COVID-19

This conceptual paper delves into the intricate relationship between political financing and policy bias in the implementation of welfare policies for the B40 (Below 40 is the 40% of the total population that earns the lowest tier of household income compared to the first group of T20-Top 20% and second category M40-Middle 40%) cluster in Kuala Lumpur Malaysia amidst the COVID-19 pandemic. The B40 cluster comprises the most economically vulnerable segment of the population residing in public housing (the heavily subsidized government-owned residential areas for underprivileged citizens with certain household income categories). This study aims to unravel how political financing influences the formulation and execution of welfare policies, potentially leading to bias in resource allocation and support provision. Through an exhaustive review of existing scholarly literature and analysis of pertinent case studies, this paper embarks on examining the degree to which political financing impacts the decision-making process concerning welfare policies. The analysis focuses on identifying potential biases in policy formulation that may favor the interests of political entities providing financial backing to policymakers. Furthermore, the study also explores the implications of such biases on the equitable distribution of resources to the B40 cluster during the global COVID-19 crisis. The conceptual framework employed in this paper draws from theories of political economy, corruption, and public policy. By dissecting the extant body of literature, the paper aims to offer a nuanced comprehension of the dynamics between political financing and policy bias in the realm of welfare policies for the B40 cluster. The eventual findings are poised to enrich the theoretical understanding of the influence exerted by political financing on the formulation and execution of welfare policies, particularly during periods of global crisis. By identifying policy biases stemming from political financing, this study aspires to catalyze critical discussions on the imperative of transparent and accountable decision-making processes. Such deliberations are vital to ensuring the fair and effective implementation of welfare policies for the B40 cluster in Kuala Lumpur amidst the COVID-19 pandemic. This paper thus serves as a clarion call for enhanced governance mechanisms and institutional reforms to uphold the principles of fairness, equity, and social justice in welfare policy formulation and implementation. This study contributes to the existing literature by shedding light on the nexus between political financing and policy bias in the context of welfare policies for vulnerable populations. It underscores the importance of addressing systemic flaws in governance and decision-making processes to mitigate the adverse effects of political influence on welfare policy outcomes. Moreover, the findings of this study have practical implications for policymakers, advocacy groups, civil society organizations and other stakeholders involved in shaping welfare policy agendas and advocating for reform initiatives. In conclusion, this paper calls for a concerted effort to promote transparency, accountability, and integrity in the formulation and implementation of welfare policies. By fostering a culture of ethical governance and democratic participation, policymakers can ensure that welfare programs serve the interests of the most vulnerable members of society and contribute to equitable and sustainable development outcomes.

Value capture in IoT-driven business models: considerations about smart resources and isolating mechanisms in networked environments

PurposeThis conceptual paper aims to contribute to a better understanding of value creation and value capture with smart resources in the Internet of Things (IoT)-driven business models against the backdrop of an increasingly networked and connectivity-based environment. More specifically, the authors screen strategic management theories and adapt them to the specificities of new types of smart resources by focusing on a conceptual analysis of isolating mechanisms that enable value creation and value capture based upon different types of smart resources.Design/methodology/approachBy adapting the state of the art of the contemporary resource-based discussion (resource-based view, dynamic capabilities view, relational view, resource-based view for a networked environment) to the context of IoT-driven business models, the paper typifies valuable intra- and inter-organisational resource types. In the next step, a discursive discussion on the evolution of isolating mechanisms, which are assumed to enable the translation of value creation into value appropriation, adapts the resource-based view for a networked environment to the context of IoT-driven business models.FindingsThe authors find that connectivity shapes both opportunities and challenges for firms, e.g. focal firms, in such business models, but it is notably social techniques that help to generate connectivity and transform inter-organisational ties into effective isolating mechanisms.Originality/valueThis paper lays a foundation for a theoretically underpinned understanding of how IoT can be exploited through designing economically sustainable business models. In this paper, research propositions are established as a point of departure for future research that applies strategic management theories to better understand business models that work with the digitisation and connectivity of resources on different levels.

Digital Transformation and Business Model Innovation: Moderating Role of Digital Leadership

Purpose: The manufacturing sector in Ghana has become increasingly important to the country's economic growth, driven by digital transformation and innovation. This research aims to explore the complexities of digital transformation within Ghanaian manufacturing companies, with a specific focus on the moderating role of digital leadership. Design/Methodology/Approach: This conceptual paper presents a framework that integrates socio-technical systems theory and the upper echelon theory. This framework offers a detailed understanding of how digital transformation, digital leadership, organizational adaptation, and business model innovation interact within the Ghanaian manufacturing sector. Findings: The Ghanaian manufacturing sector, a significant contributor to the country's GDP, has seen substantial growth, largely due to small and medium-sized enterprises (SMEs). However, many industries within the sector face challenges in embracing the digital age, including inadequate technological infrastructure and limited access to funding. The Ghanaian government has responded with policies to enhance digital capabilities and innovation, positioning the country for digital readiness. Originality: This paper contributes to the field by providing practical strategies for leadership development and decision-making within manufacturing organizations. It also advances theoretical perspectives and offers empirical insights specific to the Ghanaian context. Overall, this paper serves as a valuable resource for manufacturing leaders, policymakers, and researchers navigating digital transformation, innovation, and leadership in Ghana's manufacturing sector, with broader implications for emerging economies globally.

The authenticity dilemma: towards a theory on the conditions and effects of authentic learning

A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners and can hamper or even prevent cognitive learning outcomes. Consequently, to help learners cope with this complexity, they need some kind of instructional support. By building a high level of support into the learning setting in order to promote cognitive learning outcomes, the level of authenticity and thereby the effects of authenticity on motivational outcomes may, however, in turn be reduced. In the present conceptual paper, we refer to this tension between authenticity and complexity, on the one hand, and instructional support, on the other hand, as the “authenticity dilemma”. Based on existing empirical evidence from previous studies, we (1) outline this dilemma, (2) discuss ways to reconceptualize it, and (3) derive implications regarding the conditions and effects of authentic learning. Finally, we discuss the findings of the studies included in the special issue “Perspectives on Authentic Learning” through the lens of the authenticity dilemma.