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This paper aims to describe methods and models designed to build a comprehensive, integrative framework to guide the research to policy and practice cycle in health care.

Current models of science are summarised, identifying specific challenges they create for knowledge to action (KTA). Alternative models for KTA are outlined to illustrate how researchers and decision makers can work together to fit the KTA model to specific problems and contexts. The Canadian experience with the evolving paradigm shift is described, along with recent initiatives to develop platforms and tools that support the new thinking. Recent projects to develop and refine methods for embedded research are described. The paper concludes with a summary of lessons learned and recommendations that will move the KTA field towards an integrated science.

Conceptual models for KTA are advancing, benefiting from advances in team science, development of logic models that address the realities of complex adaptive systems, and new methods to more rapidly deliver knowledge syntheses more useful to decision and policy makers.

KTA is more likely when co‐produced by researchers, practitioners, and policy makers. Closer collaboration requires shifts in thinking about the ways we work, capacity development, and greater learning from practice.

More powerful ways of thinking about the complexities of knowledge to action are provided, along with examples of tools and priorities drawn from systems thinking.

We reviewed U.S. federal and state sexual harassment court cases involving a prior workplace romance between the plaintiff and alleged harasser. Results of our content analysis show that, unlike employees’ decisions, judges’ decisions can be predicted from legal but not ethically salient extralegal case features. Hence, when compared to prior research, our study reveals the following discrepancy: judges follow a traditional legal model, whereas employees follow an ethical model when making decisions about romance‐harassment cases. Our study also reveals that the mere presence (versus absence) of a prior romance reduces the likelihood of a plaintiff’s success in a harassment case. We discuss implications for management practice and research from the perspective of legal and ethical decision making.

This chapter describes a cyclical mentoring model that is designed to scaffold the use of video in a graduate literacy practicum for in-service teachers.

This chapter is organized by (1) an overview of the Literacy Practicum course and the three learning phases and activities within each phase; (2) a description of the mentoring process/procedures during each of the phases, and examples of their impact on teachers’ learning and practice; and (3) a discussion of implications for practice.

Drawing upon recent work in teacher inquiry and reflection, this model provides opportunities for teachers to take increasing ownership of their own professional growth.

The examples in this chapter are anecdotal. But they help to illustrate the processes and procedures in this model, which is described with great detail in order to be useful for pre- and in-service teachers, as well as school-based professional development programs.

The model can be effectively incorporated into both pre-service clinical settings as well as professional development with in-service teachers.

As a potential high impact tool, video analysis of teaching must not be viewed as an incidental approach; rather it must be an integral part of a learning cycle which is committed to student ownership and voice, social engagement, critical inquiry, reflection and integrative learning.

A long-standing question is how group perception, which is the perception of a whole group, becomes an exaggerated perception of the individuals who comprise the group. The question receives scant attention within computer-mediated communication (CMC), which is increasingly a communication mode for groups and a research tool to study groups. I address this gap by examining bias in group perception when rating copresence, which is the sense of being together, with the group.

I model bias as occurring when perceivers differentially weigh ratings of individual group members on a variable while rating the whole group on the same variable. I analyzed how the degree of bias in participants’ ratings of copresence with a status-differentiated group varied by the availability of visual cues during CMC in an experiment. I also examined how the group’s status hierarchy impacted bias.

Bias increase as the availability of visual cues decreased and ratings of middle status members were weighed more in group perception than ratings of other members.

Middle status was based on possessing inconsistent statuses. Inconsistency, and not status position, may have rendered these members more salient than others.

Interventions that target group perception may benefit from targeting the group’s middle status members. Researchers and practitioners can minimize bias in group perception through increasing the availability of visual cues in CMC.

The findings illustrate the underpinnings of copresence with an entire group. This is important because copresence shapes several group processes during CMC.

Western management philosophy and thought have been around for millennia; however, the supremacy of its concepts and writings has become a subject of criticisms in Africa. There is a huge gap in African management education which calls for redesigning of management curriculum to affirm African social orientation and self-determination that will enable new forms of learning and knowledge required to tackle complex global challenges. The objective of this chapter is to review Western management thought and practice vis-à-vis the existing management philosophy in Africa prior to her colonisation and advocate the need to redesign management curricula. To accomplish the aforementioned objective, this chapter took a historical, reflective and systematic approach of literature review to advance renewal of management curricula in Africa. The analysis began with a review of pre-colonial management philosophy and thought in Africa, followed by a discussion of how colonialism obstructed and promoted the universality of management. This was followed by a review of African traditional society and indigenous management philosophies. The chapter discussed topics that should feature in an African-oriented management curriculum and highlighted fundamental constructs that can be fused into management curriculum of business schools/teaching in Africa. The chapter also made a case for a flexible management curriculum structure that is broader than the conventional transmission-of-knowledge building which views students as passive learners’ by adopting suitable pedagogical tools that will be relevant for knowledge transmission and assessment and also enhance learning and management practices that is culturally fit and relevant to global practice.

The purpose of this paper is to understand how framing messages about earthquake risk affect judgements about legislation requiring the strengthening of earthquake-prone buildings.

Scenarios described the legislation with a general population sample (n=271). Two types of framing effects were examined in a 2 (valence frame: positive or negative or positive) by 2 (numerical format frame: frequency/number or percentage) experimental design.

Scenarios reporting the number of earthquake-prone buildings (negative frequency format) increased support for the earthquake-strengthening legislation more than the same message framed positively (frequency number of resilient building) or as a percentage. Demographic variables such as previous earthquake experience and gender interacted with the framing effects, and other variables also predicted support for the legislation were identified.

These results have direct implications for the use of framing effects messages in communications about earthquake risk and the wider domain.

This is the first study to show that the way the risk is framed affects citizens’ judgement of the value of earthquake legislation.

China has become a driving force in the world economy, yet East‐West cultural differences remain a problem area for many managers. This paper examines the importance of Confucianism in shaping societal values in China and how these values have affected the Chinese style of management. Confucian principles are extracted from the extant literature and used to explain the cultural underpinnings of Chinese leadership patterns, interpersonal behaviors and individual values. The longevity of Confucian influences throughout Chinese culture is a major factor in China’s resistance to Western management practices. There is also evidence that mainstream Confucian principles emphasizing teamwork, relationships and strong corporate cultures are gaining traction in the West. Future Western researchers should pay increased attention to East Asian philosophies and Asian‐based religions in their attempts to understand non‐Christian lifestyles and management methods.

The impact of e‐business on export management companies (EMCs) has been debated for some time and several reasons for their survival have been forwarded. Based upon the resource‐based perspective of the firm, this study provides a far more fundamental reason for the survival of the well‐established EMCs‐their market‐based assets. Furthermore, this study analyzes the impact of e‐business proliferation on the well‐established EMCs transaction creating and physical fulfillment exporting services and their efficiency and effectiveness.

The emergence of diversity in organizations is typically traced to the 1960s when legislation was enacted in the USA to prohibit discrimination against ethnicity, gender, national origin, race, and religion. However, Peter Drucker found that workplace diversity had its origin in the aftermath of World War I. In response, this paper aims to address the historical evolution of workplace diversity through the lens of Drucker.

The paper traces the historical evolution of Drucker's perspective on workplace diversity and the circumstances that catapulted him to advocate for understanding and valuing diversity in organizations. Further, it uses passages from Peter Drucker's published accounts to illustrate his understanding of demographic trends and how these trends impacted the competitiveness of the organization and management of workplace diversity.

Drucker's early life experiences influenced him to become a tenacious advocate for workplace diversity. As a reflection of these experiences, Drucker's understanding of human resource management led him to implore his readers to use human resource practices to leverage the power of evolving demographic trends. Drucker later refined his prescriptions on workplace diversity by incorporating several assumptions from the strategic human resource management literature into his research.

Future workplace diversity research would benefit from evaluating Drucker's propositions on leveraging the power of demographic trends through human resource management practices.

This historical analysis of Drucker's vast body of research provides substantial insight into his practical arguments for understanding and valuing diversity in organizations. To the best of one's knowledge, organizational researchers and management historians have not extensively evaluated Drucker's contributions to the workplace diversity literature.