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In the aftermath of the Supreme Court’s 2023 decision to effectively end race-conscious admissions practices across the nation, this paper highlights the law’s commitment to whiteness and antiblackness, invites us to mourn and to connect to possibility.

Drawing from the theoretical contributions of Cheryl Harris, Jarvis Givens and Chezare Warren, as well as the wisdom of Justice Ketanji Brown Jackson’s dissenting opinion, this paper utilizes CRT composite counterstory methodology to illuminate the antiblack reality of facially “race-neutral” admissions.

By manifesting the impossible situation that SFFA and the Supreme Court’s majority seek to normalize, the composite counterstory illuminates how Justice Jackson’s hypothetical enacts a fugitive pedagogy within a dominant legal system committed to whiteness as property; invites us to mourn, to connect to possibility and to remain committed to freedom as an intergenerational project that is inherently humanizing.

In a sobering moment where we face the end of race-conscious admissions, this paper uniquely grapples with the contradictions of affirmative action as minimally effective while also radically disruptive.

The purpose of this paper is to identify the circumstances that gave rise to an adverse audit opinion by a New Zealand (Christchurch) accounting firm, Hicks and Ainger, on the annual financial report of the local firm, T.J. Edmonds Ltd, in 1976. In so doing, this study revealed not only previously undocumented issues surrounding major asset purchases but also the impact of key personalities before and after the adverse opinion decision.

The study is located within the Cultural Theory of History, to theorize the narratives within the wider contextual perspective. The issues surrounding the use of memory from such interviews are also considered. The key material offered in this study is sourced from a 2015 interview with the two key audit partners in this audit engagement.

The accounting standard on depreciation at that time, SSAP 3, had not been applied properly to the accounting treatment of four helicopters for wild deer operations, purchased a week before balance date. Neither the artificial suppression of profits by this purchase decision and accounting choice nor the fall in profits nor the adverse opinion, influenced share prices or shareholder perceptions long term.

The significance of this project is that it informs the appreciation of the importance of contextual understanding of a singular adverse audit opinion.

The purpose of this study is to assess the contributions of graduate research to social innovation and change for learning and improved transdisciplinary practice. Universities, as centers of teaching and research, face high demand from society to address urgent social and environmental challenges. Faculty and students are keen to use their research to contribute to social innovation and sustainable development. As part of the effort to increase societal impact, research approaches are evolving to be more problem-oriented, engaged and transdisciplinary. Therefore, new approaches to research evaluation are also needed to learn whether and how research contributes to social innovation, and those lessons need to be applied by universities to train and support students to do impactful research and foster an impact culture.

This paper uses a theory-based evaluation method to assess the contributions of three completed doctoral research projects. Each study documents the project’s theory of change (ToC) and uses qualitative data (document review, surveys and interviews) to test the ToC. This paper uses a transdisciplinary research (TDR) quality assessment framework (QAF) to analyze each projects’ design and implementation. This paper then draws lessons from the individual case studies and a comparative analysis of the three cases on, namely, effective research design and implementation for social transformation; and training and support for impactful research.

Each project aimed to influence government policy, organizational practice, other research and/or the students’ own professional development. All contributed to many of their intended outcomes, but with varying levels of accomplishment. Projects that were more transdisciplinary had more pronounced outcomes. Process contributions (e.g. capacity-building, relationship-building and empowerment) were as or more important than knowledge contributions. The key recommendations are for: researchers to design intentional research, with an explicit ToC; higher education institutions (HEI) to provide training and support for TDR theory and practice; and HEIs to give more attention to research evaluation.

This is the first application of both the outcome evaluation method and the TDR QAF to graduate student research projects, and one of very few such analyses of research projects. It offers a broader framework for conceptualizing and evaluating research contributions to social change processes. It is intended to stimulate new thinking about research aims, approaches and achievements.

Research on high growth firms is booming yet a strong conceptual understanding of how these firms obtain (and sustain) rapid growth remains (at best) partial. The main purpose of this paper is to explore the role founders play in enabling episodes of rapid growth and how they help navigate this process.

This paper reports the findings from a qualitative study involving in-depth interviews with entrepreneurs enlisted onto a publicly funded high growth business accelerator programme in Wales. These interviews explored the causes of the firms rapid growth, their key growth trigger points and the organisational consequences of rapid growth.

The research reveals that periods of high growth are intrinsically and inextricably inter-linked with the entrepreneurial traits and capabilities of their founders coupled with their ability to “sense” and “seize” pivotal growth opportunities. It also demonstrates founder-level dynamic capabilities enable firms to capitalise on pivotal “trigger points” thereby enabling their progression to a new “dynamic state” in a firm’s temporal evolution.

The novel approach towards theory building deployed herein is the use of theoretical elaboration as means of extending important existing theoretical constructs such as growth “trigger points” and founder dynamic capabilities. To capitalise on these trigger points, founders have to undergo a process of “temporal transitioning” to effectively manage and execute the growth process in firms. The work also has important policy implications, underlining the need for more relational forms of support for entrepreneurial founders.

This paper aims to consider the ways that students are shaped by and shape community and critical literacy, along with the ways that community affords student empowerment in an English class during a US high school summer enrichment program.

The qualitative methodological approach is a narrative-based descriptive case study. To provide a detailed and narrative-based discussion, the authors incorporate ethnographic observation narratives and conversational interview excerpts, and analyze the data through inductive coding.

Organizing the findings into two sections, “These kids are rebelling”, and “We’re trusting him to teach and do better now”, we first examine the ways that student-led rebellion reshaped the classroom community and then the ways that the teacher's response redefined critical literacy approaches and his interactions with the students.

As this is a qualitative case study that is set during a summer enrichment program, its implications are not wholly generalizable to secondary English education. However, this research does suggest the importance of student agency in considerations of community and critical literacy.

This research emphasizes the importance of acknowledging and exploring ways that students' everyday interactions and agency shape educational spaces. Additionally, this research suggests the importance of community and critical literacy to all teachers, no matter their levels of experience or success.

Students have tremendous potential to not only shape and define learning environments, but to transform pedagogy and teacher relationships. This research emphasizes the importance of acknowledging and exploring these implications specifically to transform community and critical literacy in a summer high school English classroom.

First, this paper examines student community as an agentive and rebellious influence within the everyday constructs of schooling, and the authors assert that critical literacy pedagogies may be student-driven as part of community-based activism. Second, this paper seeks to explore both “community” and “critical literacy” as key concepts in positioning students as influential and empowered stakeholders with capacities to reshape education.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.