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In this article, we engage with the experiences of students in a government-run residential secondary school that enrols girls primarily from disadvantaged socio-economic backgrounds. Through an exploration of the history of the programme, secondary evaluations conducted over the years and a month-long engagement with one such residential school, we probe how the categories of disadvantage—caste and gender— continue to operate, even as the state tries to obliterate them in this space. Drawing on Bourdieu's theorization of 'practices', we describe daily informal interactions in the space, highlighting their role in reinforcing and sometimes challenging extant social differences. Drawing attention to the diversity that lies even within the formal category of 'disadvantaged', we describe the potential and the limitations of targeted residential schooling. Our work points to the need for greater sensitivity in the planning and implementation of state-run programmes targeted at the most marginalized and a re-imagination of efforts to offer an 'alternate field'.

The structure of societies has been changing with the rapid progress of science and
technology in the 21st century. In this new structuring era, education is the only valid
method to raise individuals who are able to make effective decisions, solve problems and take
responsibility for learning and thinking critically. For this reason, learning to think rationally
and critically are the keys to educational reforms in a number of educational settings
worldwide. In the literature about teaching critical thinking, teacher behaviors are regarded
as the most influential variables for the development of critical thinking among students.
However, teachers can implement instruction geared towards critical thinking only when they
develop a conception of critical thinking. This qualitative study, conducted with five EFL
teachers at a high school, aims at investigating in-service EFL teachers' conceptualizations of
critical thinking as well as the strategies they use to infuse critical thinking into their EFL
courses. The findings indicate that participating teachers have adequate knowledge about
critical thinking and they incorporate certain techniques to cultivate critical thinking among
language learners. We recommend that there should be more focus on exploring critical
thinking conceptions and practice among EFL teachers working at different levels.

PurposeThis paper aims to review the author's association with the discipline of business‐to‐business (B2B) marketing for nearly 40 years. Of these, 34 were spent teaching in a postgraduate institute, i.e. the Xavier Labour Relations Institute (XLRI), Jamshedpur, India.Design/methodology/approachThe paper is organized around nine lenses for reflection. These provide a comprehensive coverage of the author's experiences. The paper critically evaluates the author's performance as a B2B marketing instructor, researcher, trainer and consultant. It examines the evolution of B2B markets and marketing in India and traces the symbiotic relationship between academics and practice.FindingsThe reflection reveals that B2B marketing practices have benefited and improved a great deal in India due to interventions from academia. However, the most disturbing aspect of B2B marketing practices in India is all‐pervasive corruption. There seems to be no solution for it.Practical implicationsAn important audience for this paper is young faculty members. It is hoped the paper will be able to motivate them for more research and publications. The challenge for B2B marketing is to fuel the declining interest in the discipline. The B2B marketing discipline in India needs more faculty members, and substantial home‐grown research articles and cases.Originality/valueThe paper illustrates that the Indian B2B scenario has changed a great deal: the impact of competition and globalisation has transformed B2B marketing practices beyond recognition.

We investigate the impact of reputation in a laboratory experiment. We do so by varying whether the past choices of a long-run player are observable by the short-run players. Our framework allows for reputation to have either a beneficial or a harmful effect on the long-run player. We find that reputation is seldom harmful and its beneficial effects are not as strong as theory suggests. When reputational concerns are at odds with other-regarding preferences, we find the latter overwhelm the former. (JEL C91, D12, D82, D83, Z13)

This paper studies a model of memory. The model takes into account that memory capacity is limited and imperfect. We study how agents with such memory limitations, who have very little information about their choice environment, play games. We introduce the notion of a Limited Memory Equilibrium (LME) and show that play converges to an LME in every generic normal form game. Our characterization of the set of LME suggests that players with limited memory do (weakly) better in games than in decision problems. We also show that agents can do quite well even with severely limited memory, although severe limitations tend to make them behave cautiously.

ABSTRACTThis study examines how leadership characteristics in new product development teams affect the learning, knowledge application, and subsequently the performance of these teams. Using data from a study of 229 members from 52 high‐tech new product projects, we empirically demonstrate that team learning has a strong positive effect on the innovativeness and speed to market of the new products. Moreover, a democratic leadership style, initiation of goal structure by the team leader, and his or her position within the organization were positively related to team learning. Managerial implications of these results are discussed.