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In organisational and innovation research, the term “open innovation” refers to the inflow and outflow of knowledge to and from organisations: with open innovation theory suggesting active exchanges of knowledge with external actors leads to the development of exploitable new ideas. In the field of education, however, the exchange of knowledge with external parties represents a paradigm shift. In response, this article presents findings from research design to explore the nature and composition of school innovation networks, and the effects of such these networks on knowledge mobilisation.

The study draws on data from a representative random sample of 411 German school leaders. Respondents were asked to detail their engagement in open and closed innovation activity and their school's external collaborations during the last 12 months. A latent class distal outcome model was developed to examine whether different types of collaboration associate with different knowledge mobilisation processes.

The study findings suggest that schools in Germany mainly use internal knowledge for innovation, with external knowledge exchange taking place on a very limited basis. Knowledge mobilisation varies depending on the innovation network. The authors use the findings to indicate new insights for how schools can further innovate learning and teaching in future.

Although there is increasing discussion on Professional Learning Networks in schools, the discourse on knowledge mobilisation within educational networks is limited, making concept of open innovation so far completely absent from discourses on school improvement. This paper initiates the population of this new research space.

The German evidence-based model of educational governance is bureaucratically regulated, but teachers and schools are autonomous in their way of implementing requirements in schools. Accountability is ensured by regularly monitoring educational outcomes with reference to national educational standards, e.g. in the form of mandatory comparative performance tests. In this context, it is worth determining the process stages of research engagement with which the available data or evidence is associated and which purposes they can serve in teacher education and practice. Building on that, an overview is provided of the state of (mainly German) research on teachers' and school leaders' research engagement and influencing factors. This research field has flourished in the wake of the Empirical Shift in German education. By now the understanding has emerged that ultimately the depth of inferential processes is vital for sustainable development and this in turn is influenced by data, context and user characteristics. On the individual level, in particular, positive affective-motivational dispositions and research literacy are deemed important, whereas the feeling of being controlled has detrimental effects. On the school level, school culture and leadership are of impact, whereas a certain continuity of measures on the governance level proves meaningful for the engagement with data and evidence in educational practice. With regard to the German experience, it is concluded that more (funded) dialogue opportunities between different actors and professional groups in education are needed and that initial and further training should strive even more to impart a meta-reflective stance or enquiry habit of mind.

This paper reports an employee‐management consensus approach for identifying safety initiatives that are both appropriate to the working environment and also perceived to be appropriate by the workforce. Issues affecting the success of employee involvement schemes are discussed and the methods used during the implementation stages of the programme to address them are described. The case study was set in the UK distribution division of an international oil company and was applied to safety issues affecting the division’s tanker drivers. The study used an employee questionnaire to assess drivers’ perceptions of safety management, workplace conditions and safety concerns. Factor analysis and structural equation modelling were used to develop a management/workplace/workforce model to describe the drivers’ working environment. The model was then used to discuss and explain the drivers’ choices of safety initiatives.

Partnership arrangements in industry have increased in interest because of the perceived business benefits that these alliances can bring to organisations. However, it has been claimed that it is important to align organisational cultures in order that these partnership arrangements are successful. This case study reports a benchmark assessment of employee and contractor safety climates in an offshore oil company that operated contractor partnership agreements in the North Sea. The study used a questionnaire in order to assess safety climates in terms of employees’ and contractors’ perceptions of safety management, workplace conditions and safety concerns. Factor analysis and structural equation modelling were used to support the benchmark study in order to compare the employees’ and contractors’ beliefs in the organisation’s health and safety philosophy. The results obtained indicated that safety climates could be aligned in organisations that operate partnership agreements within a recognised health and safety management system. It is suggested that the approach presented is appropriate for benchmarking safety climates before and after partnership arrangements have been established in order to determine the level of cultural alignment that has been achieved.

This article evaluates the coping practices adopted by households in East‐Central Europe following the collapse of the socialist bloc. Drawing upon the New Democracies Barometer (NDB) survey, it is here revealed that although a common assumption is that post‐socialist societies have under gone a transition to greater reliance on the market, an analysis of household coping practices provides little evidence that this is widely the case. Instead, households in most post‐socialist societies continue to rely heavily on a multiplicity of economic practices in order to secure their livelihoods with little, if any, shift over time towards the use of the formal economy in general and the market in particular. The outcome is a call for recognition and appreciation of the heterogeneous economic practices being used by households in East‐Central Europe and for greater consideration to be given to the contributions of the in formal sector in securing livelihoods.

Purpose – Describes the various ways mobile devices are becoming part of the 21st century classroom and how best practices of reading instruction are applied to the use of these devices to support struggling readers.Design/methodology/approach – Situates mobile devices within the framework of other information and communication technologies (ICTs), especially as related to struggling readers. Following that discussion, uses of various mobile devices are addressed based on the learning/reading task rather than a specific device.Findings – Uses of mobile devices in the classroom often build on or simply “digitize” traditional reading/learning strategies. Other implementations of the devices can take students beyond such basic approaches to engage them in multimedia and New Literacies to create their own texts and multimedia projects that enhance reading skills rather than just consume them.Research limitations/implications – The field of mobile devices in the classroom is quite new and extremely fluid. It is certain that there are other great applications and strategies being implemented in schools all over the world. More research to gain further understandings is needed.Practical implications – While obviously not exhaustive, this chapter offers instructors and researchers an opportunity to become aware of the issues related to mobile devices in the classroom and to launch their own exploration of this field.Originality/value of paper – It is hoped that instructors and researchers will be inspired to try out some of the strategies and/or devices discussed and find even more inventive ways to positively impact learning for their students.

Argues that currently many businesses are looking to reduce the environmental impact of their activities or products but sadly the results are often disappointing. Sustainable development remains elusive. The future clearly demands something different ‐ we need solution focused products that produce an E‐plus effect. These will increasingly dominate future markets and provide the key to a competitive edge. The challenges, and barriers, are, however, likely to be significant ‐ concurrently the environmental lobby is changing tactics, moving from problem/blame campaigning to preventive/solutions campaigning. Campaigners rightly point to the earth bank balance as continually overdrawn and unhealthy, with life support systems threatened and biodiversity declining. No one appears to re‐invest in this global bank balance. Withdrawals are easy, but investing is not so easy. With the E‐plus concept creativity and innovation will require different patterns of thinking from the people that have hitherto used their talent to create existing new products and markets or to survive hard times. Managers need not only promote a climate of innovation and creativity but do so in directions that are fundamentally different. Business talent and enterprise is poised to become a major player as a social force. The talent is out there and some of the new innovative thinking patterns are explained in this article through the description of simple examples from across Europe.

CANADA, until the last generation or two, has been basically a pioneer country but two world wars have changed all this and the economy has moved from an agricultural to a manufacturing community able to provide a standard of living second to that of the United States. (At the present time only 10.8 per cent of Canadians live on farms according to the 1961 census.) Natural resources, such as timber, wheat and mining, continue to play, however, an important role in the life of the nation. As in most developing and pioneer countries, learning has had to assume a secondary role compared with other enterprises and activities. This is gradually beginning to change as more people continue in school and the percentage of individuals attending university increases. Established organizations, like the National Film Board and the Canadian Broadcasting Corporation, catering to mass culture, have been strengthened and enlarged and new establishments, like the Canada Council and the Stratford Shakespearean Festival, of narrower function and appeal, have been set up. The Library movement, not the least of learning agencies, is gaining strength every day. In this paper some of the interesting new developments of the last ten years in the latter field will be discussed. Of necessity, much is abbreviated; a lot is ignored. Data selected has been based on the most recent sources; hence the variety in dates.