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The paper explores the notion of worker voice in terms of its implications for supply chain justice. The paper proposes the value of the recognition perspective on social justice for framing workers’ experiences in global supply chains and identifies opportunities for the advancement of the worker voice agenda with recognition justice in mind.

The paper adopts a conceptual approach to explore the notion of worker voice in supply chains in terms of the recognition perspective on social justice.

Sustainable supply chain management (SSCM) scholarship has considered worker voice in terms of two key paradigms, which we term communication and representation. To address recognition justice for workers in global supply chains, the worker voice agenda must consider designing worker voice mechanisms to close recognition gaps for workers with marginalised identities; the shared responsibilities of supply chain actors to listen alongside the expectation of workers to use their voice; and the expansion of the concept of worker voice to cut across home-work boundaries.

The paper offers conceptual clarity on the emerging notion of worker voice in SSCM and is the first to interrogate the implications of recognition justice for the emergent worker voice agenda. It articulates key opportunities for future research to further operationalise worker voice upon a recognition foundation.

This article comprises a review of a book which is available from the Anglo‐German Foundation for the Study of Industrial Society, St. Stephen's House, Victoria Embankment, London SW1A 2LA price £9.50

One of the many MSC task groups is currently deliberating on how to provide adequately for the 16–18 year old age group; it looks as though some system of ‘vocational preparation’ is to be rapidly pushed through in time to start in September 1983. There is a great deal of talk about emulating the system in use in West Germany. So what is this system and why is it superior? Mr M E Taylor, of St Anthony's College, Oxford, has researched the matter in great detail and published his findings and views in a new book entitled EDUCATION AND WORK IN THE FEDERAL REPUBLIC OF GERMANY. It will be widely quoted, in the coming months, as an authoritative source. The book is now available from The Anglo‐German Foundation for the Study of Industrial Society, St Stephen's House, Victoria Embankment, London SW1A 2LA. The price is £9.50. The ISBN is 0 905492 36 6. It runs to 350 pages and includes a massive bibliography. (Tel: 01–930 8226). There follows now a summary prepared by the author himself.

This is the title of a new and definitive book on the Mondragon Co‐operatives. The authors are Alastair Campbell, Charles Keen, Geraldine Norman and Robert Oakeshott, the last‐mentioned of whom wrote the preceding article. The publishers are the Anglo‐German Foundation for the Study of Industrial Society of St Stephen's House, Victoria Embankment, London SW1. The book itself is a 68 page paperback and costs £2.90; its ISBN is 0 905492 03 X. We recommend this book unreservedly as an authoritative source of information on producer co‐operatives. This article, prepared by John Wellens, is built up from extensive quotations from the book; its purpose is to show the wide range of issues it covers and to emphasise the importance of the topic to trainers.

This paper presents and discusses an experiential learning‐based team‐based assignment, which makes extensive use of information and communication technology available in Blackboard. Student teams, composed of mature, post‐experience graduate students in a knowledge management class, were asked to perform a task requiring creativity and then to reflect on their individual and team experiences. Subjects were required to think about applying what they had learned to “real life” organizational settings. The results show that students find significant value in experiential learning processes. The findings also suggest students are able to apply knowledge management theories, which were taught in class lectures, to their team experiences and, further, to take the total learning experience combining theory and practice and usefully apply it to their work. Implications for experiential learning in the classroom and distance education are discussed.

This chapter examines emerging theoretical approaches and thematic aspects of creative and cultural entrepreneurship and the significant societal and economic contributions of creative firms. It reviews the concepts and definitions essential to examining creative industry entrepreneurship. The authors then provide framing for this exceptional collection of chapters in Volume 1 (of 2) and discuss existing research approaches from surveys and small-scale qualitative studies. Then, the chapter’s overview showcases the range of international research included in three sections: conceptual reflections on creative and cultural entrepreneurship, resilience and adaptation of creative and cultural enterprises, and insights into creative subsectors. Finally, the chapter proposes a research agenda for developing the field further, addressing methodological gaps (longitudinal studies and cluster research), emerging thematics (rural creative industries and creative placemaking) and sector studies (game and film industries).

While the benefits of open innovation (OI) and crowdsourcing (CS) for solutions to R&D problems have been widely promoted in the last ten years, their appropriateness for organisations specialising in providing R&D services has not been explicitly considered. This paper aims to examine an R&D organisation's response to increased adoption of OI and CS, highlight their drawbacks in this context, and analyse how and why the alternative of problem‐sourcing (PS) proved more effective.

The paper provides an in‐depth documentation and analysis of an initiative called: The “What's Your Problem New Zealand?” (WYPNZ) challenge. The use of a single case and qualitative approach allows the development of an illustrative, rich description and is suited to studying unique and novel events.

In the context of professional R&D organisations, a range of benefits of CS for R&D problems rather than solutions were identified, including generating a potential pipeline of projects and clients as well as avoiding the challenge to the professional status of the organisation's research capability. An unexpected side‐effect was that the reputation of the research organisation as open, accessible and helpful was greatly enhanced. The success of the PS approach to CS for R&D provides insight into how some of the pitfalls of OI/CS can be better understood and potentially managed.

The PS model provided by the “WYPNZ” initiative represents a new strategic possibility for R&D organisations that complements their traditional competencies by drawing on the openness that OI and CS seek to leverage. As such, it can provide insights for other organisations wishing to make use of the connectivity afforded by OI/CS in an alternative mode to that typically in use and reported in the literature.

Decision‐making institutions evident in today’s small businesses display remarkable similarities to medieval feudalism. This paper presents: (1) the institutions of feudalism as applied to small business, (2) a theoretical framework as a foundation for explaining obvious parallels, and (3) propositions that furnish a basis for further research.

The purpose of this paper is to explain the emergent nature of leadership in a university‐based learning network of mature‐aged practitioner‐scholars.

The paper draws on previously published work, interviews, and current research.

The paper finds that once initial structures have been established, the leadership role falls to different members depending on the needs of the group. Intellectual leadership becomes important in this setting.

The study is drawn from a single case although supported by research done in a similar group in the UK. Research indicates that cohorts and support networks increase success rates in PhD completions. This paper outlines one example of the structures and processes of a successful one.

There is significant leverage for universities in developing the network structures and process, beyond the simple supervisor/student relationship that support doctoral students. It focuses on the contribution a learning network can make to mature‐aged part‐time students.

This paper develops the current literature on supervision of doctoral students.