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ASSEMBLY automation like other technologies has not developed continuously but in innovative spurts. The 1960s and 1970s produced the first generation of dedicated assembly machines, reflecting a manufacturing environment of large volume, standardised products with few product variables. Such market conditions were provided mainly in the USA, Japan and in a few European industrial countries. Today, the European market faces increasing pressures to adapt standard products to individual customer requirements. This in turn re‐enforces the need for a new generation of assembly machines: robot‐assisted assembly systems.

The purpose of this paper is to examine the use of tacit knowledge within innovative organizations. It addresses what organizations can do to promote knowledge sharing in order to improve successful innovation. Compared to available research material on explicit knowledge, the use of tacit knowledge within companies is relatively unexplored. The use of tacit knowledge is assessed with special emphasis on its significance and implications in the innovation process.

Existing research is structured with the objective of examining how companies make use of tacit knowledge. Key levers for tacit knowledge management are identified and the positive impact of tacit knowledge on innovation success disclosed.

The role of tacit knowledge in innovation management is analysed. Creation, availability and transfer of tacit knowledge within an organization are highlighted. Competitive advantage will be gained when companies value their tacit knowledge because explicit knowledge is knowledge we are already aware of and is public by its nature. Tacit knowledge can be the source of a huge range of opportunities and potentials that constitute discovery and creativity.

As this paper focuses on the transfer of tacit knowledge, barriers to successful knowledge transfer are described and success factors are explored which help to secure and improve the transfer of tacit knowledge.

It is proven that tacit knowledge has a crucial influence on the success of innovation processes in companies and plays a vital role as a company resource and success factor.

The purpose of this paper is to serve as an introduction to the theme of this special issue of Health Education on mental health in schools, focusing on work in Germany.

The paper focuses on the conceptual basis of mental health and reflects the meaning of mental health in school settings. The determinants of mental health in young people are mentioned, in particular social inequality. Throughout the paper other authors' contributions to this special issue are mentioned, and shown to have some interesting relationships to one another.

It becomes evident that school can play an important role in the promotion of mental health. What schools can achieve in mental health promotion is then elaborated on with the help of a comprehensive model showing different approaches. Available research evidence shows which interventions are more likely to be successful.

Shortcomings of traditional approaches of school mental health promotion are mentioned and a new perspective (the “good, healthy school”) is outlined.