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The management of an organisation and the context within which this organisation evolves are recognised as two important aspects of any organisation. Few studies have been conducted however on the management function within the specific context of social enterprises, organisations that mix social goals and economic imperatives. This paper aims to examine the specific competences of management in social enterprises, by constructing a competence model, the emblematic tool of competence‐based management, relevant to the management of social enterprises.

The authors hypothesise that certain competences required of managers in social enterprises are specific, regarding the particular internal and external context of social enterprises, the governance model, etc. The methodology used is based on four main steps: a review of the literature and the conducting of exploratory interviews, the construction of a first draft of the competence model, the conducting of group interviews with managers of social enterprises in six European countries as this research takes place within the framework of a European research project on lifelong learning, and the final adaptation and validation of the competence model.

Seven main competences specific to the context of social enterprises emerge, each one being further developed as knowledge, skills, and competences.

The paper illustrates the interest in building up a competence model for the management of social enterprises.

The author addresses ways in which secondary American history textbooks reflect and perpetuate the normative American story and identity by framing American Indians as the “first Americans,” while at the same time silencing indigenous voices in the telling of their own stories. This paper contributes to existing literature by providing an updated and critical analysis of a particular dimension of social studies texts and provides concrete examples and critical discussion of the master narrative at work in curricula. Suggestions are made for applying critical multiculturalism to the portrayal of the origins of humans in North America, using examples of indigenous texts currently used in classrooms that offer a truly multicultural resource for teachers.

Recent years have brought significant advances in research on behavioral ethics. However, research on ethical decision making is still in a nascent stage. Our objective in this paper is twofold: First, we argue that the practice of mindfulness may have significant positive effects on ethical decision making in organizations. More specifically, we will discuss the benefits of “reperceiving” – a meta-mechanism in the practice of mindfulness for ethical decision making and we provide an overview of mindfulness research pertaining to ethical decision making. Subsequently, we explore areas in which neuroscience research may inform research on ethics in organizations. We conclude that both neuroscience and mindfulness offer considerable promise to the field of ethical decision making.

This paper aims to examines whether firms’ eco-friendly advertising claims are supported by environmentally friendly behavior.

The paper develops a game theory model to determine the circumstances under which firms’ environmental claims will be supported by the adoption of best environmental practice. Least squares regression is used to test major theoretical implications.

The theoretical model suggests that the credence good nature of un-monitored environmental claims prohibits consumer validation; firms have an incentive to advertise green but no incentive to adopt best environmental practice. Third-party monitoring transforms the game, making eco-friendly outcomes possible. Empirical models based on North American data suggest that firm profit rates are related to verifiable environmental claims and to easily accessible external ratings of environmental performance.

Unlike previous game theoretical models for similar goods, the eco-friendly outcome does not require a repeated game. The importance of the single period game is that continued patronage is not required for the firm to produce goods containing the desired attributes.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

This theory-into-practice article centers on American history through the optics of one religious organization's contestations – the Elim Springs Church of Jesus Christ, or Harshmanites as they are commonly known – with state and society. Secondary students explore the history and myriad responses from citizens and the federal government, which provides insight into what it means to be an American.

Embedded action inquiry (EAI) couples investigation with informed action. This whole-class exploration of 19th and 20th century American history transforms into individual, independent inquiries about related historical and current civil liberty contestations. Students communicate newly generated, fully substantiated understandings first to an academic audience and then to the community.

Teachers direct students' historical reading, thinking and writing toward informed civic participation. Engaging primary and secondary sources spark students' curiosity and scrutiny; writing prompts and scaffolding guide students' text-based articulations.

Harshmanite history, initiated by an iconic leader and maintained by the congregation into its 3rd century, illuminates the best and worst aspects of America. Secondary social studies students can examine emergent, local tensions when citizens' religious freedoms confront civic duty and societal responses. Through EAI, a novel adaptation of inquiry, students make meaning out of the local history and contribute to civic dialogue.

The purpose of this paper is to examine the claim that the application of human factors (HF) knowledge can improve both human well‐being and operations system (OS) performance.

A systematic review was conducted using a general and two specialist databases to identify empirical studies addressing both human and OS effects in examining manufacturing OS design aspects.

A total of 45 empirical studies were found, addressing both the human and system effects of OS (re)design. Of those studies providing clear directional effects, 95 percent showed a convergence between human effects and system effects (+, + or −,−), 5 percent showed a divergence of human and system effects (+,− or −,+). System effects included quality, productivity, implementation performance of new technologies, and also more “intangible” effects in terms of improved communication and co‐operation. Human effects included employee health, attitudes, physical workload, and “quality of working life”.

Future research should attend to both human and system outcomes in trying to determine optimal configurations for OSs as this appears to be a complex relationship with potential long‐term impact on operational performance.

The application of HF in OS design can support improvement in both employee well‐being and system performance in a number of manufacturing domains.

The paper outlines and documents a research and practice gap between the fields of HF and operations management research that has not been previously discussed in the management literature. This gap may be inhibiting the design of OSs with superior long‐term performance.