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THE CARETAKER shook her wild grey curls and stuck the candle end in the whisky bottle. That was all the light the library could afford, she said. But when I said They must have afforded the whisky, she gave me a very odd look.

WHILE MIGUEL DE CERNANTES SAAVEDRA languished as a guest of King Philip of Spain in a small noisome cell of the Madrid prison, he had time to do two things. He wrote each day at a rickety table with the quill and parchment he had bribed his jailer to supply. His manuscript concerned an old gentleman farmer, grey, lean, and weatherbeaten—like Cervantes himself, then fifty‐six—who had read so many books about chivalry that ‘his brain had dried up and he had gone completely out of his mind’. The old man was obsessed that he must leave his farm and ride out as the knights of old had done into a world of giants, maidens in distress and deep enchantment. Nearly four hundred years later the name of the old knight‐errant is still world famous, for Cervantes chose with care the name of his run‐down hero, Don Quixote. (Cervantes spelt it Quijote.)

Early paradox research in organization theory contained a remarkable breadth of inspirations from outside disciplines. We wanted to know more about where early scholarship found inspiration to create what has since become paradox theory. To shed light on this, we engaged seminal paradox scholars in conversations: asking about their past experiences drawing from outside disciplines and their views on the future of paradox theory. These conversations surfaced several themes of past and future inspirations: (1) understanding complex phenomena; (2) drawing from related disciplines; (3) combining interdisciplinary insights; and (4) bridging discourses in organization theory. We end the piece with suggestions for future paradox research inspired by these conversations.

“Men make their own history,

but they do not make it just as they please;

they do not make it under circumstances chosen by themselves

but under circumstances directly encountered,

given and transmitted from the past.”

–Karl Marx

“Men make their own history,

but they do not make it just as they please;

they do not make it under circumstances chosen by themselves

but under circumstances directly encountered,

given and transmitted from the past.”

Over one dozen books have been written about historically black colleges and universities over the last 15 years. However, not one of the volumes published addresses this cohort of institutions from a global dimension. Each of the books ignores the reality that there are institutions of higher education populated by persons of African descent scattered around the globe. Equally, the emergent literature is silent on issues of racial stratification; consequently, treating black colleges as homogenous monoliths. This quiesance ignores the important tension of racial oppression/white supremacy, social stratification, and the persistent hegemony of power in societies with black populations. In this commencing chapter, there are two primary explorations: (1) the particularities of race and identity in black colleges in the United States, and (2) the nexus between race and culture in black colleges outside of the United States. In order to properly contextualize this diorama, it is imperative to examine the meaning of diaspora, the realities of racial stratification, and the ways in which hegemony can be unsettled and usurped.

I HAVE sometimes been asked whether I am conscious, as the present editor of THE LIBRARY WORLD, of the spirit and influence of its founder, James Duff Brown, and of his editorial successors, who included J. D. Stewart and W. C. Berwick Sayers. The answer is that of course I am—how could it be otherwise?

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

The purpose of this study was to evaluate how retail buyers rate the importance of selected educational criteria. Questionnaires were mailed to 388 retail buyers in department, discount and speciality stores; the usable response rate was 28 per cent. Results of this study indicated that buying criteria such as planning and organising work effectively, retail mathematical skills, finding information to solve problems and critically interpreting information were rated very highly by the respondents. Also rated highly were criteria related to the knowledge of apparel products, from fibre through garment construction to the end‐use performance.