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Describes the development and activities of BIASLIC, the Britain and Ireland Association of Aquatic Science Libraries, including the formation of EURASLIC, the European Association of Aquatic Sciences Libraries and Information Centres, and the provision of UK input into the Aquatic Sciences and Fisheries Abstracts (AFSA). BIASLIC maintains links with several international agencies as well as providing its members with a support network and a collective voice. At a recent conference, concern was voiced about changes in the structure and funding of aquatic science research and the adverse effect this is having on library staffing. BIASLIC’s new Web site aims to become a focal point for disseminating information about its activities and about developments in the UK and Irish information sector.

This article focuses on university education in innovation. We examine and present a novel system we have developed that is achieving our vision of instantiating a robust education that teaches, develops, and grades innovation in the education system. This paper is discussing a paradigm shift, offering new degrees with a common core focused on innovation, with teams of students learning and practicing the key elements of the innovation process. First we examine the motivation and need for a radically new approach, not a new major or a course, that is based upon a new common core and family of degrees. We describe how we knew that to effectively reach our goals the program had to span across departments, college boundaries, and beyond the very core of the university. Second, we show how in doing so we created a family of degrees that moved us beyond the centuries-old B.S. and B.A. educational constraints with a new, innovative "Bachelor of Innovation^™" (B.I.) family of degrees that includes a core built around multi-disciplinary multi-year innovation partnering with real companies. Lastly we summarize the unique aspects of the program and the rationale behind them, from the 3-year multi-disciplinary team experience to the trademarked name. We present our B.I. program as its own case study in innovation within higher education, reviewing the key challenges we faced so that other innovative institutions and departments may learn from our experience. We conclude with lessons learned and the future of the B.I. family of degrees.

I was at Stanford from 1984 to 1986 as a post-doctoral fellow in the NIMH Organizations and Mental Health Training Program. I never thought of myself as a sociologist of organizations or of mental health. As a student of feminist sociologist Joan Acker, my interests were firmly in the area of gender inequality and work, and I went to Stanford primarily for the opportunity to collaborate with Jim Baron. I had been very much influenced by Baron and Bielby's (1980) call to “bring firms back in” to the study of work and inequality. Baron and Bielby's research on job- and firm-level gender segregation and their efforts to probe its underlying organizational dynamics seemed to offer exciting new vantage points from which to understand gender inequality in the workplace.

The experimental parliamentary subsidy on knights' fees and freehold incomes from lands and rents of 1431 was the only English direct lay tax of the Middle Ages which broke down. As such, this subsidy has a clear historiographical significance, yet previous scholars have tended to overlook it on the grounds that parliament's annulment act of 1432 mandated the destruction of all fiscal administrative evidence. Many county assessments from 1431–1432 do, however, survive and are examined for the first time in this article as part of a detailed assessment of the fiscal and administrative context of the knights' fees and incomes tax. This impost constituted a royal response to excess expenditures associated with Henry VI's “Coronation Expedition” of 1429–1431, the scale of which marked a decisive break from the fiscal-military strategy of the 1420s. Widespread confusion regarding whether taxpayers ought to pay the feudal or the non-feudal component of the 1431 subsidy characterized its botched administration. Industrial scale under-assessment, moreover, emerged as a serious problem. Officials' attempts to provide a measure of fiscal compensation by unlawfully double-assessing many taxpayers served to increase administrative confusion and resulted in parliament's annulment act of 1432. This had serious consequences for the crown's finances, since the regime was saddled with budgetary and debt problems which would ultimately undermine the solvency of the Lancastrian state.

Offshoring has been studied widely in the literature on strategic management and international business. However, apart from its consideration as an administrative activity, scant attention has been paid to the offshoring of the human resource (HR) function. Research in this regard has instead focussed on outsourcing (Reichel and Lazarova, 2013). The purpose of this paper is to achieve a better understanding of companies’ decisions to offshore HR activities. It adapts the outsourcing model of Baron and Kreps (1999) by including the HR offshoring phenomenon and a dynamic perspective.

While the analysis is mostly conceptual, the authors ground the author’s arguments in offshoring data from the Offshoring Research Network, to explore whether the drivers for offshoring HR differ from the drivers for offshoring other administrative activities. The idiosyncrasy of the HR function is supported by the authors’ exploratory analysis and also by the descriptive case of a multinational and its experience with offshoring.

A coevolutionary model is proposed for understanding the behaviour of companies offshoring their HR activities. This study contends that companies should address their decision to offshore HR activities from a dynamic perspective, being aware of three processes that are in constant change: the evolution of the HR function, the evolution of service providers, and the evolution of offshoring decisions.

This study seeks to make a threefold contribution to the international business, strategy, and HR management disciplines.

Purpose: We critically examine the idea of neurodiversity, or the uniqueness of all brains, as the foundation for the neurodiversity movement, which began as an autism rights movement. We explore the neurodiversity movement's potential to support cross-disability alliances that can transform cultures.

Methods/Approach: A neurodiverse team reviewed literature about the history of the neurodiversity movement and associated participatory research methodologies and drew from our experiences guiding programs led, to varying degrees, by neurodivergent people. We highlight two programs for autistic university students, one started by and for autistics and one developed in collaboration with autistic and nonautistic students. These programs are contrasted with a national self-help group started by and for stutterers that is inclusive of “neurotypicals.”

Findings: Neurodiversity-aligned practices have emerged in diverse communities. Similar benefits and challenges of alliance building within versus across neurotypes were apparent in communities that had not been in close contact. Neurodiversity provides a framework that people with diverse conditions can use to identify and work together to challenge shared forms of oppression. However, people interpret the neurodiversity movement in diverse ways. By honing in on core aspects of the neurodiversity paradigm, we can foster alliances across diverse perspectives.

Implications/ Values: Becoming aware of power imbalances and working to rectify them is essential for building effective alliances across neurotypes. Sufficient space and time are needed to create healthy alliances. Participatory approaches, and approaches solely led by neurodivergent people, can begin to address concerns about power and representation within the neurodiversity movement while shifting public understanding.

The purpose of this paper is to explores the influence of socialization upon the constitution and integration of learning leading to the development of entrepreneurial competence while at university, from the learner perspective. Self-reported learning is analyzed to illustrate ways in which students make use of institutional and social contributions of the university context.

The study investigates entrepreneurial journeys of 18 participants, either currently attending or recently graduated from three universities in three countries with both comparable and distinctive contextual elements. In depth analysis of individual life stories, focusing on self-identified critical incidents, is used to illustrate ways in which students, while at university, develop entrepreneurial competence for current and future practice.

Formal and non-formal learning remain important foundations for entrepreneurial competence development, delivered through designed content-centric structures. Informal learning – particularly mentor supported socialised learning – centring around the learner is key to solidifying learning towards entrepreneurial competence, through know-how and access to resources. The university emerges as an entrepreneurial learning space where students constitute and integrate learning gained through different forms.

Cross-cultural analysis is limited as the paper emphasizes the individual’s learning experience relative to the immediate university context.

Universities play a critical role as entrepreneurial learning spaces beyond formal and non-formal learning. This includes dedicating resources to orchestrate informal learning opportunities and enabling interaction with the different agents that contribute to socialised situated learning, supporting entrepreneurial competence development. Universities need to take responsibility for facilitating the entirety of learning.

Socialised learning in combination with other forms of learning contributes to student development of entrepreneurial competence while situated in the university context.

Investigates primary differences between employee motivation in the USA and Japan. Spotlights how workers in both countries work towards promotion and advancement. Stresses that Americans are individualists and that the Japanese are organization‐loyal. Concludes self‐actualization is likely to mean different things to employees in both cultures.

Based on social cognitive theory, this study aims to analyze the impact of fear of failure on entrepreneurs’ growth aspirations, the moderating role of collectivist institutional culture and the differences between emerging and developed countries.

Using the Global Entrepreneurship Monitor and the Global Leadership and Organizational Behavior Effectiveness databases for 27 developed and 15 emerging countries, and Global Leadership and Organizational Behavior Effectiveness, the authors apply multilevel model with individual-level and country-level variables.

The fear of failure has a negative impact on growth aspirations and that impact differs between developed and emerging countries. One of the main conclusions is that collectivist culture mitigates the negative impact of fear of failure on growth aspirations, and that this result is significant only in emerging countries.

The authors introduce a boundary condition for this study’s predictions, showing that in emerging countries, contrary to developed countries, the moderator effect of cultural context contributes to growth aspirations, despite the entrepreneur’s fear of failure.