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Presents the experiences of a medium‐sized Australian manufacturer with cellular manufacturing over the past ten years. The case study reveals that careful planning and implementation are not the only component of ongoing success in a flexible cell environment and that effective management of inputs, layouts and human resources is required to ensure strategic benefits over a long period of time. Provides a summary of the initial planning and implementation of the flexible manufacturing cell (FMC), which was considered by management to be successful. The subsequent decisions taken by the company are then described, which resulted in the poor utilisation of the system. The recent actions taken by the manufacturing manager to enhance the performance of the FMC are then discussed. Concludes with a list of the lessons learned and the critical success factors in implementing and managing FMC.

This chapter examines the interaction between formal and informal organisation of work in a deep-level mining workplace. In response to organisational constraints, underground mining teams make a plan (planisa) to offset production bottlenecks which affected the daily running of the production process at the rock-face down the mine. They ‘get on and get by’ inside the pit to cope with organisational dysfunctions and management inefficiencies. The chapter highlights the limits of formalised work methods and the significance of the frontline miners’ informal work practice of making a plan (planisa) as an existing and alternative working practice that shapes their subjective orientation, agency and resilience to deep-level mining work processes and managerial initiatives. While the informal work practice of planisa has pros and cons, any managerial strategy designed to improve organisational productivity, safety and teamwork must recognise and systematically articulate the frontline miners’ work culture of planisa. This is especially important if we are to fully understand the limits of contemporary organisational strategies and workers’ orientations towards modernised work processes and managerial practices.

About 10 years ago the Singapore Government realized that entrepreneurial spirit was lacking in its general population. These conclusions were confirmed by an empirical survey, the Global Entrepreneurship Monitor (GEM), an annual assessment of the national level of entrepreneurial activity. The paternalistic and authoritative approach of the government contributed to the general population’s averseness to participating in riskoriented ventures.

Removing impediments to entrepreneurship is a key challenge for the government and the business sector if the island republic is to maintain its national competitiveness. This article explores the various initiatives taken by the government to stimulate risk-taking and attempts to ascertain if the various measures can be used as key factors to strengthen the inherent cultural values that stimulate the entrepreneurial spirit.The observations can serve as a useful tool for academics and managers in recognizing the cultural traits that influence and help foster entrepreneurial tendencies.

Companies introducing cellular manufacturing have concentrated on such technical issues as classification methods, the design of the workflow sequence and the physical arrangement of machinery for reducing set‐up times. The experience of one Australian manufacturer indicates, however, that the human element of cellular manufacturing is equally important.

This study updates the literature review of Jones (1987) published in this journal. The study pays particular attention to two important themes that have shaped the field over the past 35 years: (1) the development of a range of innovative new statistical learning methods, particularly advanced machine learning methods such as stochastic gradient boosting, adaptive boosting, random forests and deep learning, and (2) the emergence of a wide variety of bankruptcy predictor variables extending beyond traditional financial ratios, including market-based variables, earnings management proxies, auditor going concern opinions (GCOs) and corporate governance attributes. Several directions for future research are discussed.

This study provides a systematic review of the corporate failure literature over the past 35 years with a particular focus on the emergence of new statistical learning methodologies and predictor variables. This synthesis of the literature evaluates the strength and limitations of different modelling approaches under different circumstances and provides an overall evaluation the relative contribution of alternative predictor variables. The study aims to provide a transparent, reproducible and interpretable review of the literature. The literature review also takes a theme-centric rather than author-centric approach and focuses on structured themes that have dominated the literature since 1987.

There are several major findings of this study. First, advanced machine learning methods appear to have the most promise for future firm failure research. Not only do these methods predict significantly better than conventional models, but they also possess many appealing statistical properties. Second, there are now a much wider range of variables being used to model and predict firm failure. However, the literature needs to be interpreted with some caution given the many mixed findings. Finally, there are still a number of unresolved methodological issues arising from the Jones (1987) study that still requiring research attention.

The study explains the connections and derivations between a wide range of firm failure models, from simpler linear models to advanced machine learning methods such as gradient boosting, random forests, adaptive boosting and deep learning. The paper highlights the most promising models for future research, particularly in terms of their predictive power, underlying statistical properties and issues of practical implementation. The study also draws together an extensive literature on alternative predictor variables and provides insights into the role and behaviour of alternative predictor variables in firm failure research.

Many PhD students have strong reading comprehension, but some struggle with how to read critically. The purpose of this study is to understand what reading looks like for PhD students, what they are doing when they read scholarly texts and how they bring these texts to life in meaningful ways.

The authors conducted a self-study using a phenomenological research approach. Five PhD students collected data on their academic reading for three weeks, including the references, purpose for reading, and what they did as part of the reading process. Second, students analyzed their reading processes according to Paul and Elder’s (2006) intellectual standards. Third, students participated in two semi-structured discussions about the standards in relation to doctoral reading.

Reading is inseparable from thinking, with Paul and Elder’s (2006) intellectual standards (e.g. clarity, relevance, logic and fairness) playing an essential role in the academic reading process. Alongside these cognitive aspects of reading, the affective domain also contributes to the reading process.

This study is important because being able to read scholarly work is crucial for completing doctoral programs, conducting research, and publishing. We suggest that just as we need to teach writing, we need to acknowledge that many doctoral students need guidance to read scholarly texts, they need to be educated on the intellectual standards, and supervisors must rest their assumptions about doctoral reading and explicitly teach these processes.

This study explores how the context of a classical Christian school (CCS) interacted with a how teacher taught and how students learned and experienced a unit about World War II.

A sixth-grade class was observed during their 13-day unit on World War I. The teacher was interviewed before the unit began to understand her goals for the unit and was interviewed after for her to reflect on her teaching and student learning. All classroom documents (notes, worksheets, essays) were collected. After the unit, each student participated in a think aloud of the assessment and reflected on their experiences during the unit.

The findings suggest that teacher and students were greatly impacted by the classical Christian nature of the school. The teacher used three biblical themes to frame the unit, which caused misconceptions for students. While students learned factual information about World War II, they struggled to relate the teacher's themes to World War II.

This study adds insights about teaching and learning history in a CCS and highlights the need for more research to explore what and how students in private religious schools are learning. While the teacher's themes could have been useful organizing concepts for the material, they instead complicated student learning.