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As the pharmaceutical industry faces a more changing environment, talent management appears to be a key differentiating element. Key talent retention strategies must be assessed during the mergers and acquisitions negotiations and implemented during post-acquisition integration. The purpose of this paper is to show how this can be done.

The paper adopts a single-case approach to show how talent can be managed during the post-acquisition phase after a takeover. Focussing on the acquisition of Genentech by Roche in 2009, it demonstrates how the Swiss pharmaceutical giant overcame a difficult initial start to the acquisition by adopting a nuanced talent management strategy.

The findings from this paper demonstrate best practice management and retention strategies needed to retain key talent. A decade after the acquisition, the Roche–Genentech tie-up is cited as one of the most successful in the life sciences industry. Roche’s talent management strategy has gained particular applause with Genentech consistently being named one of the best places to work (Wharton Work/Life, 2016). Investors are equally content. Sales of Genentech’s main products have tripled to $21bn since the acquisition.

This paper offers a concise and clear outline of the HR strategies used by Roche to ensure the successful integration of Genentech. During the takeover, talent management issues had the potential to be particularly acute given the highly independent DNA of Genentech’s organisation structure. As the pharmaceutical industry faces a more changing environment, efficient talent management appears to be a key differentiating element.

Showing that the contribution of innovation spaces to the development of collaborative innovation projects remains ambiguous for both independent innovation spaces and those run by large organizations, this research proposes to highlight the essential role of boundary spanners to make such projects emerge from innovation spaces.

This research is based on a multicase study of four innovation spaces in French healthcare ecosystems. Distinguishing between independent innovation spaces and innovation spaces run by large organizations, this research provides an in-depth analysis of the emergence of collaborative innovation thanks to the presence of boundary spanners.

Through a qualitative study, this research shows that managers of innovation spaces are the keystone to understanding how new collaborative practices are experimented in innovation spaces. It also shows that boundary spanners can be a team rather than a single individual. They endorse network builder, mediator, and entrepreneur roles and their actions go beyond the innovation spaces boundaries. They mobilize the innovation space dimension to enhance collaborations that are resilient over time and take also place outside innovation space. The boundary spanners’ role exists as much in independent innovation spaces as in innovation spaces managed by large organizations, but in somewhat different ways.

This article clarifies how innovation space support collaborative innovation by explaining the contribution of individuals who act as boundary spanners in this process. The contributions are threefold. First, the managers of the IS endorse the role of boundary spanner, but they do not act alone. Other actors contribute as boundary spanners for the emergence and/or the experimentation of new collaborative practices. Second, they mobilize IS to encourage collaborative projects among people coming from different organizations, but the modalities vary between independent IS and those run by large organization. However, both contribute to the development of new resilient capabilities thanks to the action of boundary spanners. Third, the network-building function of the boundary spanners goes beyond the development of connections within the physical space of the innovation space.

This case is based on primary and secondary sources of information. These sources include interviews with senior executives as well as documents provided by Mondragon and Eroski. The interviews were conducted on-site. In addition, the authors researched the literature on both organizations.

Eroski is the largest of Mondragon Corporation’s coops. Since its founding, Eroski has faced numerous challenges. It has responded to each challenge with out-of-the-box thinking. In response to the pandemic, Eroski become an e-commerce supermarket as well as selectively continuing bricks and mortar stores. As the pandemic is winding down, Eroski is considering how to respond to the “new normal,” which is largely undefined. The question posited at the end of the case is, “Will Eroski be able to hold to its social principles, maintain its unusual governance model and other unusual practices, and survive this latest challenge?”

Eroski of Mondragon is a complex and unusual organization. To appreciate the challenges and how they were overcome by its unique business model, a student must have a minimum background in management, corporate finance and marketing. Thus, this case would fit well into a senior or graduate class on strategic human resource management. It is also recommended for the strategy capstone course usually offered during the last year of a business bachelor’s degree (senior level) to ensure that students are introduced to what Paul Adler refers to as an alternative business model. It can also be targeted for an advanced management course or a strategy course at the MBA and executive levels.

For some time, the central library at Boehringer Mannheim, a company in the research‐based pharmaceutical industry, has placed the majority of its book orders using EDIFACT. This article describes the situation before the introduction of the system, the technical and organisational preconditions, and the changes that were necessary to DP systems. The results are presented and the new situation of EDI versus the Internet is discussed.

Workplace bullying involves a power imbalance, and despite laws in New Zealand which prohibit discrimination on the grounds of gender, women remain under-represented in top-level roles. The aim of the study was to examine whether gender and role (managerial/non-managerial) were related to the bullying experienced by women and men.

An online survey collected data from 991 (41%) men and 1,421 (59%) women. The survey provided a definition of bullying and asked participants whether they had been bullied at work. If they replied yes, then follow-up questions asked for the gender and role of the perpetrator.

Women were more likely than men to self-identify as having been bullied. Male employers, senior managers, middle managers, supervisor and peers bullied men and women about equally, whereas women bullied women far more than they bullied men. The largest group of bullies of women were female peers, who rarely bullied male peers, while male peers bullied both genders about equally. Female clients bullied female staff but almost never male staff; male clients bullied both men and women but the numbers were small.

These data relied on self-report, and people may be reluctant to identify themselves as targets or may not recognize that the negative behaviours they have been facing amount to bullying. Qualitative data can help explore these issues from societal, organizational and policy perspectives.

While men and women may differ in how often they recognize or admit to having been bullied, the gendered nature of power in the workplace is well established and reinforced in the findings here. It is clear that organizational leaders, both male and female, need to understand gender and power imbalance and act as role models. Currently, the authors’ findings show that the behaviour of at least some of those at the top of New Zealand organizations needs to improve.

The problem of bullying at work will not be easy to solve. The solutions lie, not with “fixing” individuals via training, stress management and well-being programmes but with effective systems, procedures, policies and leadership that recognize the power dynamics at work.

Little is known at present about the relationships between gender and bullying behaviour. The paper focusses on who bullies whom in the workplace and finds that men tend to bully both men and women while women tend to bully women. Importantly, the authors’ works suggest that instead of structural and organizational measures to manage bullying, greater initiatives to manage bullying need to consider how gender and power dynamics interact at work.

This paper aims to present a decision support methodology named TraPSS (transition along the PSS continuum) to aid manufacturing companies planning to increase servitisation of their products.

An action research approach was applied to the construction, validation and implementation of the methodology.

TraPSS is very useful in helping decision makers regarding the transition to a new PSS business model; it is unlikely that the methodology will be used by small companies.

Although the case study permitted an in-depth evaluation of the methodology, multiple case studies across industries would contribute to the robustness and generalisability of the methodology.

TraPSS offers the possibility to improve a company's position in the market as well as revenues by adopting a new business model.

The paper provides a new cross-disciplinary support methodology for identifying a company's position on the PSS continuum and decision-making regarding servitisation.

The Center for Academic Success (CAS) at Louisiana State University (LSU), certified as a Center of Excellence by the National College Learning Center Association, has utilized Supplemental Instruction^© (SI) for the past 20 years to provide student support for historically difficult courses – those courses with D, F, or withdrawal rates of greater than 30%. In this model, peers called “SI leaders” facilitate study sessions outside of class time to help the enrolled students develop effective learning strategies and better understand and master course concepts. SI relies upon collaboration with faculty and is supported by cognitivism and social constructivism learning theories.

Benefits of the successful model include supporting students to become self-directed independent learners, reducing the stigma associated with using academic support and reducing the demands for tutoring. Outcomes observed at LSU include positive correlations between the course-passing rates and six-year graduation rates of women, underrepresented minorities and first-generation college students who participated in SI compared to the peers who participate less frequently and those who do not participate.

The purpose of this paper is to describe an innovative international management programme that has been developed across four countries for Master-level students. It first analyses the advantages and disadvantages of two of the most common forms of internationalisation in higher education; the student exchange and full-scale offshore campus model. It then shows how one programme at Grenoble Ecole de Management (GEM) has been designed to capture the best parts of both models in the creation of a hybrid, transcontinental programme. This has resulted in the creation of high quality international education for a large number of students whilst further developing a stronger alliance network between faculties and the business community.

The paper analyses the advantages and disadvantages of two forms of internationalisation. From there, it draws upon a case study of a hybrid programme based on discussions with faculty and students from four internationally accredited business schools in Vancouver, New York, Grenoble and Beijing. It is supplemented with research on the development of international higher education.

International exchange programmes and offshore international campuses can enrich the learning experience for students. However, there are limitations to both models. A hybrid model, though more complex to develop may have a much deeper impact on student learning and faculty development while also offering graduates a greater number of international employment opportunities. The paper outlines some best practices and preliminary learning outcomes.

The transcontinental project is relatively new being in its third year. Initial results are very positive, but the full implications will be understood in the coming years.

The paper outlines a framework for joint academic programmes overseas. It demonstrates that by assessing the pros and cons of different forms of international development, a third way can be designed to ensure a richer experience for students, faculty and the business community.

The programmes are designed to include a greater number of stakeholders and involve teaching, research and corporate participation. This contrasts with many international ventures in higher education institutions that may deal with only one aspect. The paper gives a clear framework for the creation of such programmes. It will be of value to academics, administrators and directors wishing to innovate in their international development for the benefit of their students and faculty.

Purpose: The study elaborates the contextual conditions of the academic workplace in which gender, age, and nationality considerably influence the likelihood of self-categorization as being affected by workplace bullying. Furthermore, the intersectionality of these sociodemographic characteristics is examined.

Basic Design: The hypotheses underlying the study were mainly derived from the social role, social identity, and cultural distance theory, as well as from role congruity and relative deprivation theory. A survey data set of a large German research organization, the Max Planck Society, was used. A total of 3,272 cases of researchers and 2,995 cases of non-scientific employees were included in the analyses performed. For both groups of employees, binary logistic regression equations were constructed. the outcome of each equation is the estimated percentage of individuals who reported themselves as having experienced bullying at work occasionally or more frequently in the 12 months prior to the survey. The predictors are the demographic and organization-specific characteristics (hierarchical position, scientific field, administrative unit) of the respondents and selected interaction terms. Using regression equations, hypothetically relevant conditional marginal means and differences in regression parameters were calculated and compared by means of t-tests.

Results: In particular, the gender-related hypotheses of the study could be completely or conditionally verified. Accordingly, female scientific and non-scientific employees showed a higher bullying vulnerability in (almost) all contexts of the academic workplace. An increased bullying vulnerability was also found for foreign researchers. However, the patterns found here contradicted those that were hypothesized. Concerning the effect of age analyzed for non-scientific personnel, especially the age group 45–59 years showed a higher bullying probability, with the gender gap in bullying vulnerability being greatest for the youngest and oldest age groups in the sample.

Interpre4tation and Relevance: The results of the study especially support the social identity theory regarding gender. In the sample studied, women in minority positions have a higher vulnerability to bullying in their work fields, which is not the case for men. However, the influence of nationality on bullying vulnerability is more complex. The study points to the further development of cultural distance theory, whose hypotheses are only partly able to explain the results. The evidence for social role theory is primarily seen in the interaction of gender with age and hierarchical level. Accordingly, female early career researchers and young women (and women in the oldest age group) on the non-scientific staff presumably experience a masculine workplace. Thus, the results of the study contradict the role congruity theory.

The purpose of this study was to explore how teacher coaching was implemented across eight schools.

A subjectivist epistemological position was adopted as the most appropriate for this study, and a qualitative approach to methodology, data collection and analysis was used within an evaluative multiple case study framework in order to investigate three research questions.

The findings indicate coaching has the potential to provide schools with a professional learning approach that allows staff to explore a wide variety of challenges of practice. However, inconsistencies in perceptions, staffing and coach development mean positive outcomes for students may not be guaranteed.

One limitation of this study is that it provides a snapshot of teacher coaching in relation to a specific group of schools in a constantly changing New Zealand context.

School leaders implementing teacher coaching programmes are encouraged to consider how they will evaluate whether their programmes are changing teachers’ practice and improving outcome for students. School leaders should also plan how to manage changes in personnel.

The findings show the concept of teacher coaching is a social construct influenced by the unique environmental context and individual perceptions of those involved, leading to variations in its application.

This study provides new knowledge in relation to the challenges that can be experienced when implementing teacher coaching across a community of schools.