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The aim of this paper is to investigate the role of boundary management when firms should implement open innovation.

The relevant literature on strategic management, firm boundaries and open innovation fields is revised and critically assessed. An interpretive-qualitative methodology is applied to analyse empirical data obtained from a questionnaire and subsequent interviews of a sample of Italian listed firms. By critically integrating literature review and empirical analysis, a framework is provided with the objective of supporting open innovation implementation.

The study shows that on the one hand, open innovation and many modern paths of growth are connected to a firm's boundaries and that on the other hand, boundary management plays a key role in the implementation of open innovation.

The paper has implications for practitioners by driving them to shift the focus of open innovation implementation towards the management of boundaries, in which boundary capabilities and activities play a key role.

This paper sheds light on the advantages and risks that can jeopardize a successful opening up innovation processes without the effective management of boundary studies. Thus, the authors identify and propose causes for reflection and tools maximizing potentiality and reducing risks in the implementation of such processes.

Privilege is often silent, invisible and not made explicit, and silence is a key question for theorizing on organizations. This paper examines interrelations between privilege and silence for relatively privileged professionals in high-intensity knowledge businesses (KIBs).

This paper draws on 112 interviews in two rounds of interviews using the collaborative interactive action research method. The analysis focuses on processes of recruitment, careers and negotiation of boundaries between work and nonwork in these KIBs. The authors study how relative privilege within social inequalities connects with silences in multiple ways, and how the invisibility of privilege operates at different levels: individual identities and interpersonal actions of privilege (micro), as organizational level phenomena (meso) or as societally constructed (macro).

At each level, privilege is reproduced in part through silence. The authors also examine how processes connecting silence, privilege and social inequalities operate differently in relation to both disadvantage and the disadvantaged, and privilege and the privileged.

This study is relevant for organization studies, especially in the kinds of “multi-privileged” contexts where inequalities, disadvantages and subordination may remain hidden and silenced, and, thus, are continuously reproduced.

The purpose of this study is to define and analyse the emergence of collaborative engagement platforms (CEPs) as part of a rising platformisation phenomenon. Contrary to previous literature on engagement platforms (EPs), this study distinguishes between formalised and self-organised EPs and sheds light on collaborative EPs on which heterogeneous actors operate without central control by legislated firm actors.

Drawing on institutional work theory, this paper explores the institutional rules, norms and practices involved in the emergence of a new platform. This paper implements a longitudinal case study of a local food network called REKO and explores how engagement practices and institutional work patterns catalysed its emergence during 2013–2020.

The findings of this study show that actors engaged within the REKO platform participated in institutional work patterns of disruption, creation and maintenance, which drove the development of the platform and ensured its viability.

This paper encourages future research to further explore how different types of EPs emerge and function.

The rise of CEPs pushes the dominant managerial orientation to progress from the management “of” a platform to managing “within” a platform. For managers, this means developing novel practices for engaging and committing a versatile set of actors to nurture open-ended, multi-sided collaboration.

This study contributes by conceptualising different types of platforms with a particular focus on CEPs and explicating the engagement practices and institutional work patterns that catalyse their emergence.

The purpose of this paper is to elaborate the nature of everyday life as a context of information behaviour by examining how researchers have approached this issue. To this end, particular attention is directed to how they have characterized everyday life as a constellation of work-related and non-work constituents.

Evolutionary concept analysis was conducted by focussing on 40 studies on the topic. It is examined how the conceptualizations of everyday life and the relationships between work-related and non-work constituents have been evolved since the 1990s. The analysis is based on the comparison of the similarities and differences between the characterizations of the above constituents.

Early conceptualizations of everyday life as a context of information behaviour were largely based on Savolainen's model for everyday life information seeking. Later studies have proposed a more holistic approach to everyday life in times when the boundaries between work-related and free-time activities have become blurred, due to the growing use of networked information technologies and telecommuting. Since the late 1990s, the understanding about the nature of everyday life as a context of information behaviour has become more nuanced; thanks to a more detailed identification of the overlaps of work-related and non-work constituents.

As the study is based on a sample of studies examining the relationships of work-related and non-work constituents, the findings cannot be generalized to concern the contextual nature of everyday life as a whole.

The study pioneers by offering an in-depth analysis of the nature of everyday life as a context of information behaviour.

The paper aims to compare and evaluate two Norwegian municipal networks for climate change adaptation, to see how such networks should be initiated and implemented as a means of achieving adaptation measures within municipalities.

The findings are based on 12 qualitative interviews taken from two case studies, and the results are explained in relation to the multilevel network framework and environmental psychology.

Multilevel networks can promote learning and identification of specific actions in connection with climate change adaptation. The aim should be to establish interdisciplinarity, with participants from at least two authority levels. Representatives should be in positions that enable them to introduce acquired knowledge to the organization and influence its application. A network requires organizational commitment, during the initial phase and throughout the follow-up process. Municipal leaders (mayors) must be aware of the network, act as signatories to relevant documents, and be familiar with participating representatives. Commitment to knowledge application within the organization also requires that participants understand where and how to work strategically to convert new ideas into action.

This paper presents practical and research-based guidelines for the management of climate change adaptation networks at municipal, county and national authority levels.

This paper combines political science and environmental psychology perspectives as a means of analysing network achievements. A psychological approach may help to promote a greater understanding of why and how network knowledge is transferred.

The purpose of this paper was to explore the development of the professional identity of South African intern psychologists during the COVID-19 pandemic. This paper – that presents a historical reflection borne from a significant moment in time – aimed to capture what the authors can learn from this specific cohort of intern psychologists and their experiences of work-based learning.

Through the lens of the interpretative phenomenological approach, the authors analysed seven semi-structured interviews. Data analysis involved a line-by-line analysis of each individual transcript, where after a thorough, in-depth analysis was conducted across all the cases.

Against the background of the COVID-19 pandemic, the findings demonstrated the interns' initial uncertainties, severe exhaustion, perceived gaps in their training, and resilience despite unusual and difficult circumstances in their WBL internship.

The study was limited to seven intern psychologists in South Africa.

The findings suggest that support – during and after the COVID-19 pandemic – is crucial throughout the training of psychologists and means to facilitate and develop professional identity and resilience. This will provide the opportunity to safeguard emerging healthcare professionals from burnout while simultaneously advocating for supportive WBL and continual professional development spaces protecting healthcare professionals and the public.

With this article, we explored the impact of the COVID-19 pandemic on the professional identity development of intern psychologists (psychologists in training). The authors expand on the aforementioned original contribution, since the authors situate their research within the Global South. More specifically, the authors explored how intern psychologists' developed their professional identities against the backdrop of a largely resource-scarce context of South Africa.

The COVID-19 pandemic has impacted the functioning of education systems in a multitude of ways. In Ireland schools closed on March 12th and remained closed for the remainder of the academic year. During this time educators engaged with students, families and colleagues in new and diverse ways. The purpose of this study was to explore educators' experiences during the closures, particularly regarding the impact of the pandemic on the wellbeing of students, school staff and wider school communities.

A series of one-to-one interviews, lasting approximately one hour, were conducted in July 2020 with 15 education professionals online via Zoom or Microsoft Teams. Participants occupied various roles (classroom teacher, school leader, special educational needs coordinator, etc.) and worked in a diverse range of communities in Ireland. Qualitative data from interviews were transcribed and emergent themes identified through an inductive followed by deductive analytic approach.

The interviews highlighted the central role that schools play in supporting their local communities and the value teachers place on their relationships with students and families. Many teachers and school leaders found themselves grappling with new identities and professional boundaries as they worked to support, care for and connect with the students and families they serve. There was considerable concern expressed regarding the plight of vulnerable or marginalised students for whom the school ordinarily offered a place of safety and security.

The findings reveal how COVID-19 has exacerbated pre-existing inequalities and the central role of schools in promoting the health and wellbeing of all its members.