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The purpose of this paper is to present the approach taken within the PrimeLife project for designing user‐friendly privacy policy interfaces for the PrimeLife Policy Language (PPL) and report on the lessons learned when designing interfaces for privacy policy management and display.

Taking an iterative process of design, the authors developed the interface of the “Send Data?” prototype, a browser extension designed and developed to deal with the powerful features provided by PPL, and having the purpose of helping users to make conscious decisions on the dissemination of their personal information. The proposed interface introduces the novel features of “on the fly” privacy management, predefined levels of privacy settings, and simplified selection of anonymous credentials. The last iteration of the prototype has been tested using a cognitive walkthrough approach.

Results from usability tests show that users understood and appreciate most of the features contained within the interface and they perceived their benefit for protecting their privacy online. However, improvement is still needed in order to make the display and management of privacy policies more intuitive and seamless. Showing privacy mismatches inside a two‐dimensional table was preferred by users in general.

The paper introduces the novelty of “on the fly” privacy management, which lets users adapt and organize their own privacy preferences whilst an online transaction takes place, Also, it allows users to select credentials to identify themselves in a simpler manner.

The internationalisation of industries has spilled over to academia, whereby institutions of higher learning (IHL) increasingly compete in the graduate quality and applied graduate knowledge capabilities that they can offer. With increasing global competition for students, combined with the evolving need for lifelong learning in dynamic industries impacted by digital knowledge management, there is an opportunity for IHLs to be able to evolve to ensure their business models enable services and service delivery to cater to and help shape industry demands. This chapter will look at micro-credentialing (MC) and how the provision of MCs has changed along with the evolving IHL education environment. The demands of students, employers and ecosystem considerations will be addressed through a review of the current landscape, pathways to MC and how MC may be operationalised. The Bersteinian approach to pedagogic classification, which identifies the framework of knowledge as being communicable via three axes of singularism, regionalism and a wider generalist approach is referenced as a framework. The resultant recommendations that draw upon these foundations will conclude the chapter.

There is sufficient literature on green knowledge regarding supplier selections. Notwithstanding, there are hardly any empirical studies that analyze green knowledge toward supplier selection through the lenses of green intellectual capital (GIC). This paper aims to analyze green knowledge development toward supplier selection through the lenses of GIC.

This study uses an exploratory case study approach involving seven public universities in Ghana. A purposive sampling technique was used in selecting respondents who were interviewed through face-to-face and focus group discussions with a semistructured interview guide. Atlas ti software was used to generate themes for discussion.

The findings of this study attribute the nonapplication of green criteria to supplier selection to low knowledge among practitioners. Training, collaboration, opportunities for further studies and affiliation with professional bodies were identified as means to enhance green knowledge. Green human capital factors that support knowledge enhancement include commitment, capability, skills and ease of understanding.

Green procurement practitioners in public universities in developing countries stand little chance of integrating green criteria into supplier selection if they do not develop their level of knowledge.

Selecting green suppliers is a complex issue for public organizations, particularly universities. This study would therefore help equip managers of public universities and procurement practitioners with the relevant GIC knowledge for the successful integration of green credentials into supplier selection.

This paper highlights the importance of knowledge in green supplier selection. To the best of the authors’ knowledge, analyzing the role of GIC in knowledge development is considered the first of this kind of study.

This paper aims to provide a systematic review of extant literature on supplier selection by identifying drivers of integration of Environmental Sustainability (ES) into supplier selection, with the aim of classifying them under broad categories for the development of a framework showing the interrelationships among them.

A search was ran for selected keyword themes using three powerful and rigorous search engines: Scopus, Google Scholar and Science Direct, to identify relevant articles from 12 peer-reviewed journals. These were desk reviewed through manual filtering to select drivers of integration of ES into supplier selection.

Thirty-one drivers identified from 41 relevant articles as propelling integration of ES into supplier selection were then classified into five categories: strong policy direction, high level of commitment, desire for high reputation, robust technology and availability of green products. This yielded a framework showing the interconnectedness among the drivers.

The study contributes to the body of knowledge by developing a classification of drivers of integration of ES into supplier selection. The interconnectedness brought to the fore a more subtle appreciation of the drivers of green integration, which could help expand current knowledge outside the narrow scope of isolated drivers. This study provides detailed analyses of drivers of green integration into supplier selection.

This paper provides a comprehensive review of drivers of integrating green into supplier selection, which is lacking in the body of knowledge on ES.

Developments in personnel recruitment and selection “technology” have been both varied and extensive in the 1980s, and a number of overlapping and simultaneous developments are immediately apparent. Here, “technology” refers to methods, strategies, techniques, theories and practices of staff resourcing.

What are the implications of assuming that employees have the knowledge and ability to direct their own work and make valuable contributions to achieving organizational success? This article explores some answers to this question by, among others: reviewing ideas of early management thinkers; establishing the pedigree of current management concepts of empowerment and participation; and by extracting lessons from successful management implementation of the latter two concepts in two types of organizations rarely discussed in the management literature: non‐profits and partnerships. Among the lessons for managers is the need to recognize the important roles that strong missions, genuine trust, and widely dispersed information play in attaining organizational success via empowerment and participation. Also examined are some unique and paradoxical challenges presented to leaders if they truly obtain the participation acknowledged as crucial for organizational survival in a postmodern age.

Over the past two centuries capitalist social relations and their underlying dynamics have become increasingly pervasive in the spaces of human life, and in particular in the relationships between employment and organized forms of education. The massive scope of this commodification has tended to obscure the enduring significance of other aspects of social practice, especially unpaid work and informal learning and their interrelations with education, employment and each other. These hidden dimensions continue to constitute large parts of our social lives and represent very substantial resources for progressive change in established forms of paid work and formal education. This paper develops this argument and provides some supportive evidence from a Canadian national survey on learning and work.

This study aims to describe the design of a provincial government ministry group mentoring program and examine mentees’ and mentors’ experiences in the program.

A total of 151 mentees rated their satisfaction in a post-program survey. The survey was followed by in-depth, semi-structured interviews with 10 mentees and 11 mentors.

In all, 87 per cent of mentees rated their learning as effective. Benefits to mentees were relevance of the learning, and senior leader/mentors use of current issues, events and personal stories. Delivery through a combination of Web conferencing and collaboration technologies was most effective. Mentors learned from mentees and other mentors. Regular and full mentee participation was an identified issue. In addition, not all mentoring teams worked well together.

The selection criteria favored participants who had a positive experience. Including more participants who were disengaged or less active may have revealed what inhibited full engagement. Complex underlying systemic and cultural issues negatively affected mentee participation and mentoring team effectiveness. It is unclear whether this was caused by intrinsic or extrinsic barriers. Further study could shed light on how to address participation issues.

Selection criteria favored highly active participants who had a positive experience. Including more disengaged or less active participants may have revealed barriers to full engagement.

Despite a context of extreme organizational churn, this program delivered cost-effective and engaging learning to a large number of employees. Recommendations are made to further strengthen the program.

This contextually grounded case study will be useful to those who plan to implement a group mentoring program.

Drawing on a case study of the adoption of an American organizational form – the “Academic Health Science Centre” (or “AHSC”) – in English healthcare, the authors develop a model of the “translation work” required to translate an organizational form from one organizational field to another. The findings contribute to the literature on translation and shed light on the microfoundations of institutions by examining the complex relationship among agency, meaning, institutions, and temporality that underpin the translation of a contested organizational form. The authors also show the important, but limited, role of agency when translation occurs at the broad field level and argue that the translation of organization forms can, in at least some situations, best be understood as a “garbage can” rather than the linear and agentic view usually described in the translation literature.