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NLW is to be congratulated on its promptly‐secured interview with Harold Hookway in a sparkling March number which compares very favourably indeed with the January LAR that I happened to be reading at the same time. Generous though it was of NLW in an earlier issue to lament Edward Dudley's passing (temporary no doubt) from the LA Council, surely here was a massive vote of no‐confidence in an editorial job universally admitted to be badly done. How can the head of a great and successful library school find time to edit his profession's official journal? I have previously suggested that the LA should try to establish some business relationship with the only current English library publication for all staff levels in all types of library that comes close to what the membership wants. Let the LA stick to those publications that it does very well and that enhance its reputation—Library history, and the Journal of librarianship, and pass the buck for a newsy popular magazine elsewhere.

Having retired from civil service, Dr Line like Sir Robert Armstrong, can look forward to fruitful years as chairman of the board with some newly privatised monopoly utility, an Official Secret watchdog, or perhaps as a trusty in some noble Heritage institution. While tenure prevails he might even be good for another University librarianship.

The purpose of this paper is to illuminate motivations and “pull” factors of academics engaging in knowledge transfer (KT).

In total, 15 in‐depth interviews were conducted with experienced, KT active (KTAs) academics to reveal their motivations and pull factors for engaging. Data were transcribed and submitted to template analysis to achieve qualitative conceptual “saturation”, from which a conjuctural analysis of conceptual relations was derived.

From the data, seven thematic areas were inducted: values‐in‐practice, motivations and “buzz moments”, purposive activities, the academic context, the journey of the KTA, pedagogy and perceptions of risk.

The interview sample (12 males, three females) of active KTAs can be seen as a representative and authentic regional sample from the Midlands – who had carried out both teaching, research and KT aspects within their academic roles. In total, 120,000 words of dialogue were candidly reported, attesting to conceptual coherence.

The results concur with some existing literature on conceptualising the KTA as an academic intrapreneur, but also highlight aspects of how this role conceptually differs from non‐KTA academics. This has implications for the recruitment, development and retention of KTAs, in addition to facilitating their roles in higher education institutions (HEIs).

This paper constitutes a unique induction of a conceptual model for a relatively new economic and operational phenomenon in HEIs: the KTA. The paper contrasts with existing literature on the barriers and challenges to KTA work by emphasis on the positive and motivational aspects of the role.

Examines the case of the consumer adoption of Internet financial services, which may be viewed as an innovation in service delivery. The qualitative study employed Rogers’ model of perceived innovation attributes is augmented by Bauer’s concept of perceived risk. The perceived innovation attributes were found to be important determinants of consumers’ adoption decisions. However, two additional dimensions were found to influence people’s adoption decisions, highlighting the complexity of the adoption decision for Internet financial services.

With channels of distribution changing rapidly and multi‐channeling becoming increasingly widespread, studies of consumers will need to focus not just on understanding product choice, but also on understanding the reasons for channel choice. Although the choice of individual channels and the adoption of new channels has been researched, there is little to suggest that we have a more general understanding of why consumers, although purchasing essentially similar products, use some channels rather than others. Using the example of financial services, where multi‐channeling has been the norm for some time, this paper reports on an exploratory study to identify those factors which influence channel choice. Based on the results of focus group discussions, the paper argues that channel choice in financial service can usefully be conceptualised as being determined by consumer, product channel and organisational characteristics, with product‐channel interactions and consumer‐channel interactions being particularly important.

What does it mean to say there's an evidence base for supported employment? One approach, known as Individual placement and support or IPS for short, has been extensively evaluated and proven to help high numbers of people with severe mental health problems into work. But there is still little evidence of this approach being put into practice here in the UK. This article recalls a visit this year to the UK by Professor Bob Drake and colleagues from Dartmouth, New Hampshire, USA where the approach was developed, and explains the principles of supported employment and what it can mean for service users, staff, families and employers.

This paper aims to stimulate debate among academic and policymaking communities as to understanding the importance of social processes and open innovation contexts within existing models of knowledge transfer and exchange (KTE) between higher education institutions (HEIs) and industry.

This research was conducted through a number of case studies connected to UK HEIs and through extensive interviews with representatives of HEI, industry and policy makers over a two‐year period.

The results confirm that social processes are often under‐explored in collaborative HEI‐industry settings. The study identified seven emerging themes which are important to HEI‐industry relationships: the importance of network intermediaries; flexibility, openness and connectivity of network structures; encouraging network participation; building trust in relationships through mutual understanding; active network learning; strengthening cooperation through capacity building; and culture change.

This research raises implications for policymakers and practitioners engaged in developing KTE collaborative activities. The paper argues for greater attention to be placed upon the social processes that affect collaborative innovation and working. Policymaking in particular needs to take account of these processes as they are neither easy to establish nor sustain.

The paper contributes to the literature on HEI‐industry interactions for enhanced KTE activity and partnership working which demonstrates value to wider scholarly and practitioner readership. In the context of “open innovation”, the paper argues in favour of greater attention to be paid to the social processes involved in engaging HEI academics with industry professionals. Moreover, the paper further contributes to wider perspectives on the importance of international HEI‐industry research activities.

The purpose of this paper is to report an initial investigation into the role of national citizenship status in relation to leadership and organizational innovation in the context of the United Arab Emirates, an Arabian Gulf country with a workforce in which migrants far outweigh the number of locals.

The authors use grounded theory methodology to gather initial data and reveal potentially appropriate theory for further research into the role of national citizenship as it correlates with organizational innovation.

The dominant themes that emerged were that citizen leaders display high levels of willingness to deviate from organizational schemata to respond to new situations; a preference for focus on the big picture; and low monitoring of subordinates. These findings indicate that citizen leaders experience greater ease in diverging from organizational schemata, suggesting that national citizenship status may afford a freedom that enhances the potential to contribute to organizational innovation.

The issue of national citizenship is clearly one of increasing significance in the global workplace and, therefore, must be added to the academic research agenda given the combination of more frequent worldwide professional migration and the growing imperative of organizational innovation. To this end, the authors suggest potentially useful frameworks for further study.

This pioneering research has applicability to other geopolitical regions with high numbers of migrants in their workforces.

Examines the nature of a relatively new financial service, electronic cash. A qualitative study of students’ use of a specific form of electronic cash, namely Mondex, was undertaken. Attitudes and opinions were sought and the results presented within a theoretical framework of likely adoption. It was found that all students compared the performance of electronic cash with the traditional form of cash. A number of problems were encountered by students in relation to security, speed and complexity of use, although in some situations it was a preferred alternative. Concludes that these issues will need to be addressed but that electronic cash may have advantages in certain situations and that marketing effort should be concentrated on identifying niche opportunities or bundling appropriate services onto the card to provide a relative advantage for increasingly discerning consumers.

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.