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This volume is dedicated to the memory of Patrick Primeaux. Of your editors, Michael knew him well, Howard knew his work. We both recognise his enormous contribution. Patrick was a very special individual who was unfortunately with us for far too short a time, but who in that time made a very unique contribution. The first three essays in this issue comprise a mini-festschrift issue to honour Patrick. They are by his American colleagues and good friends who knew Patrick well. A mini-festschrift seems particularly germane to Patrick. The festschrift or commemorative volume is deeply rooted in the culture of the Germanic universities, and Patrick, although having many attributes, could certainly not be construed as Germanic. We have no doubt that he would be as honoured by a mini-festschrift issue as he would be embarrassed by a full festschrift issue. The other essays are the result of the Australian Association for Professional & Applied Ethics 18th annual conference which was held in June 2011 at the University of Tasmania. The authors of these essays are academics in Australian universities who might not have known Patrick, but, as is discussed below, their essays reflect Patrick's contribution to applied ethics. There seems something very fitting about that conference being held at the University of Tasmania because their campus is in Hobart which is as far south as Australia goes. Patrick often spoke of visiting Australia but always ultimately dismissed it as too long a flight. It would, admittedly, have been a particularly long flight for Patrick who was a very heavy smoker. Nonetheless, we have no doubt that if Patrick had been able to embark upon the flight to Hobart and attended the conference, he would have enjoyed it. As it was his spirit was very much with us and pervaded many of our discussions about applied ethics.

In the Introduction to this Festschrift honoring Norman K. Denzin, the author chronicles Denzin's contributions to the academy over the last 55 years. In so doing, he provides personal reflections on numerous interactions with Denzin, particularly as it relates to mentorship and the forging of community within qualitative inquiry. Also included are brief overviews of all of the articles that comprise the Festschrift.

One of the advantages of Festschriften according to a recent correspondent in the Times Literary Supplement is that ‘they help us to find out what the middle‐aged are thinking’. This welcome ‘Festschrift number’ of the Journal of Documentation for Miss Barbara Kyle provides me at any rate with an opportunity to explore further the theme which I touched on in my Presidential Address to the Library Association at Harrogate and which has most recently been taken up in a long leading article in Nature entitled ‘The plight of library services in Britain’. This theme is the evident need at the present time, in this country, for the development of a national library service in which the responsibilities for different kinds of library activities can be properly allocated, and adequately financed. There can be no doubt that the need is deeply felt for strong, informed central direction or leadership. The lack of it has led to the proliferation of committees and groups all dabbling in the study of information and documentation problems, many of them duplicating work which is being done elsewhere. This wasteful proliferation has, however, the valuable result of bringing to a head the urgency of the need for action. I am sure that this strong central direction and leadership can only come from those engaged in the actual provision of a national library service.

The economic and financial picture of the whole world in the early 1980s does not look at all good despite the optimistic rhetoric used by the leaders of the seven major industrial democracies during the May 1983 Summit Conference held in Williamsburg, Virginia, USA. Almost everywhere there are artificial monetary injections to produce another problematic boom with the well‐known residual effects, negative social and financial consequences. But beyond there are no visible signs that on this road the prevailing conditions of disequilibrium embedded in contemporary economies will vanish and a new, better international economic and financial order will emerge.

The development in the German-speaking countries of International Management (IM) as an academic discipline is analyzed both from a research-oriented and an institutional standpoint. This development is characterized by a relatively long run-up after early beginnings in the 1920s and a steep jump during the past 15–20 years. Business Administration and Strategic Management rather than Economics have influenced the IM field which is now an established subject in its own right. The resulting discipline is well on its way to overcoming an alleged “black hole-image” of international isolation on the part of German-speaking countries’ scholars.

Within the last two decades, entrepreneurship education has become institutionalized in Germany. It is offered as a stand-alone program or as part of a business degree, combining academic knowledge, practical skills, and personal development to enhance the entrepreneurial success of university graduates. While entrepreneurship education has experienced similar growth worldwide, its emergence in Germany is closely tied to the country’s political and economic developments. The significance of entrepreneurship education for a thriving entrepreneurial ecosystem and contemporary economic policy has been instrumental in advancing its academic recognition. This chapter provides a historical analysis of the academization of entrepreneurship in Germany. It explores the recursive and often idiosyncratic processes involving state and financial institutions, companies, and universities that have created, respecified, and mutually reinforced a subdiscipline and field of study. Academic entrepreneurship knowledge successively not only became relevant for starting a business but also for employment within the entrepreneurial infrastructure and beyond. This chapter follows a chronological order, highlighting three key stages in the academization of entrepreneurship education. First, the academic, financial, and political roots (I) of entrepreneurship up until the 1970s. Second, it explores the transformation (II) of entrepreneurship into a viable policy alternative and the challenges faced in establishing complementary research and education in higher education institutions during the 1980s. Finally, it sketches the institutionalization (III) of entrepreneurship as a central driver of government economic policy, allowing for the late bloom of entrepreneurship education and research at universities around the turn of the millennium.