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The purpose of this paper is to investigate the significance of value co-creation to the UK animal healthcare sector from the perspective of the key industry stakeholders: clients, veterinarians and paraprofessionals.

Value co-creation constructs in the sector were identified and measured using a mixed methods approach comprised of qualitative NVivo© thematic analysis of depth interviews (n=13) and quantitative exploratory factor analysis (EFA) (n=271).

Qualitative results revealed nine underlying dimensions regarding service delivery in the sector: trustworthiness, communication, value for money, empathy, bespoke, integrated care, tangibles, accessibility and outcome driven service. EFA of professional survey data loaded onto seven latent factors, with strong value co-creation dimensions identified.

The sampling process is sufficiently representative and diverse to present meaningful and valuable results, however, surveying should be extended to include the client group. Due to the originality of the research replication of the study will be beneficial to the broader understanding and application of value co-creation to the high-involvement services of animal healthcare.

Recognition of the importance of value co-creation to the sector should encourage professional stakeholders to develop and adopt integrated models of service provision and to provide improved levels of service quality.

The paper makes an original contribution to knowledge regarding value co-creation in respect of high-involvement service provision. Its findings should be of value to academics interested in value co-creation in service sectors as well as animal healthcare practitioners seeking to offer better value and quality service provision.

There is an extensive research literature on servitisation and the related field of product-service systems that has emerged independently from different fields including engineering, management, design and environmental studies. The purpose of this paper is to conduct a structured literature review to explore, identify and synthesise the multi-disciplinary research challenges in the journey towards servitisation.

The research approach is a systematic literature review using key word searches and citation tracking for research reported between 1990 and 2013 in research databases that cover the fields which have generated the body of knowledge.

One of the key findings from the extant literature on servitisation is that it suffers from three fundamental weaknesses. First, numerous studies are conceptual in nature with limited practicality. Second, there are relatively few empirical studies, and often the findings relate to a single case study based on the insights of a limited number of senior managers. Third, often the dynamics are insufficiently studied in these organisations because data for most cases are collected post-event.

Based on the literature review and its shortfalls, this paper proposes a holistic framework of eight themes that require further attention from academic researchers in order that a more complete conceptual understanding of servitisation is developed to support practice.

Each theme in the framework has an associated list of questions that can be addressed through research and presented to managers as a challenge agenda to improve their servitisation efforts. That servitisation is associated with differentiation and competitive advantage makes this a valuable approach for managing corporate performance.

Research from multi-disciplinary sources is synergised in order to develop an overarching servitisation agenda that transcends domain-based boundaries. This paves the way for an approach to servitisation that is coherent and harmonious.

The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic.

In Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison.

In Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students.

Further research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.

This comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers.

This paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

LOUGHBOROUGH was the first of the post‐war schools to be established in 1946. This resulted from negotiations of representatives of the Library Association Council with technical and other colleges which followed their failure to secure facilities within the universities on the terms of the L.A. remaining the sole certificating body. The late Dr. Herbert Schofield accepted their terms and added a library school to already varied fields of training within his college.

This collection of commentaries on the reprinted 1987 article by Nancy C. Morey and Fred Luthans, “Anthropology: the forgotten behavioral science in management history”, aims to reflect on the treatment of the history of anthropological work in organizational studies presented in the original article.

The essays are invited and peer‐reviewed contributions from scholars in organizational studies and anthropology.

The scholars invited to comment on the original article have seen its value, and their contributions ground its content in contemporary issues and debates.

The original article was deemed “original” for its time (1987), anticipating as it did considerable reclamation of ethnographic methods in organizational studies in the decades that followed it. It was also deemed of value for our times and, in particular, for readers of this journal, as an historical document, but also as one view of the unsung role of anthropology in management and organizational studies.

With the rise in environmental concerns among the stakeholders of businesses, firms are responding with strategic environmental marketing activities designed to meet the growing demand for environmentally friendly processes, products and packaging. Part of an ongoing major research project being undertaken in Bradford Management Centre, empirically analyses the development of environmentally conscious product strategies (ECPS) in the broader framework of strategic environmental marketing. A multi‐case study approach is applied and qualitative methods are used for the data collection in the UK and Germany. The data collected are analysed in terms of strategies (corporate and product level) and structure and processes (internal and external). Suggests that companies in the UK have started internalizing the ecological externalities into their product strategies and a few of them have actually achieved success. Identifies and discusses key factors for the achievement of both environmental and commercial success of ECPS.

In Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.

Using in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.

The authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.

This research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.

The shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.