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This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy (MIP) environments.

The research study comprised four elements, each of which used different research methods. The first element involved a literature review mapping the synergies between MIP and EPBL; the second element piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third element involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth element curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges in particular, highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation.

The systematic literature review reveals synergies between the key features of EPBL and defining characteristics of MIP, indicating the relevance of applying EPBL to support MIP. Two in situ pilots generated 13 recommendations on the benefits and operational challenges of applying EPBL. These recommendations informed the design and development of a postgraduate programme, involving a transdisciplinary consultation process with key industrial and societal stakeholders. Comparative analysis of four international case studies describing EPBL applied in practice in different international settings show there is no “one size fits all”. Instead, the application of EPBL to different sustainability challenges and for different learner groups demonstrates the versatility of the pedagogical approach and the creativity of the sustainability educators.

A discourse around the appropriate pedagogical methods and teaching/learning practice to equip the current and future workforce with the knowledge and skills to respond to MIP and global sustainability challenges is nascent but emerging. This paper makes a scientific and practical contribution to the discourse. The authors show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within an MIP context, especially addressing sustainability challenges. The authors provide recommendations for educators seeking to embed EPBL within their curriculum and call for external stakeholders to proactively engage with educators to co-create programmes with context-specific outcomes.

The purpose of this paper is to consider Alan Turing's philosophical paper on “Computing machinery and intelligence”, in which he defined the “imitation game”, now usually known as the Turing test.

The paper shows that Turing's paper contained more than the test; it contained a wide survey of what a computer could do and its relation to human thought.

This paper discusses how Turing's paper represented the outcome of many years in which Turing has both developed the concept and the design of the digital computer, and considered how its action could be related to human thought.

Analysis of Turing's paper provides an understanding and appreciation of Turing's contributions and the significance of the Turing test.

I WENT to a party, late in March, to celebrate the ‘launch’ of the 50‐volume Catalogue of printed music in the British Library to 1980 by KG Saur Ltd, three volumes of which have already appeared. The party was held in the magnificent boardroom of the BL'S new administrative offices in Novello House, Wardour Street, where two musical equivalents of Gilbert & George tinkled away at a piano with selections taken from the first volume of the catalogue, while a large number of dignitaries tanked up on something called ‘Bulgarian claret’ (which was quite passable, I must allow). I was addressed in respectful tones by many famous gentlemen, and not a few nubile ladies, all of which was good for my morale, though you can't do much about it at eleven o'clock in the morning (or probably in the BL boardroom at any time)!

THE training model to be discussed is based on an integrated set of manual and mechanised indexing systems, all handling the same body of information from a limited subject field. By extending the scope of the model's operations to include prior and subsequent activities like the selection and abstracting of the documents to be indexed, and the preparation and dissemination of material through the use of the indexes, the model may be used for a wide range of documentation training, principally at three levels: demonstration by the lecturer to the students; use by the students in the retrieval and dissemination of information; and development by the students through the selection and abstracting of documents, the indexing and storage of information and ultimately the use of feedback from the dissemination stage to improve the systems.