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Communities of Practice (CoPs) are increasingly being created to facilitate knowledge mobilization in organizations. This paper aims to elucidate an underexplored aspect of participation in mandated CoPs – identity reconciliation. Specifically, the authors explore how actors reconcile their existing identities with becoming members of new knowledge mobilization CoPs.

The authors conducted a longitudinal qualitative case study over a 12-month period to explore identity reconciliation practices during the formation of the “ED CoP” – mandated by policymakers to mobilize knowledge between process improvement advisors and clinicians from various hospitals. Observation and interviews allowed us to uncover “front stage” and “backstage” practices of identity reconciliation.

The findings reveal two key unexpected modes of identity reconciliation – “distancing” and “peripheral lurking”. These modes resulted in different trajectories of participation of two of the key participant groups – “veteran” improvement advisors and “veteran” clinicians.

Different modes of identity reconciliation of different participants impact the formation of CoPs and how knowledge mobilization occurs within them. This paper offers a sensitizing lens for practitioners creating CoPs which enhances awareness of hidden identity practices, and recommendations to enable practitioners to effectively facilitate CoP formation.

This study suggests that identity reconciliation is an integral aspect of CoP formation, and essential for knowledge mobilization within CoPs. Whereas studies on CoPs in the knowledge management literature have mostly assumed that collaboration produces beneficial knowledge mobilization outcomes, the findings build a more nuanced picture of the processes involved in producing these outcomes.

It is widely recognised that if unions are ultimately to stem the trend in membership decline then they must move beyond what Willman (1989) terms ‘market share’ unionism, whereby unions compete with each other within an existing and declining membership base, to seek to recruit in unorganised sectors which are now the focus of employment growth. Indeed, many recent academic studies appear to point to the potential fruitfulness of directing union resources into such recruitment activities (Kelly and Heery, 1989, Kelly, 1989).

Non‐unionism and non‐union firms have been an increasing focus of interest since the early 1980s, and indeed for some constitute an emerging model of employee relations which could (or should) become dominant in an ‘enterprise culture’, This view is prompted by a belief that trade union organisation is in terminal decline; a lasting transformation in the economic, legal and political context of industrial relations is being achieved; new sophisticated ‘human resource management’ (HRM) strategies acting as ‘substitutes’ for union representation are emerging; and that non‐union firms enjoy a competitive advantage because they are inherently conducive settings for technological innovation, flexible working practices and high productivity. In short, the non‐union firm and the ‘enterprise culture’ go hand in hand.

The unionisation of professional, scientific and technical employees has attracted considerable attention in recent years. Much of the debate has concerned the issue of whether unionism and professionalism are compatible. During the 1970s, established white‐collar unions and a new breed of “professionals‐only” unions sought to recruit in this area on the assumption that they were. However, the early 1980s saw a decline in the rate of recruitment and a fall in the membership of some “professionals‐only” unions. Subsequently, a period of consolidation and reorganisation has taken place, with the established white‐collar unions leading the way in devising new organisational arrangements. These entailed absorbing some of the “professionals‐only” unions into their ranks. How far, though, is trade union membership regarded as compatible with professional status by individual engineers?

The Internet is full of resources on China and Chinese studies. However, many new users are often overwhelmed by the vast amount of information on the Web. This paper is to offer a starting point for inexperienced users interested in finding information over the Internet on Chinese culture, art, language, literature, history, philosophy and current affairs, etc. It focuses on the World Wide Web resources only, and choices of entry are selective rather than exhaustive.

Automation and the new buzzword, “Industry 4.0”, have dominated the media headlines in recent months. In this scenario, apparel manufacturers should not only install automatic machines but also standardise them based on specific industry requirements, and precise measures are required for daily target demands.

This study demonstrates the application of Predetermined Motion and Time System (PMTS) tools in various automatic and semiautomatic machines to obtain higher productivity and the highest utilisation percentage of operator and automats between the 1:1 and 1:2 man vs machine configuration models. In this study, timeSSD® was used to calculate the micro motions of humans. In addition, a video annotation and modelling software Tracker was used to calculate high-speed machine movements with loading frames of 30 FPS.

After the implementation of PMTS tools, it was found that for a 1:1 man vs machine configuration, the operator utilisation is 75% per shift and the operator idle time is 50% per cycle time, and the operator is sitting idle for 2 h per 8 h of shift. So, there is scope to improve the utilisation and idle time of operator.

With the PMTS software, an industrial engineer professional with knowledge of the micromotion economy can only calculate micromotion.

Exploring the first time in the world to establish standard allowed minute (SAM) of a partly automated single-unit sewing machine with partial human intervention and a semiautomatic machine. Theoretical underpinnings indicate that manufacturers use the experience to determine the SAM of any operation over time, necessitating this work to calculate standard minutes automatically.

The purpose of this paper is to examine the impact of pay diversity between groups, for example, across competing workplace teams.

In Study I, 60 future managers from Newcastle, Australia, were paid either $1 or $2 to work on an identical intrinsically motivating task, either on an individual basis or as members of pay‐diverse groups. In Study II, with 84 future managers in Darwin, Australia, the $1/$2 group pay dichotomy was made more realistic, by positioning the pay either at the bottom ($1) or top ($2) rungs of a pay ladder, or embedding it within a wider pay scale ($1 at a first, and $2 at the second tertile).

In Study I, between individually paid workers, both below‐ and above‐average payment were linked to low intrinsic motivation, whereas between groups, those in the higher pay bracket remained more motivated compared to their lower‐paid group counterparts. In Study II, when pay was polarised, intrinsic motivation was higher in the higher‐paid compared to lower‐paid groups; but when pay was embedded, this comparative advantage dissipated.

Taken together, Studies I and II suggest that pay diversity across groups will de‐motivate both lower‐ and higher‐paid groups, except perhaps when a group tops the pay ladder.

Purpose – To examine whether or not exposing novice teachers in a graduate literacy education diversity course to particular texts and activities focused on economic diversity and lifestyle differences among students makes them more likely to positively respond to these lesser understood forms of diversity in their own teaching and if so, in what ways.

Design – The research design was qualitative and included written reflections from the teacher-participants at the beginning, middle and end of the semester, and videotaping and transcribing activities and post-activity discussions. Ethnographic observations and notes were made by the primary investigator (PI). The theoretical frameworks that were foundational to the study were critical literacy and teaching for social justice.

Findings – The findings of this qualitative study indicate that exposing teachers to texts, discussions, and activities that educate them on economic diversity and lifestyle differences among students makes them more likely to positively respond to these forms of diversity in their own teaching. Specific examples of how participants did this are provided.

Practical Implications – This study contributes to the literature on diversity in literacy instruction by providing concrete, research-based suggestions for how both teacher educators and K-12 teachers can expand their definitions of student diversity to include economic disparities and lifestyle differences among students. It includes recommended texts and activities for both teacher educators and K-12 teachers to address less typical forms of diversity, with a focus on economic diversity and lifestyle differences.