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This chapter adopts the midrange theories schema to expand Pels and Sheth (2017) matrix on business models to serve the low-income consumers (LIC): market adaptation, mission focus, radical innovation, and inclusive ecosystems. To this end, it identifies the underlying general business theories (systems theory and neo-classical economics) and ontological theories (positivism and interpretivist) nested in each of the matrix’s four cells.

Understanding the general theories from which concepts and guidelines are drawn allows a two-way contribution. On one hand, it comprehends which other concepts can be integrated into the LIC literature. Alternatively, it highlights what insights generated from the study of the LIC markets bring to these theories.

Pro-poor innovations are innovations targeted at economically poor consumers. These innovations have the potential to improve consumer wellbeing. However, while take up of some such innovations has been rapid (e.g., mobile phones) take up of others has been slower (e.g., fuel efficient stoves). What explains why some pro-poor innovations fail and some succeed? While the literature on consumer innovation adoption in economically wealthy countries is vast, there is very little literature in the context of the “bottom-of-the-pyramid” (BoP) and subsistence marketplaces. This chapter aims to begin answering this question through a review of the extant literature in the area of consumer innovation adoption, which is integrated with literature in the area of consumption within subsistence marketplaces and the BoP. A conceptual model is proposed which outlines key parameters for marketers and managers. The chapter closes by outlining implications and a future research agenda.

Co-production in the context of mental health research has become something of a buzzword to indicate a project where mental health service users and academics are in a research partnership. The notion of partnership where one party has the weight of academic tradition on its side is a contestable one, so in this paper the authors “write to understand” (Richardson and St Pierre, 2005) as the purpose of this paper is to examine the experiences of working in a co-produced research project that investigated supported housing services for people with serious mental health problems.

The authors set out to trouble the notion of co-produced research though a painfully honest account of the project, while at the same time recognising it as an idea whose time has come and suggesting a framework to support its implementation.

Co-production is a useful, albeit challenging, approach to research.

This paper is particularly relevant to researchers who are endeavouring to produce work that challenges the status quo through giving voice to people who are frequently silenced by the research process.

This study seeks to identify some of the factors that explain biomedical research scientists' career commitment and that prompt them to consider leaving science. It also aims to examine whether these factors differ between men and women, and between those with different family responsibilities.

A longitudinal questionnaire survey was used to identify the demographic and work‐related variables that predicted three dimensions of career commitment and intention to leave science one year later.

The factors explaining career commitment and intention to remain in the profession were similar for men and women, for those with various types of family responsibilities, and for those on permanent and temporary contracts. Career planning was predicted by continuance organizational commitment and the opportunity for autonomy in the workplace, and career resilience by equitable treatment at work. Career identity, career resilience and salary were predictors of intention to leave science.

Limitations of the study include the lack of a random sample, and the fact that some instruments differ slightly from the original versions. A substantial proportion of the variance in intention to leave science was unexplained and further research should therefore explore the impact of career entrenchment, professional socialisation and aspects of personal disposition on intention to leave a profession.

Those who manage scientists' careers should attend particularly to pay, providing opportunities for working autonomously, and fair treatment.

A longitudinal design was used and some key workplace variables were studied. Unlike most previous studies, the moderating effects of gender, relationship status and parenthood were examined.

Firms across the globe are often directly or indirectly reliant on foreign direct investment, often through the development of a “joint venture”. Moreover, such cash flows sustain much of a nation’s economic activity. To support the operation of these firms it is becoming accepted that learning about the host culture has a role to play in their betterment. However, there is a lack of understanding of how enjoining cultures might collide in the daily execution of conjoint management practices; and further, how such conflicts may be resolved. Generally, the authors suggest enterprises should become “cultural literate” to improve their understanding of exchanging or brokering knowledge between peers within the firm, or through linking with individuals in other firms. The bulk of the paper concentrates on West‐East differences, questioning how these may affect managers in the multinational enterprises given their espoused concern for an effective exchange of knowledge.

Structuring learning and maximising the use of knowledge in manufacturing organisations can further Trinidad and Tobago’s (T&T) quest to diversify its energy‐based economy, promote sustainable development and enhance the creativity and competence of its population. Existing Organisational Learning (OL) and Knowledge Management (KM) models have not sufficiently integrated soft elements (e.g., culture) and hard elements (e.g., technology) to enable direct application within T&T’s manufacturing sector. This paper discusses the conceptual foundations of OL/KM, and identifies several key OL/KM elements (such as culture, KM tools and instruments, learning processes and learning practices) that would be used to devise a holistic manufacturing OL model. A research agenda is also presented, by which the model would be validated.

Firms in developed nations have practised supply chain management (SCM) for decades, but we ask here if they will be able to progress well under the modern regime of harder and faster e‐just‐in‐time systems. We assume these to be concentrated mainly in Europe and the USA, but with origins having global outreach – their management must concern themselves with explicit and tacit factors embracing the culture and ethics of people having diverse national origins. Essentially, we will discuss the challenges of knowledge management and organisational learning in the SCM systems that embrace firms located in many countries, Western as well as Asian, which have more (or less) permeable organisational boundaries and who must learn to trust each other regardless of their ethic differences.

The purpose of this paper is to examine the state of knowledge management (KM) in the energy sector and more broadly, and consider future directions for research and practice.

The paper reviews the literature on KM and the practice of KM as relevant to the energy sector.

There are many examples of good practice in KM in the sector, and some organisations, especially in the oil industry, are seen as leaders in KM practice. However, other organisations have yet to embark on explicit KM initiatives or projects at all. In addition, some parts of the energy sector discuss KM without any reference to the more general KM literature.

Although some parts of the energy sector have justifiably earned a good reputation for KM, other parts are completely unaware of the field, as is apparent from the literature. This review helps to raise awareness and guide future work.

This chapter draws on data from two studies, one in Canada and another in the United States, focused on the experiences of pedagogical partnership as described by students traditionally underrepresented and underserved in higher education. These students argue that such collaborations with faculty hold promise for creating more inclusive and responsive practices. Using the concept of epistemic justice, the authors explore how partnerships can facilitate epistemological forms of equity and inclusion by (1) creating more equitable conceptions of knowing and knowledge that open possibilities for (2) fostering students’ confidence in their knowledge and willingness to share it with others. The authors argue that partnerships – in their epistemic, relational, and affective impacts – are one powerful way to recognize underrepresented and underserved students as “holders and creators of knowledge” (Delgado-Bernal, 2002, p. 106) and bring about greater epistemic justice in higher education.