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Students develop knowledge through an ongoing process of learning embodied in their daily experiences. As citizens, they develop an identity in their communities as they build relationships through recurrent interactions, thus constructing citizenship by strengthening stable interactions. This paper aims to examine the development of student active citizenship within a Jean Monnet module summer school that uses a participative approach and experiential learning.

The research provides a multi-level systems perspective on the learning experience in a Jean Monnet module. It combines state-of-the-art analysis of the Jean Monnet modules reports, analysis of a selected module’s activities and delayed participants feedback analysis. The methodology addresses complexity at multiple levels and leaves sufficient variance to invite readers to test the approaches themselves.

First, opportunities and gaps in the development of active citizen abilities were identified within the Jean Monnet modules. Second, it was established that the use of a participative approach and experiential learning aligned activities in the learning process yielded positive results in participant engagement. Third, long-term effects in the form of an improved understanding of active citizenship and the execution of activities in real life were also observed. The authors point to the need for active communication in the development of a full-cycle experiential learning process. Additionally, the multi-level monitoring model contributed positively towards the continual improvement of the learning process, and thus, provided a learning experience for teachers.

The research is limited regarding the clear articulation of the research results, rendering comparison with other learning experience reports challenging.

For lecturers, the importance of integrating the participative approach into the student learning process is documented; the effects of experience learning on students’ active participation are presented; and the importance of systems perspective on multiple aspects of the learning process is reinforced. For students, an example of the importance of being active in the learning process and using available resources is provided. For policymakers, the paper attests to the importance of learning programmes expanding the limitations of the regular curricula and the need to support additional programmes and the benefits of a participative approach and experience learning in the process of developing active citizens.

The authors point to the need for authentic situational-context experience and active communication in the learning process. Additionally, the authors provide an example of systems investigation of the learning process.

The paper identifies the gap between the Jean Monnet modules and active citizen abilities and provides a potential approach towards reducing them. It also provides a multi-level method for monitoring and adjusting the learning process.

The purpose of this paper is to evaluate to what extent Denise Rousseau's psychological contracts in organizations and Jean‐Jacques Rousseau's social contract present superficial or profound similarities. Having localized more precisely the lines of gaps between both works, “transgressive” research directions are proposed to enrich each of both thoughts of contracts.

This work consists in an analysis in the sense of Descartes, dividing conceptual difficulties into smaller and smaller parts. More precisely, that analysis is a semiotic one, as defined by linguist Hjelmslev, considering each step of the analysis a “level” and assessing the depth of similarities between two works: On the Social Contract and Psychological Contracts in Organizations. The parallel study of both works consists in analyzing the “grammar of use” of concepts at each level, establishing semantic comparative tables. This digging into parallel strata of sense is metaphorically considered as the tectonic study of two continents of thought.

It is established that common ideas and concepts are similar up to the depth of level three but radically differ at level four. At level one, nine main common ideas and concepts are raised. Analysis at level two allows considering those superficial similarities as nine more profound homologies in the sense of Greimas and Courtes. At level three, two different groups of homologies are established, binding, on the one hand, an isomorphism between spheres of contracting and, on the other hand, an isomorphism between substances of contract. At level four a deep tectonic fault is unveiled between Jean‐Jacques' and Denise's thought of contract: the sovereignty/exchange gap. This fault corresponds to two universal different syntaxes of subjects and objects defined by Greimas: the participative communication vs closed circulation of the objects of value.

This analysis is based on a corpus of two major works. However, every grammar of use relies on the study of a finite corpus.

The liberal assimilation of every social contract to exchange dynamics is radically denied by such work. The challenge of raising “sovereignty‐like” dimension in psychological contracts is all the more so critical since those contracts are pervasive in organizational and social life.

This paper proposes rigorous criteria for every trans‐cultural and trans‐disciplinary use of concepts in an original manner. A comparative “geology of thought” is made possible through semiotic instruments.

The cornerstones of servant leadership theory (service, trust, credibility, and vision) were used to analyze how one of the most outstanding leaders of the twentieth century, Jean Monnet, used his skills to solve difficult problems of regional and global dimensions. Many believe that this Frenchman possessed unusually astute leadership skills in guiding individuals and governments during critical times. His contributions during World Wars I and II were notable, but he is best remembered for his conception and instigation of the European Union. Known as the "Father of Europe," he became one of the most influential figures of the postwar era. Focusing on economic cooperation among European nations, he effectively used a quiet, behind the scenes approach, to advance his objectives.

The next generation of shoppers is hitting the stores, and forward‐thinking retailers are following their every move. For retailers who target the teen market, developing strategies aimed at reaching this market are complex. This study was conducted for a large south‐eastern US department store chain which was interested in learning more about the purchasing behaviours of teenagers. The purpose of the study was to examine the relationship between jean purchase criteria, the type of store selected when purchasing a pair of jeans and teenagers’ purchasing behaviours. The sample consisted of teenagers aged 14 to 18 years old who were enrolled in a required economics class in four representative high schools. Results indicated that jean purchase criteria and type of store impact on both information‐seeking behaviours and price‐conscious purchasing behaviours among teenagers. For the information seeker, price, wash and brand were statistically significant and influenced the degree of information‐seeking behaviour. The cost‐conscious teenager was influenced by price, brand and quality. In addition, males and African Americans placed a greater importance on the store where purchases were made than did females and whites, respectively. Opportunities exist for all types of stores which are interested in attracting the teen market. Retailers need to understand where teenagers shop and the criteria that they use for selecting a store. Additional research needs to be conducted to investigate the cross‐shopping behaviours of teenagers and the store selection criteria they use.

The aim of this paper is to provide insights on Albert J. Mills' and Jean Helms Mills' lifelong methodological journey in the airline culture. The interview offers a retrospective and reflective insight of their research into organizational culture and the airline industry, reasons for this research, their methodological journey, challenges they faced and ways forward.

This article is based on an interview with Albert J. Mills and Jean Helms Mills, which was virtually conducted for a professional development workshop (PDW) at the 2020 Academy of Management Meeting.

Albert J. Mills and Jean Helms Mills provide insights and reflections on their lifelong methodological journey, focusing organizational culture, discriminatory practices, and the impact of this on what constitutes men and women's work.

This paper draws from Albert J. Mills' and Jean Helms Mills' lifelong experience in studying gender, intersectionality and historiography in airline cultures. Scholars will be encouraged by their insights on how to start a long-term study, potential challenges, impacts of current trends and how to deal with them.

This is an opinion piece provided by Rachel, 31, and her grandmother, Jean, 97, who have been living together for two and a half years, since Rachel became unwell with myalgic encephalomyelitis/chronic fatigue syndrome.

Each author shares their experiences of intergenerational living through the pandemic.

What each of them has learned about intergenerational living during the COVID pandemic and mutual support and what has surprised them, including how it has improved quality of life for both of them.

This is an unusual intergenerational first-person account of intergenerational mutually supportive living during the pandemic, with insider insights.

The focus of this paper is the Transformational Model of Rehabilitation. The paper outlines key elements of rehabilitation therapy models before proceeding to describe the Transformational Model and the interpretive case study of Jean Varnier which produced this unique approach therapy to rehabilitation. In particular it is argued that its unique contribution to mental health is in its requirement that the professional engage with his/her own transformational process, which ensures reflexivity and supports the expression of maturity as agency and authenticity in clients.

This paper aims to understand the factors of the exchange relationship that influence a target-partner’s decisions to adopt virtual governance strategies.

Hypotheses are tested using an online panel of 259 key informants from manufacturing firms that sell goods to retailers. Data are analyzed using structural equation modeling.

The study confirms the hypotheses that the target partner’s trust in the initiating partner is a significant driver of supply chain management system (SCMS) adoption intention. While trust fully mediates the adverse effects of technological uncertainty on adoption intentions, asset specificity directly influences both trust and adoption intentions. Additionally, the initiating-partner’s incentive orientation mitigates these effects and encourages SCMS adoption.

This paper contributes to the study of virtual governance and interorganizational adoption decisions in two primary ways. First, it elucidates the relationship between transaction costs and relational norms. Second, it examines the role that the shadow of past incentives has on the target-partner’s decisions to electronically integrate with the initiating partner.

The findings from this study contribute to the virtual governance and interorganizational technology adoption literature by demonstrating the relevance of characteristics of the exchange relationship in the target-partner’s decision to adopt the SCMS technologies necessary for electronic integration. This study provides a better understanding of the function of transaction costs and relational norms that paves the way for further exploration of the choice to adopt virtual governance strategies.

Given that SCMSs enable virtual governance, the findings of this study make important contributions to understanding how transactional and relational elements of the exchange relationship influence a target-partner’s decisions to participate in vertical control strategies with an initiating-partner.

The experiences materialising as learning tasks in the entrepreneurial context do not automatically transform into effective learning for a novice entrepreneur. In this paper, we develop a comprehensive and situational role taxonomy for entrepreneurial mentoring meant to address this challenge.

Entrepreneurial mentoring builds on the assumption that it can facilitate the transformation of experience and consequently enhance the learning outcomes for a novice entrepreneur. By integrating and extending the extant research on entrepreneurial learning and mentoring, we argue for a dynamic and situational approach, scrutinising the fit between discrete entrepreneurial learning modes and the mentoring functions targeting them.

We complete our theorising by developing four propositions and a taxonomy of mentor roles. The role taxonomy comprises a repertoire of four different roles that target the learning modes through learning-enabling mechanisms drawn from the learning literature.

The role taxonomy poses important implications for future entrepreneurship research. The role taxonomy can be directly employed in more targeted, formal training programmes for both mentees and mentors.