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Jean M. Bartunek is the Robert A. and Evelyn J. Ferris chair and professor of organization studies at Boston College as well as a Fellow (since 1999) and a past president (2001–2002) of the Academy of Management. Her Ph.D. in social and organizational psychology is from the University of Illinois at Chicago. Her substantive research interests focus on organizational change, conflict associated with it, and organizational cognition, and her methodological interests center around ways that external researchers can collaborate with insider members of a setting to study the setting. She is an associate editor of the Journal of Applied Behavioral Science and on the editorial boards of multiple other journals. She has published more than 100 journal articles and book chapters and 5 ([co]authored or co-edited) books.

The following list is a first attempt to catalogue and describe systematically the British Museum's extensive holdings of early opera librettos and related plays. The great importance of these unpretentious booklets as supplementary and, more often than not, even primary sources for the history and bibliography of dramatic music, besides or instead of the scores, was already clearly recognized in the eighteenth century by Dr. Burney and other scholars. But it is only since 1914, the year in which O. G. T. Sonneck's Library of Congress Catalogue of opera librettos printed before 1800 appeared, that their documentary value could to any greater extent be put to general use in international musicological research. A similar bibliography of the British Museum librettos, while naturally duplicating many Washington entries, would produce a great number of additional tides, not a few of them otherwise unrecorded; it would provide the musical scholar with the key to a collection unequalled elsewhere in Europe, which owing to the peculiar nature of the material is not easily accessible by means of the General Catalogue.

Presents over sixty abstracts summarising the 1999 Employment Research Unit annual conference held at the University of Cardiff. Explores the multiple impacts of globalization on work and employment in contemporary organizations. Covers the human resource management implications of organizational responses to globalization. Examines the theoretical, methodological, empirical and comparative issues pertaining to competitiveness and the management of human resources, the impact of organisational strategies and international production on the workplace, the organization of labour markets, human resource development, cultural change in organisations, trade union responses, and trans‐national corporations. Cites many case studies showing how globalization has brought a lot of opportunities together with much change both to the employee and the employer. Considers the threats to existing cultures, structures and systems.

Part I of this issue begins with a paper by Colin Eden and Fran Ackermann on “Competences, distinctive competences, and core competences.” Eden and Ackermann draw on their extensive work with top management teams in workshops focused on identifying the competences of an organization. They describe an interactive process of engagement with managers through which an organization's competences are identified, some of which are further judged to be “distinctive competences” of the organization. Analysis of the interrelationships among a firm's identified competences then leads to the discovery of a pattern of competence interactions in which some competences appear to be at the “core” of the organizations distinctive competences. The paper presents an interesting perspective on how the capabilities and competences of a firm are often interrelated in ways that invite special attention and development by managers. Further, the paper explains the systems methodology that the authors have developed for use with managers to help identify and assess an organization's competences.

The purpose of this paper is to analyse why Malta continues to show the highest level of turnout for European Parliament (EP) elections in a country where voting is not obligatory. By analysing the Maltese EP elections from 2004 to 2019, the paper seeks to understand why the Maltese engage with a second order election to the degree that they do.

The paper is a combination of qualitative and quantitative methods, first assessing the context of the 2019 elections, the historical trends and then the factors that help explain why the Maltese continue to engage with EP elections.

The paper finds that the Maltese political system, highly polarised and dominated by two parties, primarily galvanises people to engage with elections, that it is more about party leadership than actual engagement with Europe and that second order elections in Malta are often run as first order elections.

This paper is the only systematic evaluation of the 2019 EP elections in Malta, discusses categorically that EP elections are rarely about Europe while also showing clearly that political parties can make second-order elections appear as first-order elections should the stakes be high enough.

When my director, Mr H. Liebaers, addressed the participants in the 37th IFLA General Council, held in Liverpool in 1971, he warned his audience to be very careful in using the words ‘developing countries’; words which have become so deeply rooted in the present‐day vocabulary of international relations that they cannot be avoided completely. The example of his own country, he said, would be enough to prove that even rich countries can be underdeveloped in library matters.

The question of responsibility is not new to labour law. The earliest developments in labour law and social law sprang from a “legal revolution” to borrow the words of Georges Scelle, considering the concept of responsibility that prevailed in common law. Civil responsibility which was originally based on fault could now be based on the risk inherent to a socially useful activity so as to ensure that the responsibility for damages that might result from it be equitably shared. This development took place under the generalization of the industrial production mode, first within the frame work of laws respecting compensation for industrial accidents.

This conceptual chapter re-actualizes the Didaktik-inspired discussions in entrepreneurship education, initiated by Kyrö, Blenker et al., and Bechard and Toulouse over 15 years ago. Didaktik in the German educational tradition is a pedagogical sub-discipline which, unlike the Anglo-American understanding of “didactics” as teaching methods, focuses on the relations between the subject, teacher, and students, and considers questions regarding what to teach, how to teach, and why, as being interdependent. A review of literature on entrepreneurship education published in the last decades shows that research in the German Didaktik tradition is sparse, and that the awareness of the differences between Didaktik and “didactics” has been overlooked. This chapter has practical implications for entrepreneurship educators as it presents Didaktik as an approach which comprises planning, implementing, and evaluating teaching in a way that includes an awareness of the learners’ relationship to the subject without excluding the teacher’s key role in education. In a theoretical perspective, the chapter challenges the Anglo-American understanding of “didactics” and proposes Didaktik as an approach to developing entrepreneurship education research and practice to be scientifically based in two fields and encompass transformative learning and critical perspectives, rather than being driven by political agendas and focusing on results.