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The purpose of this paper is to propose alternative ways to develop and leverage organisational knowledge by considering the nexus of data managed by information and communications technologies and the expertise of human capacity. In doing so this paper challenges current understanding of tacit–explicit knowledge boundaries and presents a third dimension of knowledge which can be developed as a strategic organisational resource.

This conceptual paper seeks to extend current understanding of knowledge and presents the organisational knowledge nexus as a confluence of information, knowledge resources and human potential. Knowledge management is explored through the theoretical frameworks of the knowledge nexus and a model of triadic knowledge. Their conceptualisation and development are discussed and illustrated.

This research suggests the potential for organisational knowledge resources to be advanced is greater, if organisations can strategically use the knowledge nexus with a triadic perspective of knowledge. A framework for knowledge development with increasing levels of insight is proposed.

As a novel conceptual work this research has limitations of newness. It presents a challenge to conventional thinking because of the subliminal nature of latent knowledge and the causal ambiguity of its development process in the knowledge nexus. The potential of latent knowledge and its transition process in the organisational knowledge nexus has significant implications for organisational knowledge development.

The concepts of latent knowledge, the knowledge nexus and their potential ability to develop and leverage organisational knowledge resources presents a paradigm shift to currently accepted understanding of knowledge systems and organisational knowledge management. The originality and value of this work comes through its contribution to broadening our understanding of the scope and potential of organisational knowledge resources and their processes of transition and development.

Scope notes are added to some subject headings in thesauri to make their scope, meaning, usage and history clearer. In the first edition of LISA: Online User Manual, scope notes are used for seven message types and in one case fifteen note patterns are used to express the same meaning. In the second edition notes are expressed more consistently, and are mainly used to indicate indexing errors. Other thesauri are compared briefly.

1. Introduction Probably the “hottest” topic in the LISA (Library and Information Systems) world in recent times is the idea of developing systems which can act “intelligently” by using the knowledge of a human expert (within our context, that of an intermediary or a librarian). Such knowledge‐based systems are popularly known as “expert systems”.

This paper focuses on accessing the experiences of three boys who are on the autism spectrum to identify what using a voice output communication aid (VOCA), within a classroom setting, means to them. The methods used to identify the boys' perspectives are described and evaluated. Establishing these through direct methods of engagement proved problematic but working with parents and school staff as ‘expert guides’ provided a rich insight into what using a VOCA appeared to mean to the boys. The findings suggest that using a computer‐based VOCA can be viewed by children with autism as a pleasurable and motivating activity. This technology also seems to offer the potential for a much broader developmental impact for these children than that currently recognised within the research literature.

To explicate the qualities of cooperation among leaders and their organizations during crisis, we studied the response to the 2013 Boston Marathon bombings. Through interviews and analysis, we discovered leaders successfully overcame obstacles that typically undermine collective crisis response. Qualitative analysis revealed five guiding behavioral principles that appeared to stimulate effective inter-agency leadership collaboration in high stakes. We draw upon concepts of collective leadership and swarm intelligence to interpret our observations and translate the findings into leader practices. We focus on replicable aspects of a meta- phenomenon, where collective action was greater than the sum of its parts; we do not evaluate individual leader behavior. Our findings provide a starting point for deeper exploration of how to bolster public safety by catalyzing enhanced inter-agency leadership behavior.

The group has continued to meet regularly since the publication of the last bulletin and has welcomed a number of new members and visitors from both home and overseas. Many members who joined at the beginning or very early on in the Group's history still attend regularly, but several long‐standing members have also left, or ceased active participation, in the period under review. Towards the end of 1972 Mr Wells relinquished the chairmanship of the Group, due to pressure of work, and his place was taken by Mr Mills. Another departure, and one that robbed the Group of one of its most active and forceful members, was that of Jason Farradane. He left the country in 1974, and the Group presented him with a book as a memento of many enjoyable and provocative discussions stimulated by his presence at the meetings which he unfailingly attended. It was with great pleasure that he was welcomed back to a meeting while he was visiting this country in January 1976.

Popular self-help pregnancy literature suggests a “generational disconnect” between pregnant women and their mothers, emphasizing the incommensurate experiences of the two generations. Based on longitudinal, in-depth interviews with a diverse group of 64 pregnant women and 23 grandmothers-to-be, this chapter explores how different generations of women negotiate the idea of a disconnect and its implications for the medicalization of pregnancy. My findings showed limited support for the generational disconnect. Nearly all of the pregnant women I interviewed who were in contact with their mothers consulted them to assess issues related to pregnancy embodiment. Black and Latina women and white women with less than a college degree disregarded or even rejected the disconnect; they tended to frame their mothers’ advice as relevant. Their mothers attended prenatal care appointments and frequently expressed skepticism about medical directives. By contrast, I found that highly educated white women tended to endorse the generational disconnect when it came to matters related to pregnancy health behaviors – what to eat, how much to exercise – and their obstetric care. The mothers of these women not only largely supported the generational disconnect, but also bonded with their daughter over a shared appreciation for scientific understandings of pregnancy. Foregrounding women’s perspectives provides insights into meaning-making in pregnancy and the ways that mothers of pregnant women can both stymie and deepen medicalization of childbearing.

The purpose of this paper is to explore the issues and challenges facing employers as they manage degree apprentices in the workplace. It examines the relationship between managers and apprentices undertaking a work-based degree. This research is of particular relevance at this time because of the UK Government’s initiative to expand the number of apprenticeships in the workplace to three million new starts by 2020, inevitably bringing a range of pressures to bear on employers (BIS, 2015). The purpose is to share early experiences of employer management of degree apprenticeships, and provide a range of recommendations to develop and improve employer and higher education institution (HEI) practice.

This paper combines desk research with qualitative data drawn from interviews with a range of cross-sector organisations to investigate the employer’s experience of developing the new degree apprenticeships. Data are explored inductively using thematic analysis in order to surface dominant patterns and considers the implications of findings upon current and emerging HEI and employer practice and research.

There were a number of key themes which emerged from the data collected. These included the need for effective, employer-led recruitment processes, careful management of expectations, sound HEI retention strategies, employer involvement and board-level motivators to ensure organisational benefits are derived from effectively situated workplace learning and a focus upon effective, empowering mentoring and support strategies.

As degree apprenticeship standards and programmes are currently at the early stages of implementation, and opportunities, funding and resourcing are rapidly changing in the context of government policy, so too will employer appetite and strategies for supporting degree apprentices, along with apprentice behaviour. This means that additional findings, beyond those highlighted within this paper, may emerge in the near future.

There are a number of practical implications supporting managerial development and support of degree apprentices in the workplace from this research. These are reflected in the findings, and include the development of flexible and collaborative processes, resources, mentor training and networks.

This paper is one of the first published accounts of the employers’ perspective of managing a degree apprenticeship within the new policy context in the UK. As a result, the work offers a unique insight into the emerging challenges and issues encountered by managers working with degree apprentices in the twenty-first century business environment.