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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/EUM0000000001313. When citing the article, please cite: Amrik S. Sohal, Liz Ramsay, Danny Samson, (1993), “JIT Manufacturing: Industry Analysis and a Methodology for Implementation”, International Journal of Operations & Production Management, Vol. 13 Iss: 7, pp. 22 - 56.

Sets out to determine whether or not JIT methods are applicable to Australian manufacturers and if so, how they can be implemented successfully. Presents a brief review of the literature and highlights various definitions of JIT. Summarizes the aims and conclusions of 1980s research in Australian manufacturing. Examines the JIT experiences of 30 manufacturers, documenting programme details and the factors which contributed to their success. Offers recommendations for step‐by‐step JIT implementation in an Australian context.

Purpose – The case study described here showcases the way in which the University of South Australia (UniSA), an institution with a long history of being at the forefront of educational opportunity for all and with equity principles embedded in its founding legislation, has responded to the mainstreaming of widening participation and engagement. It does so by focussing particularly on the Foundation Studies access education programme, the cornerstone of the University's widening participation strategy for adults (although in Australia the vast majority of university entrants are aged 18 years and above and, therefore, by definition, categorised as adults).

Approach – We provide an overview of the development and structure of the Foundation Studies programme, the national and institutional contexts in which it operates, and key characteristic of students who undertake the programme. We also report on participation and success rates and briefly describe how successful access education students gain admission to undergraduate study.

Social implications – UniSA's approach to equity and widening participation provides an effective means of redress for people who have experienced educational disadvantage. It does so not merely by providing access but by also actively preparing them for future academic success. That success in turn builds social capital – serving a wider and increasingly pertinent imperative in today's global market economy.

Value of chapter – The case study described presents what has proven to be a viable and effective model, one which suggests strongly that socio-economic and educational disadvantage can be overcome and that ‘second chance’ does not imply ‘second rate’.

Introduction Consider a hi‐fi loudspeaker manufacturing company acquired on the brink of insolvency by an American multinational. The new owners discover with growing concern that the product range is obsolete, that manufacturing facilities are totally inadequate and that there is a complete absence of any real management substance or structure. They decide on the need to relocate urgently so as to provide continuity of supply at the very high — a market about to shrink at a rate unprecedented in its history.

The purpose of this paper is to illustrate the authors’ multiple subjectivities, in research and in practice which are ever shifting in context with each other. The authors present richness of understanding which can be revealed when researchers eschew consensus, certainty and easy solutions. The authors aim to show that plurality of ontological and epistemological approaches combined with diversity in understanding and subjective experience is necessary in qualitative research in organisations.

The authors take a playful and incomplete narrative approach in their critical reflection on the subjectivities being silenced or ignored in organisations and in academia. The authors present an unsettling and ambiguous read but the aim is to question the formulaic, linear, simplistic solutions and structures evident in organisations and academia that silence uncertainty, emotions, voice and creativity through standardisation and the rhetoric of collaboration for performance enhancement. This process the authors have termed philosophical violence.

The authors identify philosophical violence as a dominant theme in qualitative research, in organisational practice and within academia. In contrast, the authors’ embodied subjectivities preclude the reaching agreement or consensus too quickly, or indeed, at all. The authors’ embodied struggles add to the understanding of ambiguity, difference, critical reflexivity and understanding, providing richness and accommodating diversity and paradox in the inquiries in the organisations.

The authors show the struggles as hopeful and the non-collaborative collaboration as a resource from which the authors can individually and jointly develop new understandings of working and thus survive the philosophical violence found in organisations and in research. Honouring subjectivities is essential for rich qualitative research in organisations.

There is considerable literature about the impact of mentoring on the mentees but little is known about the effect of the mentoring relationship on the mentor. This paper aims to address that gap.

Interviews with 15 mentors and survey responses from 128 mentees are used to examine a formal mentoring programme. Most emphasis is on the perspective of the mentors, raising questions about how they view outcomes for themselves and their mentees, as well as the effects of mentoring on the workplace culture over time. Questions about the mentoring relationship, including gender differences, are analysed against the background of a decade‐long organisational change strategy.

Mentors report significant benefits for themselves and the mentee as well as the organisation itself as a result of their participation. The findings suggest that a long‐term mentoring programme for women has the potential to be an effective organisational change intervention. In particular, men involved in that programme increased their understanding and sensitivity regarding gendering processes in the workplace.

The importance of the impact of mentoring programmes on the mentors is an under‐investigated area. This study suggests that programme design, together with careful selection and targeting of mentors, enables mentoring to become a critical part of a culture change strategy.

The paper assists academics and practitioners to conceive of mentoring as a core element in an effective organisational change intervention. The innovation is to move mentoring away from assuming a deficit model of the mentee. As this programme shows, a focus on what needs to change in the dominant organisational culture, practices and values can lead to key players in the organisation becoming actively involved in the needed change process.

A country no stronger than its information As a result of the new Gramm‐Rudman‐Hollings law which mandates a balanced federal budget by 1991 (a cut of $9.9m), and an $8.4 in budget reduction by Congress, the Library of Congress is suffering a total cutback of 7.6% from last year. This means a loss of $1 in every $13. The total number of hours open will be reduced by 30% per week; evening and weekend hours by 59%. The Library will be unable to purchase some 80 000 new books.

During the late 1980s New Zealand, in common with a number of other nations, underwent a controversial restructuring of its public sector, including education. The radical nature of education reform was to be epitomised in the documents Administering for Excellence (the Picot report), and the Labour Government's official response, Tomorrow's Schools. The publication of these documents, however, tended to polarize New Zealand's education sector and the public at large into opposite and opposing camps. This paper aims to address these issues.

In producing a step‐by‐step analysis of the techniques of persuasion employed during a crucial period of New Zealand's educational history, it will be shown how many of the arguments presented during this time have continued to shape the way we view the educational reforms and their impact more than 20 years later.

It will be demonstrated that the nature and style of propaganda on both sides was highly sophisticated, expressly aimed at building a constituency that was either supportive or hostile to reform.

This paper is perhaps the first to critically examine the nature and role of propaganda in both promoting the educational reforms and in galvanizing resistance to them. In utilising the very considerable amount of hitherto un‐cited documentary material now available, this paper makes a major contribution to education policy research.

THE funeral oration pronounced by Pericles for the Athenians who perished at the battle of Marathon contained the words: ‘It is not the acknowledgment of poverty that we think disgraceful, but the want of endeavour to avoid it.’ His people, demoralized by plague at home and external troubles abroad, refused to heed his words, just as the world has tended to ignore similar counsel for over 2,000 years.