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The purpose of this paper is to provide a viewpoint on the importance of building learning capability through enhancing the learning talent chain.

This paper identifies approaches to building learning capacity in an organization through contributing to the learning talent chain. It offers a perspective on how organizations and education providers could collaborate to provide opportunities for students to apply their knowledge through work experience, benefiting both the student and organization.

The initial feedback from organizations support the framework as a mechanism to connect industry, the student body and the education provider.

Understanding how industry and education providers can better collaborate will enhance organizations ability to develop talent in tough economic times. This viewpoint challenges learning talent chain members to contribute jointly to providing an environment to thrive on change

The value of this paper is to provide the reader an approach to building learning capacity through work related learning opportunities with students.

The purpose of this paper is to introduce the concept of a staged cumulative learning mechanism as part of a role‐play model for the teaching of supply chain concepts.

This paper presents the preliminary testing of an alternative model for the facilitation of supply chain learning within organizations. Following on from this, initial feedback is discussed before future stages of development are considered.

Through the structured implementation of complex supply chain interactions, practitioners can provide effective training that leads to deeper understanding of the interactions and communication skills necessary to balance an organizations successful operation in a modern supply chain.

The value of this paper is to invite the reader to consider the use of extended role‐playing as a mechanism to facilitate the development of cumulative learning outcomes which provide employees with a toolbox of understanding to better approach interaction activities within and between supply chain partners.

This purpose of this paper is to present EOI as an mechanism for higher education to better prepare students for the ever changing workforce, a collaborative effort from higher education and organizations is needed to support the transition of students from the classroom into industry.

This viewpoint provides a mechanism to enhance the student outcomes from work related learning (WRL) programs, supported by student reflection. This paper presents one such WRL program that provides a vehicle for EOI to enhance student learning outcomes.

The positive learning outcomes through student reflection on their experience in the program endorses EOI as a mechanism for students' early professional development.

Involving organizations earlier in higher education transition programs enables both students and perspective employers to maximize opportunities for learning and development. Engaging organizations through EOI will ensure WRL programs better prepare students and manage their expectations for the workplace, leading to greater retention and outcomes of graduates entering the workplace, benefiting the student, higher education and employer.

This paper provides an approach to support students transitioning from higher education into the workforce by engaging with organizations early on in the students' professional education.

This paper introduces a hybrid learning framework as part of a specifically designed reflective learning experience internship program.

This paper identifies challenges/barriers and offers solutions on how to design a learning driven internship program, which satisfies the needs of all stakeholders. Following on from this, initial learning constructs are discussed before future stages of development are considered.

The initial feedback from the key stakeholders suggests support for the framework as a mechanism to connect industry, the student body and the education provider.

Through the implementation of this framework key stakeholders can combine to provide an important learning environment for future employees whilst still adding value to their own business. This model also provides a context in which both industry and academia can combine to nurture and mentor the society of tomorrow.

The value of this paper is to provide the reader a better approach to engaging and sustaining work related learning opportunities for students.

This paper introduces an alternative use of an existing learning mechanism to aid in gaining acceptance of others' roles within a supply chain. This view places an emphasis on role‐playing as a means to improve supply chain integration.

This paper is conceptual and introduces a learning technique to enable both “hard” and “soft” systems orientated participants to be better understood between chain partners.

The findings presented in this paper are conceptual. However, the technique offered has partially proven success in other management scenarios and yet to be tested in supply chain management.

By embracing role‐playing, practitioners have opportunities to develop a deeper understanding and appreciation about other roles that participate in the same supply chain as themselves, creating an opportunity for enhanced integration between roles within their supply chain.

The value of this paper is to invite the reader to consider role‐playing as a mechanism to encourage and educate supply chain participants in the roles of others who participant in the same chain from another perspective. This learning technique will contribute towards integration internally between functions of the organization and in an inter‐organizational capacity along the supply chain.

Understanding the multitude of linkages that exist between customer requirements, the characteristics of fresh produce, the functions performed by supply chains, and how these impact on relationships in chains is important if the trend towards relationship marketing in the fresh produce industry are to be better understood. The purpose of this paper is to present the results of an empirical study of New Zealand fresh produce supply chains that investigates such multiple linkages.

A theoretical framework was developed for the study, where relationships were characterised as relationship connectors between parties. This framework was operationalised using two case studies of fresh produce supply chains in the South Island of New Zealand.

Relationships in the chains were characterised by very strong information exchange, relatively strong cooperative norms, strong operational linkages and specific buyer‐seller adaptations. Relationships connected in these ways facilitated the supply chain functions of procurement, quality, logistics and information. This ensured that the challenges facing these supply chain functions, the market requirements of fresh produce and product characteristics, could be managed.

Because of the method used, it is not possible to empirically generalise from the findings. The key theoretical generalisation that emerges is that relationships in fresh produce supply chains are connected in ways that will enable the challenges facing the management of the different supply chain functions to be met.

This finding uses the theory of relationship connectors to contribute to the expanding knowledge base of academics and practitioners on relationship marketing in the food industry.

This article introduces a conceptual view of supply chains from a situated learning and “community of practice” perspective. This non‐conventional “soft systems” view places an emphasis on the social and practical dimensions of learning within a context as a means to improve supply chain integration and performance.

This paper is conceptual and introduces a learning theory that offers practical relevance to practitioners in the supply chain field.

The findings presented in this paper are conceptual. However, the perspective offered draws upon recent successful research into the dynamics of situated learning activity in a project team environment.

By embracing this humanistic and social learning perspective, practitioners have opportunities to initiate a “community of practice” condition in which they systematically focus on and collaboratively develop their learning skills and their supply chain interactions and integration.

The value of this paper is to invite the reader to consider supply chain scenarios as “situated learning opportunities involving communities of practice” which, if appropriately engaged, can contribute towards learning and innovation and the development of inter‐organizational integration along a supply chain.