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Practical means are provided of integrating a new team member into an effective team. To be effective, teams must manage goals, roles, processes and relationships. Goals need to be held in common and be quantifiable. Roles of members need to be clearly stated for the process to be managed. The leader needs to be accepted, the decision‐making responsibilities need to be clear and communications need to be effective. The team members need to be able to work together and handle difficulties in the relationships. To introduce a new member successfully, a team should consider the interviewing and hiring process, the gradual introduction of the person to the team work, and the fact that the new person needs to understand the goals of the team.

Proposes a model for structuring and integrating the multiple dimensions of the workplace. Discusses the application of the model with respect to the renewal of the Hewlett‐Packard headquarters building. Concludes with a series of points to be considered which cover the needs of the total working community.

The use of high-density remote storage facilities helps alleviate competing space needs in academic medical libraries while they continue to support core services and supply service copies of resources.

Four academic medical libraries in the Texas A&M University System and the University of Texas System will highlight their participation in a regional collaborative storage facility using the Resource in Common (RIC) model.

Results will show how library services and facilities changed since moving some or all of print collections to JLF.

The RIC model has proven to be a success in recovering user space without losing access to resources.

The purpose of this paper is to discuss how French universities can play a key role in generating Smart City (SC) through an innovative Public-Private Partnership (PPP) dedicated to urban transformation.

The authors led an action-research study for five years with several research and pedagogic projects, including users or citizens.

The paper points out main factors of SC development. It also presents shared demonstrators’ characteristics, including industrial scale, sustainability, and citizens’ participation.

This research is experimented with only one regional multi-case study.

Practical implications of this paper include a University of Lorraine diversification strategy through the “Chaire REVES” supported by public and private partners.

At the regional level, industrial-university-territorial partnerships could tackle both societal and economical issues “with,” “for,” and “by” citizens.

Based on the Living Lab concept, this case study shows a concrete regional university strategy involving: user-centric design, collaborative processes, citizens’ workshops, and new financial and organizational answers enabling collaboration between private companies and public institutions. The paper also argues that innovative PPPs involving users are necessary for developing SC.

Few issues in recent times have so provoked debate and dissention within the library field as has the concept of fees for user services. The issue has aroused the passions of our profession precisely because its roots and implications extend far beyond the confines of just one service discipline. Its reflection is mirrored in national debates about the proper spheres of the public and private sectors—in matters of information generation and distribution, certainly, but in a host of other social ramifications as well, amounting virtually to a debate about the most basic values which we have long assumed to constitute the very framework of our democratic and humanistic society.

Educational leaders promote the success of all students by responding to diverse academic, social, and emotional needs within the school community. The effective collection, analysis, and use of data to guide decisions are critical factors to maximize student progress and sustain an effective school culture. Amidst the volumes of data derived from a learning community, administrators need to be savvy in selecting data that will help inform sound decisions. Data should be aligned to standard-based instructional practices and be unbiased, relevant, meaningful, and manageable. The use of data is part of a larger inquiry process as school leaders seek to positively affect the learning progress of each student. Critical to this process is the capacity of each community member, whether teacher, parent, student, or administrator, to feel empowered and equipped to gather, analyze, understand, and apply data results to improve the instructional program for each child. Educational leaders must develop and sustain the capacity of the community to use data effectively to ensure the growth and success of the school. This process has even greater importance and significance for charter school leaders who have taken the initiative to step outside the traditional boundaries of education and who seek to implement innovative models for education.

The purpose of this paper is to explain how small- and medium-size enterprises (SMEs) in transition environments overcome the liability of origin to gain their legitimacy in a global context.

Through semi-structured face-to-face interviews, this study investigates Bulgarian wine producers who evolve in transition environments and are looking for new means to restore their legitimacy both locally and globally.

The results show common patterns between Bulgarian wine producers to signal their legitimacy regarding the cognitive and normative pillars of legitimacy. However, in transition environments, signals of regulatory and industry legitimacy vary across firms to fit international standards and to create new local regulations.

While this research focuses on the Central and Eastern European setting, future research examining transition environments can draw from the present findings in regards to legitimacy strategies adopted in times of drastic change.

This paper has practical implications which show that during transitions, SMEs in the wine industry go back to their roots by adopting norms and traditions that have persisted over time.

This paper contributes to legitimacy theory by proposing a process model of legitimacy – when faced with liabilities, SMEs can use signals of legitimacy to communicate their adherence to the stakeholders’ expectations.

It is a familiar enough concept in the teaching of management that the business organisation is an open system, operating in an environment susceptible of analysis. The same logic can be applied to the business schools which thus teach. I accordingly have attempted to review in this article what have seemed to be the most critical pieces of public or environmental advices coming our way. Members of the advising environmental community have ranged from the National Economic Development Council and Lord Franks in the early sixties to Nancy Foy and the European Foundation for Management and Development in the late seventies. In between there have been a million suggestions by users, be they company management development advisers or programme participants. Finally, of course, there have been competitive activities by schools other than the one in which we find ourselves. They do not offer verbal advice; rather they demonstrate, should we care to observe carefully, how goals similar if not always identical to our own might be achieved. Accordingly, this discussion will not examine what we have done at Cranfield but only what I believe we can perceive other schools doing elsewhere.

Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students. Conceptualizing teaching as a political and ethical endeavor, social justice teacher education must engage seriously with the local and lived experiences of both teacher educators and student teachers. How then does teacher education for social justice move across communities and identities, and through cultural, social, geographic and temporal spaces? This chapter presents an autobiographical narrative inquiry into social justice teacher education across sociocultural and sociopolitical contexts, across time, and within different educational communities. Bakhtin's dialogic theory (1981) helps to trace the narrative threads wherein “each word tastes of the context and contexts in which it has lived its socially charged life” (p. 293). The study examines my ideological becoming (Bakhtin, 1981) as a critical teacher educator in the context of a youth mentoring service-learning course for undergraduate teacher candidates. I examine the complexities and tensions in exploring experiences and co-constructing understandings of oppression, privilege and social justice with my student teachers on the youth mentoring course in dialogic struggles with my experiences of justice and education in the USA and Hong Kong as an English-speaking Chinese American. Providing an in-depth examination of the convergence of identity, social relations, place, and time in my knowledge formation, I critically reflect upon the notion of social justice to suggest that social justice teacher education is multi-voiced and lived both locally and globally.