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The study adopts an intersectional approach to identify the key dimension(s) that reproduce inequalities in women's subsistence entrepreneurship within urban-poor settings in the global south.

The in-depth case study is based on 44 semi-structured interviews and four focus-group discussions with women entrepreneurs based within urban-poor dwellings in the twin cities of Islamabad and Rawalpindi in the Islamic Republic of Pakistan.

The authors contribute to the literature by identifying how intersecting socio-class and socioeconomic inequalities, and patriarchal norms of izzat (meaning: honour, respect) and purdah (or veil), perpetuate disadvantage for women entrepreneurs producing and/or selling business goods and services.

The findings challenge the view of entrepreneurship as a meritocratic and neutral activity for social emancipation. The authors argue that multiple social hierarchies and inequalities operate simultaneously, but how these are understood, exercised and reproduce disadvantage for women entrepreneurs, depends on their social class. The authors propose a triple bind of domestic, market and societal inequalities as a heuristic framework for understanding intersecting inequalities, patriarchy and subsistence entrepreneurship in Pakistan, specifically the global south.

The purpose of this paper is to explore the relationship between performance monitoring technology and accountability in electronic government initiatives. Specifically, it aims to investigate how performance monitoring technologies are deployed in electronic government and the consequences that may arise from their implementation on public service accountability.

The paper draws upon an in‐depth empirical study of several Greek Citizens Service Centres (CSCs). CSCs are a central component of Greece's e‐government strategy. Qualitative methods are deployed during fieldwork and data are analysed in line with the social constructionist paradigm.

Contrary to the mainstream e‐government literature, the paper argues that the introduction of performance monitoring technology does not always ensure accountability in the public sector. Overall, it suggests that performance technology may not necessarily lead to a form of accountability that always has the interests of the public at its heart. Instead it argues that it may lead to a narrowing down of accountability and the emergence of an instrumental rationality.

The paper argues that the critical literature on management accounting provides important insights in understanding the consequences of performance monitoring in e‐government projects and conceptualising the relationship between performance and accountability.

This paper aims to examine the preferences of students towards different teaching methods and the perceived effectiveness of experiential teaching methods in different operations management (OM) modules.

Student perceptions of different teaching methods and various aspects of an experiential teaching method, in the form of a business simulation game, are examined using survey data from 274 respondents in four small post‐experience and two large pre‐experience OM modules.

The paper's analysis suggests that traditional and experiential teaching methods are both popular with OM students, whilst independent teaching methods are less well liked. Analysis also shows that students on both kinds of OM modules perceive most aspects of the experiential teaching method used in this study (The Operations Game) very positively.

This research study was confined to a particular type of experiential teaching method – a business simulation game. There is a need for further research to investigate the perceived effectiveness of other experiential teaching methods, such as role‐plays and live cases. Furthermore, the paper does not examine the use of experiential teaching methods that do not require the physical presence of students.

For OM educators, the paper clarifies how they might incorporate experiential teaching methods in different class settings. Whilst experiential teaching methods are typically used for small post‐experience modules, these data indicate that the method can also be used on larger pre‐experience modules with great success. The paper also notes a number of challenges involved in using experiential teaching methods on both kinds of module.

This is the first known study to directly examine the perceived effectiveness of an experiential teaching method in both small post‐experience and larger pre‐experience OM modules.

The main purpose of this paper is to examine the mediating role of psychological capital in the relationship between perceived psychological empowerment and employee satisfaction, normative organizational commitment and turnover intentions.

To test the proposed research model, the authors collected field data from seven telecommunication companies located in the Islamabad Capital Territory of Pakistan. Through a two-wave data collection design, a total of 411 participants reported their perceptions about psychological empowerment and psychological capital at Time 1 and their job satisfaction, normative organizational commitment and turnover intention at Time 2.

Results supported the hypothesized relationships, showing that psychological capital fully mediates the relationship between perceived psychological empowerment and employee job satisfaction, normative organizational commitment and turnover intention.

This study relied on cross-sectional data, which does not fully satisfy the conditions of establishing causality.

Results of this study will help organizations and practitioners to understand the importance of psychological empowerment and psychological capital and how they positively influence organizational performance, including employee job satisfaction, normative organizational commitment and turnover intention.

Drawing upon the self-determination theory of Deci and Ryan (2000), this study contributes to organizational behaviour literature by proposing and testing psychological capital as an underlying mechanism that can explain the impact of psychological empowerment on employee satisfaction, normative organizational commitment and turnover intention.

This paper aims to uncover the assumptions and concerns driving public debates about Google Glass and police body cameras. In doing so, it shows how debates about wearable cameras reflect broader cultural tensions surrounding race and privilege.

The paper employs a form of critical discourse analysis to discover patterns in journalistic coverage of these two technologies.

Public response to Glass has been overwhelmingly negative, while response to body cameras has been positive. Analysis indicates that this contrasting response reflects a consistent public concern about the dynamics of power and privilege in the digital economy. While this concern is well-founded, news coverage indicates that technologists, policy makers and citizens each hold assumptions about the inevitability and unvarnished beneficence of technology.

Since this qualitative approach seeks to discern broad emergent patterns, it does not employ a quantifiable and reproducible coding schema.

The article concludes by arguing that grassroots action, appropriate regulatory policy and revitalized systems of professional journalism are indispensable as the struggle for social justice unfolds in the emerging digital economy.

These debates represent a struggle over what and how people see. Yet public discourse often glosses over the disadvantages of technological change, which impacts who is able to amass social power.

This comparative approach yields unique conceptual insight into debates about technologies that augment ways of seeing.

The purpose of this paper is to examine the coverage of identified topics that represent three key themes of change in management practice. These themes, focused on the new interconnected modern business operation, consist of: cross‐functional or process‐based working, supply networks, and systems thinking. The paper seeks to examine the coverage of these themes in operations journals as a proxy to determine how well the academic operations community is adapting to the interconnected business world.

Two separate lists compiled to rank the quality of operations journals (one based in the UK, the other in the USA) are used to structure a search for keywords representing the identified connectivity themes in the identified “top” leading operations journals to determine how well the different topics are covered. The term “operations” is intended to refer to the related specialities of both operations management and operations research.

Findings indicate overall very weak coverage of the three connectivity topics. Systems thinking was best represented. However, this representation was not in operations management journals but predominantly operations research sources. Both supply network and cross‐functional working were poorly represented as topics more generally. The implication of the findings is that the operations literature has yet to embrace key issues of connectivity and greater attention should therefore be paid to these areas to better inform business practice.

To the best of one's knowledge no such study of this type or breadth has been previously conducted.

This paper aims to examine the antecedent influences and merits of workplace occupations as a tactical response to employer redundancy initiatives.

The data are based on analysis of secondary documentary material reporting on three workplace occupations in the Republic of Ireland during 2009.

Perceptions of both procedural (e.g. employer unilateral action) and substantive (e.g. pay and entitlements) justice appear pivotal influences. Spillover effects from other known occupations may also be influential. Workplace occupations were found to produce some modest substantive gains, such as enhancing redundancy payments. The tactic of workplace occupation was also found to transform unilateral employer action into scenarios based upon negotiated settlement supported by third‐party mediation. However the tactic of workplace occupation in response to redundancy runs the risks of potential judicial injunction and sanction.

Although operationally difficult, future studies should strive to collect primary data workplace occupations as they occur.

The paper identifies conditions conducive to the genesis of workplace occupations and the extent to which the tactic may be of benefit in particular circumstances to workers facing redundancy. It also contextualises the tactic in relation to both collective mobilisation and bargaining theories in employment relations.

This paper seeks to present a teaching tool (the Innovation Game) which aims to demonstrate the challenges of developing an effective innovation strategy in the context of new product development. The goal of the game is to enable participants to experience how strategic and operational choices made in relation to innovation strategy are interrelated and how these choices can impact on new product development success. Specifically the paper aims to explore the impact of choices made in relation to capability accumulation, capacity management and product‐portfolio management.

After presenting the learning objectives for the game with the support of relevant literature, the paper describes the design of the game and the context in which it was played. The paper reviews feedback (learning outcomes) from formal reflective post‐game sessions with participants. This feedback indicates that the learning objectives have been satisfied.

Through experiential learning and reflective practice participants learn, for example, that: capabilities need to match the intended strategy; investing in production capacity can be leveraged to aid negotiations with competitors, or it can be used as a bully tactic; and, it sometimes is better to be an R&D “follower” rather than a “leader”. The participants also learn that the alignment of operational and strategic choices is necessary in order to leverage success in developing new products but that the actions and strategies of competitors have a direct impact also and need to be considered carefully.

The teaching tool adopts a participative game playing and reflective learning approach to introduce into class some of the real‐life competitive dynamics of managing new product development and decision making normally confined to the boardroom. While it is argued that the game demonstrates the challenges of developing successful strategy, the game is set in a static context in which certain external contingencies are not accounted for.

Demonstration of the importance of strategy to new product development is particularly difficult because of the longitudinal nature of product development and the tacit nature of the decision making process which often transpires long after projects are completed. The paper posits that the value of the Innovation Game is in reflecting on it as a practical, interactive tool that helps participants appreciate the challenges inherent in strategic and operational decision making related to innovation strategy and new product development success.

The purpose of this paper is to describe a computer‐assisted learning experience in operations management (OM) higher education that entailed the development of interactive learning software, its evaluation in an experimental environment and the formal analysis of the teaching method's influence on student perceptions.

The software design follows the constructivist focus based on widely‐accepted educational technology principles. Objective tests of knowledge and subjective appraisal of the learning process were used in the experiment to compare two educational scenarios (computer‐assisted learning and on‐site class). Students' perceptions of the software's technical and teaching features are also analyzed.

The study shows that the teaching method can significantly affect students' perceptions of the learning process. The findings also confirm the pedagogical effectiveness of the software that was designed and that information communication technologies (ICT)‐based methods are an alternative to traditional methods used in OM education.

The experiment involved strict control over various potential threats to validity. From a statistical point‐of‐view, the conclusions can only be generalized in the population analyzed. Nevertheless, the features of the software and the student profile allow the main conclusions to be generalized to other OM environments.

The use and evaluation of interactive software in OM educational environments are reflected on, with emphasis on the influence that the teaching methodology has on students' attitudes to the learning process. It is of interest for researchers interested in improving teaching through the use of ICT.

There are very few studies on interactive self‐learning software for OM and its effects on student perceptions. This paper is a new contribution to this field.