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Globally, urban planners and decision makers are pursuing place-based initiatives to develop and enhance urban infrastructure to optimise city performance, competitiveness and sustainability credentials. New discourses associated with big data, Building Information Modelling, SMART cities, green and biophilic thinking inform research, policy and practice agendas to varying extents. However, these discourses remain relatively isolated as much city planning is still pursued within traditional sectoral silos hindering integration. This research explores new conceptual ground at the Smart – Natural City interface within a safe interdisciplinary opportunity space. Using the city of Birmingham UK as a case study, a methodology was developed championing co-design, integration and social learning to develop a conceptual framework to navigate the challenges and opportunities at the Smart-Natural city interface. An innovation workshop and supplementary interviews drew upon the insights and experiences of 25 experts leading to the identification of five key spaces for the conceptualisation and delivery at the Smart-Natural city interface. At the core is the space for connectivity; surrounded by spaces for visioning, place-making, citizen-led participatorylearning and monitoring.The framework provides a starting point for improved discussions, understandings and negotiations to cover all components of this particular interface. Our results show the importance of using all spaces within shared narratives; moving towards ‘silver-green’ and living infrastructure and developing data in response to identified priorities. Whilst the need for vision has dominated traditional urban planning discourses we have identified the need for improved connectivity as a prerequisite. The use of all 5 characteristics collectively takes forward the literature on socio-ecological-technological relationships and heralds significant potential to inform and improve city governance frameworks, including the benefits of a transferable deliberative and co-design method that generates ownership with a real stake in the outcomes.

Technological innovation and the flexibilisation of labour markets have expanded the pool of workers engaged in globally distributed work. This paper aims to propose an analytical framework to understand and support the productive professional learning of those engaged in global work. Drawing on the theory of expansive learning in the cultural-historical activity theory tradition the study aims to stimulate and enrich the conceptual notion of work as a learning space in the discussion of workplace learning particularly in global work.

Iteration between theory and data is applied to identify the dimensions of expansion for the configuration of learning spaces in global work. Data are drawn from the experiences of 10 professionals selected by purposive sampling in Austria, Italy, the Netherlands and Singapore.

Six dimensions of expansion are identified as challenging and potentially empowering for professionals’ configuration of learning spaces in global work: social-spatial, material-instrumental, moral-ethical, political-economic, personal-professional and temporal-developmental.

The conceptual framework for the dimensions of expansion of learning spaces provides the broad strokes for reflexive curricula that democratise the learning and development of professionals in global work, who are currently underserved given the national orientation of vocational education and training and professional development ecosystems.

While many approaches in the field of unlearning aim at describing, understanding or explaining the “what” and/or “how” of unlearning, this paper aims to focus on the “where-to” and the goal of unlearning. In many cases, unlearning starts off with a specific result or goal in mind. This paper suggests that such an approach has to be challenged in the context of a highly complex and uncertain world and to introduce a mode of unlearning following a strategy of future-oriented open-endedness.

This conceptual paper draws on (both theoretical/philosophical and empirical) interdisciplinary evidence from a wide variety of fields, such as organization studies, organizational (un)learning, systems theory, cognitive science and innovation studies.

It turns out that open-endedness in unlearning processes plays a central role, especially if we are confronted with high levels of uncertainty and complexity. In such an environment, following a strategy of co-becoming with an unfolding environment and with an emergent goal seems to be more promising than aiming at a preconceived (un-)learning goal.

The unlearning literature provides various approaches to what unlearning is and how it can be executed. However, understanding the actual goals and outcomes of unlearning and how these goals are identified and determined is a rather under-researched field. In many cases, they are preconceived in advance finding their realization in new forms of knowledge, assumptions, belief systems, values or routines. This paper challenges this strategy and addresses the gap of how it is possible to unlearn toward an uncertain future. This has an impact on the process of unlearning itself; it has to be reframed and understood as an open-ended strategy for identifying emerging future potentials, purposes and goals in a process of co-becoming with an unfolding future.

In the present study, we assessed how school improvement consultants, as part of a six-year model project conducted in North Rhine-Westphalia, Germany, were perceived by school leaders and how they defined their role(s), tasks and working methods as external consultants at the beginning of the project.

Our analyses are based on a mixed-methods approach, involving a standardized online survey of school leaders and 18 guideline-based interviews with school improvement consultants, which were conducted at the beginning of the model project. The interviews were analyzed using qualitative content analysis and typifying structuring of the interview material.

Our results based on the quantitative survey data showed that the school administrators generally rated the collaboration with the external consultants as not very positive. Furthermore, our qualitative findings showed that the school improvement consultants in the model project faced resistance to their coaching efforts, which may be attributed to the obligatory nature of their work on the project. In general, the consulting process appeared to be little differentiated according to the school principals' perceptions of the school needs, with the consultants mainly proceeding as they also do in other coaching processes.

This study contributes to our understanding of coaching in improvement activities among schools serving disadvantaged communities by offering insights into the role(s) and working methods of external school improvement consultants.

The purpose of this paper is to provide an overview of co-working trends, drivers, and explore how the use of such workspaces may support employers wishing to increase the sense of belonging and acceptance of their mobile workers at work.

This conceptual paper reviews recent literature on co-working, relating this trend to changes in the nature of work, property management and the use of workplaces by employees. A particular focus concerns the social aspects of co-working which may be critical for supporting mobile workers’ sense of inclusion in a work community.

Co-working spaces provide important sources of support, learning and networking opportunities (and hence inclusion), which may offset the lack of community and opportunities that mobile workers face when working outside the main offices of their employers. The authors outline the practical implications as well as recommendations for employers interested in selecting or organising their own co-working spaces. Several research gaps are also delineated for researchers interested in this area.

The use of independent and consultancy-type co-working spaces offer new working opportunities for mobile workers employed in private, public and community organisations. The creation of corporate co-working spaces also provides new learning opportunities for employers that want to create and promote flexible as well as inclusive working environments for their mobile workers.

The research on co-working is relatively limited to date. The current paper provides an important overview of drivers and several starting point for employers interested in learning more about co-working.

In today’s business settings, most firms strive to closely integrate their resources and activities with those of their business partners. However, these linkages tend to create lock-in effects when changes are needed. In such situations, firms need to generate new space for action. The purpose of this paper is twofold: analysis of potential action spaces for restructuring; and examination of how action spaces can be exploited and the consequences accompanying this implementation.

Network dynamics originate from changes in the network interdependencies. This paper is focused on the role of the three dual connections – actors–activities, actors–resources and activities–resources, identified as network vectors. In the framing of the study, these network vectors are combined with managerial action expressed in terms of networking and network outcome. This framework is then used for the analysis of major restructuring of the car industries in the USA and Europe at the end of the 1900s.

This study shows that the restructuring of the car industry can be explained by modifications in the three network vectors. Managerial action through changes of the vector features generated new action space contributing to the transition of the automotive network. The key to successful exploitation of action space was interaction – with individual business partners, in triadic constellations, as well as on the network level.

This paper presents a new view of network dynamics by relying on the three network vectors. These concepts were developed in the early 1990s. This far, however, they have been used only to a limited extent.

In the past decade, in the space industry, many initiatives intended at offering open access to big data from space multiplied. Therefore, firms started adopting business models (BMs) which lever on digital technologies (e.g. cloud computing, high-performance computing and artificial intelligence), to seize these opportunities. Within this scenario, this article aims at answering the following research question: which digital technologies do impact which components the BM is made of?

An exploratory multiple case study approach was used. Three cases operating in the space industry that lever on digital technologies to implement their business were analyzed. Despite concerns regarding reliability and validity, multiple case studies allow greater understanding of causality, and show superiority respect to quantitative studies for theory building.

Big data, system integration (artificial intelligence, high-performance computing) and cloud computing seem to be pivotal in the space industry. It emerges that digital technologies involve all the different areas and components of the BM.

This paper sheds light on the impact that digital technologies have on the different BM components. It is only understanding which technologies can support the value proposition, which technologies make the infrastructural part able to support this proposition, which technologies may be helpful for delivering and communicating this value to customers and which technologies may help firms to appropriate the value that it is possible to seize the impact of digital technologies on BM.

New Space activities offer benefits for human progress and life beyond the Earth. However, there is a risk that the New Space Economy may develop according to an anthropocentric mindset favouring human progress and survival at the expense of all other species and the environment. This mindset raises concerns over the social and environmental impacts of space activities and the accountability of space actors. This research article explores the accountability of space actors by presenting a pluralistic accountability framework to understand, inspire and change accountability in the New Space Economy. This study also identifies future research opportunities.

This paper is a reflective and normative essay. The arguments are developed using contemporary multidisciplinary academic literature, publicly available evidence and examples. Further, the authors use Dillard and Vinnari's accountability framework to examine a pluralistic accountability system for space businesses.

The New Space Economy requires public and private entities to embrace hybrid and pluralistic accountability for their social and environmental impacts. A new way of seeing the relationship between human life, the Earth and celestial space is needed. Accounting language is used to mirror and mobilise broader forms of responsibility in those involved in space.

This paper responds to the AAAJ's special issue call for examining how accountability can be ensured in the New Space Age. The space activities businesses conduct, and the anthropocentric view inspiring their race toward space is concerning. Hence, the authors advocate the need for rethinking accountability between humans and nature. The paper contributes to fostering the debate on social and environmental accounting and the accountability of space actors in the New Space Economy. To this end, the authors use a pluralistic accountability framework to help understand how the New Space Economy can face the risks emanating from its anthropocentric mindset.

The purpose of this paper is to evaluate the existing scenarios for 3D printing (3DP) in order to identify the “white space” where future opportunities have not been proposed or developed to date. Based around aspects of order penetration points, geographical scope and type of manufacturing, these gaps are identified.

A structured literature review has been carried out on both academic and trade publications. As of the end of May 2016, this identified 128 relevant articles containing 201 future scenarios. Coding these against aspects of existing manufacturing and supply chain theory has led to the development of a framework to identify “white space” in the existing thinking.

The coding shows that existing future scenarios are particularly concentrated on job shop applications and pull-based supply chain processes, although there are fewer constraints on geographical scope. Five distinct areas of “white space” are proposed, reflecting various opportunities for future 3DP supply chain development.

Being a structured literature review, there are potentially articles not identified through the search criteria used. The nature of the findings is also dependent upon the coding criteria selected. However, these are theoretically derived and reflect important aspect of strategic supply chain management.

Practitioners may wish to explore the development of business models within the “white space” areas.

Currently, existing future 3DP scenarios are scattered over a wide, multi-disciplinary literature base. By providing a consolidated view of these scenarios, it is possible to identify gaps in current thinking. These gaps are multi-disciplinary in nature and represent opportunities for both academics and practitioners to exploit.

This study aims to identify the contextual and relational factors that enhance and limit the empowerment of young people from the perspective of social education professionals.

Bronfenbrenner's bioecological model made it possible to locate the narratives of the educators in the territory. These narratives include field diaries, i.e. hybrid narratives that include visual, written and spoken materials, and focus groups with 11 educators from different fields of action and related to youth empowerment projects.

According to these educators, the most important factors for empowering young people are their immediate environment, and the issues that affect them most. For these factors to be empowering, young people need to be accompanied, with support based on connectedness, horizontality and the creation of safe spaces and learning experiences. Both the microsystem and the mesosystem form the immediate reality for their action. Aware of this, educators do the work of connecting with the exosystem.

It is evident why communities are spaces with opportunities for youth empowerment, and the authors observe the need for more transversal and less welfare-based social and youth policies that generate empowerment instead of dependency.

This methodology evidenced the environmental structures of educators and the dissimilar levels to explore and understand the work of educators and the complex interrelationships, which play an important role in empowerment processes.

This research presents a new perspective that allows traditional qualitative reflection to be embedded in the bioecological model. All of this sheds light on relational ecosystems with young people and proposes youth policies, in this case, oriented towards empowerment.