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Now that energy efficiency is becoming a global imperative, Europe is finding new export markets for its energy technologies, which are as advanced as they are diverse. It’s a good example of public and private agendas in step – tough environmental controls by EU member states breeding a leaner, greener energy industry. The next challenge for the politicians is to integrate research and development with socio‐economic sustainability – a subject that is at the heart of a number of recent national foresight studies.

This paper examines future trends in the environment and clean technologies (ECT) sector. Seven national technology foresight studies have been reviewed with the purpose of (i) screening the main issues linked to environmental and clean technologies (ii) highlighting major developments that are likely to play a crucial role for future paths towards sustainability.

The purpose of this paper was to identify examples of management lore currently in the organizational sciences.

The authors deliberated and developed a series of examples of management lore in the organizational sciences and surveyed management practitioners concerning their beliefs in the lore hypothesized.

Pervasive beliefs that conflict with academic research exist in management practices. Although many of these ideas are commonly accepted as immutable facts, they may be based upon faulty logic, insufficient understanding of academic research, anecdotal evidence and an overdependence upon common sense. Buckley and Eder (1988) called these as examples of management lore. In this conceptual paper, we identify and discuss 12 examples of management lore that persist in day-to-day management practices. Topics we explore include personality, emotional intelligence, teams, compensation, goals, performance, work ethic, creativity and organizational citizenship behaviors.

A number of areas in which academic research gainsays what we believe to be an immutable fact.

On the invitation of the Editor I am publishing in the JOURNAL OF DOCUMENTATION a selection of lists of music publishers' numbers, with an indication of the date of issue of their publications so numbered.

Constructivist grounded theory method (GTM) as outlined by Kathy Charmaz has its explicit roots in the American pragmatism and symbolic interactionism primarily developed at the University of Chicago during the early and mid-twentieth century. Symbolic interactionism considers people as active and interpretative agents who co-construct selves, identities, meanings, social actions, social worlds, and societies through interactions. Charmaz argues that symbolic interactionism is an open-ended theoretical perspective that fosters studying action, process, and meanings, with a focus on how people co-construct and negotiate meanings, orders, and actions in their everyday lives. In this chapter, I argue that constructivist GTM, including its theory-method package built upon symbolic interactionism and the Chicago School tradition, can be further combined with the new sociology of childhood to study children's social worlds and negotiated meanings, orders, and actions.

Transnationalism is a multi-faceted phenomenon which has impacted on society and challenged, inter alia, the paradigm of national affiliations. The trasnationalisation of the European field has arguably contributed to a political arena where embryonic post-national identities and new forms of belonging are being negotiated, challenged and legitimised. By investigating the discourses of members of a transnational NGO of ‘active’ citizens, this chapter seeks to understand how current European identities are discursively constructed from bottom up in the public sphere. Appropriating CDA, this chapter offers insights into how discursive strategies and linguistic devices used by the speakers and predicated on the indexicality of transnational frames, construct Europe and patterns of belonging to it. This chapter suggests different conceptual dimensions of transnationalism enacted by members in discourse which are conveniently summarised as nation-centric, Euro-centric and cosmopolitan.

This paper deals with the organizing of interactive product development. Developing products in interaction between firms may provide benefits in terms of specialization, increased innovation, and possibilities to perform development activities in parallel. However, the differentiation of product development among a number of firms also implies that various dependencies need to be dealt with across firm boundaries. How dependencies may be dealt with across firms is related to how product development is organized. The purpose of the paper is to explore dependencies and how interactive product development may be organized with regard to these dependencies.

The analytical framework is based on the industrial network approach, and deals with the development of products in terms of adaptation and combination of heterogeneous resources. There are dependencies between resources, that is, they are embedded, implying that no resource can be developed in isolation. The characteristics of and dependencies related to four main categories of resources (products, production facilities, business units and business relationships) provide a basis for analyzing the organizing of interactive product development.

Three in-depth case studies are used to explore the organizing of interactive product development with regard to dependencies. The first two cases are based on the development of the electrical system and the seats for Volvo’s large car platform (P2), performed in interaction with Delphi and Lear respectively. The third case is based on the interaction between Scania and Dayco/DFC Tech for the development of various pipes and hoses for a new truck model.

The analysis is focused on what different dependencies the firms considered and dealt with, and how product development was organized with regard to these dependencies. It is concluded that there is a complex and dynamic pattern of dependencies that reaches far beyond the developed product as well as beyond individual business units. To deal with these dependencies, development may be organized in teams where several business units are represented. This enables interaction between different business units’ resource collections, which is important for resource adaptation as well as for innovation. The delimiting and relating functions of the team boundary are elaborated upon and it is argued that also teams may be regarded as actors. It is also concluded that a modular product structure may entail a modular organization with regard to the teams, though, interaction between business units and teams is needed. A strong connection between the technical structure and the organizational structure is identified and it is concluded that policies regarding the technical structure (e.g. concerning “carry-over”) cannot be separated from the management of the organizational structure (e.g. the supplier structure). The organizing of product development is in itself a complex and dynamic task that needs to be subject to interaction between business units.

In an ethnographic account of a junior high school, Everhart (1983) distinguishes the “reified knowledge” of teachers on which the formal curriculum is based from the “regenerative knowledge” of students: To compensate for…and in opposition to the domination of reified knowledge, regenerative knowledge emerges in those organizational hiatuses that exist through the inefficiencies of mass education – inefficiencies in the manner by which school occupies student’s time, the amount of time that formal education “takes up,” and the standardization of tasks that “fits” so few students at any one point in time (p. 194).Recent ethnographic research on school children focuses almost exclusively on student culture or “regenerative knowledge” rather than on “reified knowledge” (Adler & Adler, 1998; Eckert, 1989; Eder, 1995; Thorne, 1993). What goes on in classrooms with respect to teaching and learning has only a shadowy presence in these research reports, often by design.¹ Understanding student or peer culture, however, cannot by itself capture children’s lives in schools. What goes on in classrooms where education is assumed to occur also plays an important part.