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The purpose of this case study was threefold. First, to examine whether a needs assessment can work in the context of an organization’s new product development process to identify the gap between what “is” occurring and what “should” be occurring. Second, to investigate how a well-known stakeholder classification system can be adopted in a practitioner setting. Third, to identify why the new product development process derailed in a quick-service restaurant chain.

A Fortune 200 quick-service restaurant chain provided the setting for a case study on the new product development (NPD) process. Data were gathered from multiple stakeholder groups using interviews and a survey questionnaire.

Findings support the adaptability of needs assessment as a learning tool to help organizations identify and address performance gaps. A second finding was the applicability of the Mitchell et al. (1997) classification system to identify and prioritize groups of stakeholders. Finally, this study revealed that the specific activities involved in the NPD process were not codified, and that the restaurant chains cross-functional team was not adhering to the process due to a lack of training.

The specific setting may limit the generalizability of findings. Future research could determine the applicability in other settings.

This study provides useful insights for applying needs assessments in conjunction with a stakeholder analysis when problems arise in the product development process.

The study contributes to understanding around product development learning tools and provides impetus for the adoption of needs assessments and stakeholder analysis when deficiencies in the process occur.

The purpose of this paper is to identify barriers that hinder tacit knowledge transfer in a franchise environment and offer a compendium of solutions that encourage franchisees and franchisors to leverage tacit knowledge as a resource for competitive advantage.

Drawing from the research on franchise organizations there are five barriers to tacit knowledge transfer that present a challenge to both vertical and horizontal information flow in a franchise environment. It is suggested that when specific behaviors and processes are adopted to encourage sharing tacit knowledge it is possible to reduce tension and promote collaboration in the franchise relationship.

Barriers to tacit knowledge transfer in franchise organizations include: Trust, Maturation, Communication, Competition, and Culture. Ideas for fostering knowledge sharing are offered.

The factors identified only partially explain why there may be resistance to sharing tacit knowledge between franchisees and franchisors. Solutions recommended will need further testing to assess their impact on creating cultures that embrace tacit knowledge sharing.

For franchisors and franchisees to encourage tacit knowledge sharing they will need to recognize and value what each player contributes to the relationship.

The identification of specific barriers to tacit knowledge transfer in franchise environment sets the stage for future work that can expand on solutions in the franchise context that potentially has economic and psychological benefits for both parties.

Vocational education and training (VET) programmes are key contributors to skill and talent development for nations worldwide, as aligned with the UN’s sustainable development goals (SDGs). The purpose of this paper is to explore gender inclusion in VET programmes from an economic feminist (EF) theoretical perspective.

This integrative literature review identified and analysed relevant empirical studies to create a more comprehensive representation of supports for global gender equity and economic growth through VET.

A gap exists between EF theory, human resource development and VET practices. Consequently, instructor preparation and practice do not adequately contribute to equitable workplaces beyond VET programmes. VET programmes continually struggle to create inclusive environments that support women and challenge masculinized fields and workplace norms.

This paper limits empirical studies addressing gender in VET. Future empirical work should investigate the value to students, instructors and communities when masculine industry norms are reconstructed and redesigned for gender inclusivity.

VET advisors and instructors are influential in contextualizing vocational fields for students and influencing students’ career trajectories. Women need more accessible training and employment in traditional masculine industries.

This comprehensive review of gender in VET can aid in inclusivity efforts of programmes and employers and support nations’ efforts to achieve the UN’s SDGs.