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The purpose of this paper is to explore the emergence of “Roma health and wellbeing” as a focus of attention in European research and in policy and the possible detrimental consequences of action founded on a generic representation of “Roma health.”

Based on discussions with and research conducted by scholars who work directly with Roma communities across European regions from a wide range of academic disciplines it suggests how future research might inform: a more nuanced understanding of the causes of poor health and wellbeing among diverse Roma populations and; actions that may have greater potential to improve the health and wellbeing among these populations.

In summary, the authors promote three types of research: first critical analyses that unpick the implications of current and past representations of “Roma” and “Roma health.” Second, applied participatory research that meaningfully involves people from specific self-defined Roma populations to identify important issues for their health and wellbeing. Third, learning about processes that might impact on the health and wellbeing of Roma populations from research with other populations in similarly excluded situations.

The authors provide a multidisciplinary perspective to inform research that does not perpetuate further alienation and prejudice, but promotes urgent action to redress the social and health injustices experienced by diverse Roma populations across Europe.

The purpose of this paper is to explore the potential of creativity in work-based research and practice to yield deeper understanding of practice situations. Unexpected insights can lead one (or a team) to identify new approaches, tackling workplace issues differently, leading to unexpected outcomes of long-term impact.

This paper draws on work conducted for a doctoral thesis, investigating the impact of work-based learning for recent masters graduates of a work-based learning programme. Fiction was incorporated into analysis of the data, creating play scripts to represent key aspects of the researcher's perceptions and interpretations for each participant.

Research participants experienced personal, professional and organisational impact, although there was considerable variability between individuals. Additionally, societal impact was wished for and/or effected. The approach to representation of analysis, which involved fictionalising participants' experiences, created a strong Thirdspace liminality. This appeared to deepen awareness and understanding.

Such approaches can transform the researcher's perspective, prompting insights which lead to further adventure and development in work-based research and practice.

Managers and employees taking creative approaches in the workplace can prompt wide-ranging development and, with professional judgement, be constructive.

Managers and employees taking creative approaches in the workplace can prompt wide-ranging development and, with professional judgement, be constructive.

The creation of play scripts, representing an interpretation of participants' stories about their work-based learning experience, is an innovative feature of this work.

The purpose of this paper is to focus on a course in entrepreneurship education for students studying for a Masters in Educational Sciences at a Finnish university. The course was structured around the principles of constructive alignment and aimed to move beyond reflection on entrepreneurship towards action

The course was delivered in alignment with intended learning outcomes, teaching and learning activities, and assessment. Along with lectures, group work and peer-review activities, students prepared a career development plan as the course progressed, undertook a homework assignment, wrote a reflective journal, and sat the GET2 test twice.

Quantitative and qualitative analysis suggests that students developed more enterprising attitudes as result of participating in the course. This paper makes an argument in favour of entrepreneurship as a subject for all, a transformative experience capable of shaping the mindset in all who participate.

This paper shows how a course on entrepreneurial education based on a “through” approach can be taught at a tertiary level in places other than economics faculties or business schools. Most tertiary courses rely on “about” and “for” approaches to entrepreneurial education, are teacher-centred, and follow a behaviouristic or cognitive learning paradigm of knowledge transmission, as opposed to the student-centred constructivist approach deployed and described here.

This study aims to explore how manufacturing firms master customer lock-in through value creation by servitization innovation strategies from the perspective of asset specificity.

A multiple case study with triangulation fashion is adopted to identify servitization innovation strategies. Several manufacturing firms were investigated, which are distributed in different positions of the value chain. Content analysis and abductive approaches are adopted to analyze the data. Moreover, an in-depth interview and participatory observation were conducted to refine the analysis results.

This study identified four different focusing points of servitization operations. Based on these, the paper further induces an innovative servitization strategy matrix of customer lock-in, concerning communion, intellectual, existential and insubstantial strategies. Furthermore, a conceptual model of customer lock-in by servitization innovation from the perspective of asset specificity is elaborated. It is suggested that companies can use tangible or intangible resources by sharing or storing operations to create servitization value.

This study theoretically proposes a conceptual model to extend servitization innovation as an intangible asset and adopt the new perspective of asset specificity to illustrate the value creation in servitization to generate customer lock-in.