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Despite the increasing prominence of value co-creation (VCC) in extant research, the area of customer co-creation is in its infancy and many aspects are not well-understood. This paper aims to important work from the individual psychology literature with the concept of VCC and offers empirical evidence to untested theoretical claims regarding the role of the individual in VCC.

The investigation begins with reviews of the literature of individual psychology and VCC to compare the concepts they use to explain the role of the individual in co-creation. The results of the theoretical development are empirically derived using a multiple vignette-based study to examine relationships between individual characteristics and the activity of VCC.

The authors find a positive effect of a customer’s prosocial orientation, perspective taking and involvement on VCC. However, a customer’s extraversion does not affect the degree of VCC. The desire-to-participate mediates these relationships.

This study offers a foundation for some of the central claims about VCC and encourages a precise understanding of the impact of individual customer psychology in value co-creation with firms. Implications for the service-dominant logic of marketing and core work in psychology are discussed.

Managers seeking to design co-creative ecosystems need to know about the individuals they are co-creating with. In this research, the authors clearly exemplify how managers can use in practice a theoretical understanding of individuals to better direct the activity of VCC.

This paper provides both new theoretical knowledge from the parallel literature review and exciting empirical results from the authors’ investigation into phenomenological claims regarding VCC.

Gay men in the New York City metropolitan area were interviewed from 1990 to 1991, during the period of the AIDS epidemic. Using an interview schedule, they were asked questions about “coming out of the closet” and other identity issues: their experiences of “difference,” beliefs about monogamous or “open” relationships, and their views about sex and commitment. The study's focus was on the men's “moral discourse” or their relationship to the “good,” including ideas of the self, other(s), friendship, love, sex, and commitment. The study yielded a consistency in the men's responses: they did not wish to impose on other gay men their own convictions about being gay, sex, and intimate relationships. Their talk was tentative, localized, highly personal, and “nonjudgmental” on a range of identity and moral issues. These findings are discussed by relating the men's life experiences to the gay culture they shared: their unwillingness to judge others reflects their own formative experiences of “coming out” in a society that judged gay men harshly and who, in later years, lived at the time of the AIDS crisis.

Requirements management (RM), as practised in the aerospace and defence sectors, attracts interest from construction researchers in response to longstanding problems of project definition. Doubts are expressed whether RM offers a new discipline for construction practitioners or whether it repeats previous exhortations to adopt a more disciplined way of working. Whilst systems engineering has an established track record of addressing complex technical problems, its extension to socially complex problems has been challenged. The dominant storyline of RM is one of procedural rationality and RM is commonly presented as a means of controlling dilettante behaviour. Interviews with RM practitioners suggest a considerable gulf between the dominant storyline in the literature and how practitioners operate in practice. The paper challenges construction researchers interested in RM to reflect more upon the theoretical debates that underpin current equivalent practices in construction and the disparity between espoused and enacted practice.

Since a teacher's identity is the result of ongoing discussion, explanation, negotiation and justification, famous education quotes were integrated into a language teacher practicum in a teacher education program in the northwest university in Taiwan. This study aims to explore the influence of discussing education quotes on 10 English as a foreign language student teachers' professional identities. This study also aims to discuss the following research questions.

This case study focused on 10 student teachers' identity construction in a practicum class under one advisor. According to Merriam (1998), a case is a “thing, a single entity, a unit around which there are boundaries” (p. 27). The case was a practicum and the unit of analysis was participants' identity construction.

First, reading and discussing famous quotes was a useful “discourse” and “language” for student teachers to construct and negotiate their identities. Second, through the integration of reading and discussing quotes, participants revealed more professional identity in knowledge and expertise, particularly in English instruction in the post-test.

This study examined the influence of discussing educational quotes of 10 students’ professional identity. However, given the nature of the study, there were some limitations. First, although the small sample size offered rich data through observation, artifacts and pre-and post-tests, it restricts our ability to generalize the results.

This study is highly practical (i.e. learning by discussion) and strongly interactive among the participant in a professional and social context. The conceptual framework in Figure 1 presents a theoretical framework supporting reading and discussing quotes as the discourse for the student teachers for their professional identity construction. Social context and relationship shape their professional identity (Izadinia, 2013). Student teachers spent much of their time with their cooperating teachers and administrators in their cooperating schools. In order to foster student teachers’ professional identity construction, it is recommended that student teachers should be encouraged to read and discuss educational quotes with teachers and administrators in their cooperating schools as a mean of professional dialogue and learning.

In this study, it was argued that educational or English teaching quotes could be used as viable, effective and appropriate materials in documenting student teachers' professional identity construction out of their classroom practice in their practicum. The findings of this study derived from the nature of 10 student teachers' professional learning via discussing famous education sayings, and professional learning took place during the practicum.

Most of the studies reviewed above were small-scale and qualitative case studies. Some involved only one or two single cases (e.g. Antonek et al., 1997; Calandra et al., 2006; Camp, 2013). Only a few studies were analyzed and explored based on theoretical frameworks (e.g. Chasteen, 2015). No explicit references were made to any theoretical frameworks in most of the studies. This study included both qualitative (observation and artifacts) and quantitative data (pretest and posttest) to explore the influence of discussing education quotes on 10 student teachers' professional identities and reflective practices.

TWO MASSIVE works of scholarship recently published by the Clarendon Press—Edward Graves' A bibliography of English history to 1485 (1975) and H J Hanham's Bibliography of British History 1851–1914(1976)—have brought close to fruition a project originally proposed over ninety years ago by Henry R Tedder, for many years both secretary and librarian of the Athenaeum. In fact it was at the 1885 Plymouth meeting of the Library Association that he first read a paper advocating the preparation of a bibliography of national history.

Selections from topics discussed on the CybCom list over a particularly active period in early 2006 are reviewed. These include the relevance of autopoiesis to sociology, courses of instruction on cybernetics, cybernetics applied to social theory, the “ethical imperative” of von Foerster, and Günther's “polylogic”. Other lists on the internet are also described.

The aim is to review developments on the internet, especially those of general cybernetic interest.

The relevance of autopoiesis to sociology is dubious; various courses of instruction exist but cyberneticians should try to enhance visibility; information flows in social systems have useful correspondence to those in living organisms; the “ethical imperative” is not a universal rule; “polylogic” is of interest but not yet embodied in a working computer.

The CybCom list, and others mentioned, are valuable sources of stimulating material.

It is hoped this is a valuable periodic review.

IT REALLY IS very hard to have one's kindliest intentions kicked back into one's teeth.

The purpose of this paper is to offer learning from NetFlix's open innovation strategy to other firms considering implementing open innovation.

This viewpoint looks at the case study of NetFlix.

The paper finds four generalizeable aspects of NetFlix’ open innovation strategy that may be useful to other firms considering implementing open innovation.

This is a strategy implementation piece and is an original work based on a current case study.