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This article reflects on the development of a continuing professional development module at the University of Lincoln. It considers the benefits of having a user of services (Tracey) involved in both the planning and delivery of this training. This article is based on questions that staff posed to Tracey during training delivery.

The goal of this exploratory study is to establish an explanatory model and corresponding instrument to help further understand, and conduct research in the area of supply chain management (SCM). Constructs pertaining to SCM assimilation, SCM outcomes, and overall firm performance are operationally defined in terms of their dimensions and items. The business literature is utilized to help define the constructs and to generate potential measurement items. The scales are then purified and a preliminary test for predictive validity is performed.

This study investigates (1) the processes through which social enterprises develop resilient organizational logics and (2) the key resilience factors in the organizational logics of successful social enterprises. The organizational logic is conceptualized here as the dynamic system of roles, rules and social expectations that result from the organization's business model, impact model and organizational form.

This study adopts an inductive approach to identify emerging resilience factors and processes in an exemplary case of social entrepreneurship (a work integration venture). The longitudinal data collection on this case took place from 2011 to 2016, based on approximately 440 h of participant observation and 10 semi-structured interviews.

The inductive analysis suggests that social enterprises develop resilient organizational logics through multi-level recursive processes of bridging institutional work. These processes enable the development of an organizational logic that is internally robust while linking distant practices, needs and expectations. The authors conceptualize these characteristics into a novel construct, the organizational logic's bridging power, which is operationalizable through two dimensions (hybridity-based and cocreation-based bridging power) and five sub-dimensions.

Like in all inductive studies, further research is needed to validate the proposed model. The new proposed construct “organizational logic's bridging power” is, interestingly, a meta-theoretical concept encouraging cross-fertilization between the literature on institutional logics and that on value cocreation.

The process development model proposed by this study highlights the importance of network-level institutional work for developing cocreation-based resilience. Furthermore, this study shows how institutional theories could be complemented with other bodies of knowledge in order to understand social enterprise resilience.

The purpose of this paper is to provide a transcript of a dialogue among literacy educators and researchers on the impact of generative aritficial intelligence (AI) in the field. In the spring of 2023, a lively conversation emerged on the National Council of Research on Language and Literacy (NCRLL)’s listserv. Stephanie initiated the conversation by sharing an op-ed she wrote for Atlanta Journal-Constitution about the rise of ChatGPT and similar generative AI platforms, moving beyond the general public’s concerns about student cheating and robot takeovers. NCRLL then convened a webinar of eight leading scholars in writing and literacies development, inspired by that listerv conversation and an organizational interest in promoting intergenerational collaboration among literacy scholars.

As former doctoral students of two of the panel participants, webinar facilitators Grace and Victoria positioned themselves primarily as learners about this topic and gathered questions from colleagues, P-16 practitioners and those outside the field of education to assess the concerns and wonderings that ChatGPT and generative AI have raised. The following webinar conversation was recorded on two different days due to scheduling conflicts. It has been merged and edited into one dialogue for coherence and convergence.

Panel participants raise a host of questions and issues that go beyond topics of ethics, morality and basic writing instruction. Furthermore, in dialogue with one another, they describe possibilities for meaningful pedagogy and critical literacy to ensure that generative AI is used for a socially just future for students. While the discussion addressed matters of pedagogy, definitions of literacy and the purpose of (literacy) education, other themes included a critique of capitalism; an interrogation of the systems of power and oppression involved in using generative AI; and the philosophical, ontological, ethical and practical life questions about being human.

This paper provides a glimpse into one of the first panel conversations about ChatGPT and generative AI in the field of literacy. Not only are the panel members respected scholars in the field, they are also former doctoral students and advisors of one another, thus positioning all involved as both learners and teachers of this new technology.

Supply chain management is becoming critical as firms recognize that competition is shifting from company versus company to supply chain versus supply chain. Two important factors in building successful supplier relations are (1) defining criteria to select and evaluate suppliers and (2) involving suppliers in important, inter‐company decisions. This research describes the relationships between these factors and supplier performance and between supplier performance and manufacturing performance. It develops and administers a large‐sample survey and uses factor analysis to develop measures for the importance of supplier‐selection criteria, supplier involvement, supplier performance, and manufacturing performance. The results indicate that importance of supplier‐selection criteria and the use of supplier involvement have direct and significant impacts on supplier performance and that supplier performance has a direct and significant impact on manufacturing performance.

We plan to include in each future issue something on opportunities in education. This time, Tracey Austin and Liam Dolan write about an unusual partnership between a college and a psychiatric hospital. Tracey Austin is Education Editor for A life in the day and she would be delighted to discuss articles for inclusion in future issues. She can be contacted at Sandwell College, telephone: 0121‐556 6000.

Introducing a new regular page listing reports, publications and training materials of relevance to readers. If you come across new publications, training materials, websites or other resources that might be of interest to other readers, please send details to Tracey Austin e tracey.austin1@btopenworld.com