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A good outline processor can serve creativity and help to clarify thinking. The malleability of the screen and computer memory make it easy to add new ideas, try different organizations, and view a project or document at any appropriate level. Outline processors can help bridge the gap between spontaneous ideas and organized results. In his tenth Common Sense Computing article, the author discusses the ways that outline processors are used, what they do, and what features to look for.

The purpose of this paper is to review a group of books focusing on work‐family research and applications.

The paper takes the form of a summary and critique of recently published books centering on work‐family issues.

Significantly expanded views of work‐family issues are represented in the multicultural, multidisciplinary perspectives presented in a series of books.

By considering a number of different publications, the researcher, instructor, or practitioner can learn about advances in the work‐family domain.

Drawing on a novel approach to active learning in supply chain management, the purpose of this paper is to describe and analyze how the students’ learning process as well as their learning outcomes are influenced by the learning and teaching contexts.

A case study of a master’s level purchasing course carried out at two universities in which students work in projects resulting in jointly authored books.

The findings show how the teaching context influenced the learning process and the learning outcomes. Active involvement, self-directed learning, collaborative learning and learning from practice enabled by the set-up of the course are identified as key mechanisms for the learning outcomes in relation to skills and content.

Increasingly, supply chain management graduates have to develop professional, practical, research as well as metacognitive and life-long learning skills during their university education. This paper identifies mechanisms and illustrates how educators can use the set-up of a course to enable students to engage in a learning process resulting in a variety of skills as well as specific content-based aspects of knowledge.

Management history contains many unsolved mysteries. In this paper four categories of mysteries are discussed, along with methodologies that have proved useful in solving such mysteries. Examples of the successful use of the outlined methodologies are also presented with illustrations of the results achieved.