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Cyberbullying is an international issue for schools, young people and their families. Whilst many research domains have explored this phenomenon, and bullying more generally, the majority of reported studies appear in the psychological and educational literatures, where bullying, and more recently, cyberbullying has been examined primarily at the individual level: amongst adolescents and young people, with a focus on the definition, its prevalence, behaviours, and impact. There also is growing evidence that younger children are increasingly accessing technology and engaging with social media, yet there is limited research dedicated to this younger age group. The purpose of this paper is to report on a systematic literature review from the psychological and educational research domains related to this younger age group, to inform future research across the disciplines. Younger children require different methods of engagement. This review highlights the methodological challenges associated with this age group present in the psychological literature, and argues for a greater use of sociological, child-centred approaches to data collection. This review examined studies published in English, between 2009 and 2014, and conducted with children aged 5–12 years, about their experiences with cyberbullying. Searches were conducted on seven key databases using keywords associated with cyberbullying and age of children. A Google Scholar search also examined published and unpublished reports. A total of 966 articles and reports were retrieved. A random peer review process was employed to establish inter-rater reliability and veracity of the review. Findings revealed 38 studies reported specifically on children aged 5–12 years. The dominant focus of these articles was on prevalence of cyberbullying, established through survey methodology. Few studies noted impacts, understanding and behaviours or engaged children’s independent voice. This review highlights current gaps in our knowledge about younger children’s experiences with this form of bullying, and the importance of employing cross-disciplinary and developmentally appropriate methodologies to inform future research. Refereed/Peer-reviewed

Integration is the essence of current research and development (R&D) activity in many organizations. Integration can be established in various ways depending on the type, size and intricacy in organizational functions and products. Nevertheless, research and development (R&D) has become an inevitable function in most manufacturing companies in order to develop their own product niches for their survival in the prevailing highly completion market environment. Research and development functions are fundamental drivers of value creation in technology based enterprises. Of creating and maintaining a vibrant R&D environment, organizations individually or collectively need to incorporate virtual R&D team. A virtual R\&D team can introduce new product in less lead time than by conventional R\&D working. Therefore, how to increase the possibility of having more successful R\&D is a critical issue for enterprises. This paper examines the current approach of collaboration in R\&D issues from the perspective of their impact on virtual R\&D team in enterprises and compares the findings with the other concepts of concurrent collaboration. By reviewing literature and theories, the paper firstly presents the definition and characteristics of virtual R&D teams. A comparison of different types of virtual R&D teams along with the strengths and limitations of the preceding studies in this area are also presented. It is observed that most of the research activities encourage and support virtual R\&D teams applicable to enterprises. Distinctive benefits of establishing virtual R&D team have been enumerated and demand future attention has been indicated in the paper.