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Workplace mindfulness training has many benefits, but designing programs to reach a wide audience effectively and efficiently remains a challenge. The purpose of this study is to assess the effects of a widely adopted workplace mindfulness program on the mindfulness, active listening skill, emotional intelligence, and burnout of employees in a large, multinational internet company.

The study sample included 123 employees across three company offices who completed the two‐day Search Inside Yourself (SIY) program. Data were collected using self‐report measures pre‐, post‐, and four‐weeks post‐intervention and were analyzed using paired samples t-tests.

Significant increases were detected in mindfulness and the “awareness of emotion” components of emotional intelligence four weeks post-course. No significant changes were found in participants' self-reported levels of burnout, active listening skill or the “management of emotion” components of emotional intelligence.

Teaching workplace mindfulness and emotional intelligence skills through a highly applied, condensed course format may be effective for increasing mindfulness and the “awareness” components of emotional intelligence. Longer courses with more applied practice may be necessary to help participants build emotional management and listening skills and to reduce burnout.

The present study is, to the authors’ knowledge, the first academic, peer-reviewed assessment of SIY, a workplace mindfulness training program that has been taught to over 50,000 people worldwide.

Darren J. Carroll (dcarroll@innocentive.com) is President and Chief Executive Officer of InnoCentive, which connects a virtual global community of 50,000 qualified scientists with its client companies that are seeking solutions to high‐tech problems. The InnoCentive model allows its customers to tap into inexpensive solvers – scientists residing in Russia, China, India, the EU, or North America– who are uniquely prepared minds. A seeker company – clients such as Procter & Gamble, Dow, Eli Lilly – posts problems anonymously on the InnoCentive Web site. The problem solvers submit solutions. The best one that fits the posted criteria is awarded payment. Confidentiality and integrity of the marketplace are assured. InnoCentive validates the award amount offered by estimating the complexity of the problem, the amount of resources required, and the value of the solution to the seeker company. The value proposition of a third party, like InnoCentive, to be the go‐between for those seeking answers to problems and those providing the answers includes: problem definition assistance; access to a growing network of 50,000 respected scientists; preliminary vetting to screen out ideas that clearly do not meet the criteria. The bottom line – when doing research for new products, the competitive advantage lies in getting to a solution faster, better, and cheaper. And that’s where an open innovation model can help.

This paper discusses how a small business experiences professional management by examining the relationship between organisational networking and cultural organising in the workplace. A network perspective is presented in order to evaluate the ways in which workplace relations are enacted to cultural organising. A social constructionist perspective of organisational networking is proposed which emphasises how individuals attribute value and meaning to the interactions they have with co‐workers in the workplace. A work place ethnography is presented which discusses the recruitment of a “professional” manager and his attempts to introduce new working practices into the family business. The analysis highlights how organisational members shape cultural organising by invoking emotional categories to produce mutuality and a sense of belonging in the workplace. In continually re‐enacting workplace relationships in this way, it is found that individuals attempt to trade away variance, divergent views and new organising practices concerned with change. The paper concludes with a final analysis of the ethnography and its implication for small business research and training.

We examined the moderating role of age on the politics perceptions—organizational commitment relationship. Confirmatory factor analyses of data collected from 633 office employees of a private sector organization indicated that the scales measuring politics and commitment reflected unique constructs. Perceptions of politics were inversely but weakly related to commitment. However, results of hierarchical moderated multiple regression analysis revealed that perceptions of organizational politics and commitment were essentially unrelated among workers in and above their 40s, but were moderately related among younger workers. Implications of the results and directions for future research are discussed.

Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.

This article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.

These fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the authors' perspectives. It is our belief that students are more likely to continue to think like historians as they operate as “critical consumers” (Moore and Clark, 2004, p. 22) of other historical narratives. This ability to think and act with attention to multiple viewpoints and perspectives, power and counter stories develops more empathetic humans. While the authors prize the ability of students to succeed in intellectually rigorous tasks and learn content material, in the end this trait is the most important goal for teaching students history.

The authors recognize operating within primarily non-Native spaces and discourses about social studies; with curricular efforts, there are a variety of ways the authors could do harm. Along the way, the authors recognized places for future improvement, critically examining the authors' work. As the authors look to future planning, there are several issues identified as the next spaces that the authors wish to focus on improving the Utah Studies curriculum experience of fourth graders at MBES. This is an area for further exploration.

This precise set of primary sources, field experiences and assessments will not be the right fit for other classrooms with differences in resources, space and time. The authors hope it will serve as an example of how teachers can create curriculum that addresses the failings of status quo social studies instruction with regard to Indigenous peoples. The students were not the only beneficiaries of change from this curriculum development and implementation; as a team the authors also benefited. The experience solidified our self-perception as decision makers for our classroom. The authors' ability to extend past the packaged curriculum of textbooks and worksheets made it easily available to engage students as historical inquirers into the multiple perspectives and complex contexts of decolonizing-counter narratives built the authors' confidence that such work can be successful across the curriculum.

The authors believe this is a more potent antidote to the colonizing-Eurocentric narratives of history that they will undoubtedly be exposed to in other spaces and times than simply teaching them a singular history from an Indigenous perspective; if students are able to contextualize, interpret, and question the accounts they encounter, they will be more likely to “challenge dominant historical and cultural narratives that are endemic in society” (Stoddard et al., 2014, p. 35). This too can make them more thoughtful consumers of today's news, whether that news is about Navajo voting rights in southeastern Utah or oil and gas development in South Dakota.

Working against the colonizing narratives present in media, textbooks and local folklore is necessary if the authors are to undermine the invisibility of Native experiences in most social studies curriculum (Journell, 2009) and the stereotyping and discrimination that Native American students experience as a result (Stowe, 2017, p. 243). This detailed look at how the authors developed and implemented standards-based curriculum with that intent adds to the “little research [that] exists on teacher-created curricula and discourse” (Masta and Rosa, p. 148).

The engineering management of housing subsidence cases is an important field of work for many UK engineers, and remains of enduring interest to householders, insurers and other parties involved in the construction and maintenance of residential buildings. There are often difficulties in the diagnosis and repair of buildings subject to subsidence damage due to several factors, including the complex interaction between the various causative agents, the lack of a systematic investigation procedure, and the large number of available courses of remedial action. In many cases, inaccurate diagnosis of the subsidence problem has resulted in expensive remedial measures which are either unnecessary or inappropriate (and fail to arrest the movement). This paper reviews the management of subsidence cases and describes the development of a knowledge‐based system intended to improve existing procedures by ensuring greater accuracy, consistency and effectiveness of the management regime adopted by engineers. The system addresses three key aspects of the management procedure: initial diagnosis, choice of an appropriate course of investigations, and the specification of effective remedial measures. The benefits of the knowledge‐based system are contained in the concluding section of the paper.

Young offender mentoring programmes aim to support young people’s desistance from offending, but despite the importance, there remains limited exploration into mentor experiences of supporting the young people. This study aims to explore how a community-based mentoring intervention supports desistance in young offenders by understanding the mentor's experiences, with a specific reflective focus on facilitators and barriers to their work.

Semi-structured interviews were conducted with seven mentors from Northumbria Coalition against Crime, a youth and community service. Interview transcripts were analysed using interpretative phenomenological analysis, with external auditing conducted by the research supervisor.

Two superordinate themes resulted: “Factors for engagement” and “Personal experiences”, with participant disclosures reflecting professional reward and a sense of success. This was interwoven with “burnout”, emotional investment and challenges linked to barriers to effectiveness. Challenges included the young people having external negative influences, multiple individuals involved in a person’s care and the barrier of in person activities during the coronavirus pandemic. The clinical importance of mentoring programmes, implications for future working practice and research limitations are considered.

The clinical importance of mentoring programmes, implications for future working practice and research limitations are considered.

These findings contribute to understanding mentors’ experiences of working with young people in the community, offering critical insight into the mentorship and wider service dynamics. Furthermore, it provides an inaugural evaluation of the Northumbria Coalition against Crime services.

This paper aims to enhance understanding of organizational change by countering managerial and critical assumptions that it is possible to break with the past.

A qualitative, case study approach involving interviews with 50 staff, ten supervisors, eight deputy supervisors, four assistant managers, two departmental managers plus the IT, training and personnel managers. The paper focuses on the experiences of supervisors and deputy supervisors.

That culture cannot be so readily forgotten or reinvented as management gurus assume or critics fear. Memories are stubborn and culture is constituted through them in ways that lead to continuity and change.

Limitations leading to future research include that the study explores only one organization. Second, consultants are not used. Third, the reengineering only focus on a part of the organization. Fourth, the findings can be contrasted with an organization that is considered leading edge.

The qualitative findings provide a complex understanding of change especially in terms of how memory can serve to both facilitate and hinder change initiatives and how attempts to introduce more “informal” cultures simultaneously reproduce “formality”.

This study aims to examine the impact of board female participation on Australian firms’ innovation.

Data are from the 500 largest Australian Securities Exchange (ASX)-listed companies for 2004–2015. Measures of innovation concern input (research and development expenditure and intangible assets) and output (patents registered) indicators.

A positive and significant association exists between female director participation and firm innovation activity. This association exists across industry classifications independent of technological importance and is particularly driven by materials and health-care sectors. Findings support calls for more board diversity in line with board female membership positively influencing innovative investment and development activities.

The economic efficacy of the latest revisions to the ASX Corporate Governance Council principles and recommendations (“ASX CGC revisions”) is supported. Diverse boards are a strong source of innovation. Regulators and corporations can use the findings to establish principles and practices that promote female board diversity.

This study is the first to examine the link between board diversity and corporate innovation in Australia where there is under-representation of women on corporate boards and in key management positions. Also lacking are formal legislative or governance policy mandates on board gender diversity. Beyond confirming a positive association between board diversity and levels of corporate innovation, this paper provides new findings that this relationship is driven by women who are non-executive (independent) directors, independent of the underlying technology intensity of firms and moderated by the nature of firm-level profitability and growth opportunities.

This paper describes how a group of prisoners at HMP Grendon Therapeutic Community undertook to survey staff and prisoners about unmet needs relating to abstinence from substance misuse. Participatory action research (PAR) principles helped to focus the energy and enthusiasm of the group, who sought to test their hypothesis that therapy could not meet the needs of everyone in relation to relapse prevention. With help, the group developed and analysed a survey, wrote or contributed to interim and final reports, evaluated the Relapse Prevention Taster Course that was commissioned as a result and contributed to this paper. The group processes are described, and two of the members describe what they got from participating.