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The purpose of this paper is to critically review the research literature on training interventions to increase the workplace application of improvisation.

A literature review was undertaken, work was considered in light of research methodology (qualitative, quantitative and discussion) and themes were identified and coded in Nvivo.

Although there is a substantial body of research on improvisation as a workplace phenomenon, there is only limited empirical research on the workplace application of improvisation training.

Further research is needed in the field, specific recommendations are made.

This paper provides an in-depth briefing on the current state of the literature for trainers and HR professionals who are considering the merits of using improvisation training in their workplace.

Mintzberg (1973) suggested that up to 90 per cent of managerial behaviour is improvised. This paper provides a new depth of understanding on the workplace application of improvisation training and the paucity of knowledge in the field.

Organizations are becoming more focused on time pressures when introducing innovation and creativity into their organizations. The purpose of this paper is to discuss the opportunity for organizations to focus on improvisation training as a way to gain a competitive advantage and leapfrog their competitors.

This paper takes the approach of identifying a model of improvisation training for organizations that focuses on the convergence of planning and executive for promoting innovation training practices.

This paper’s main findings are that the time pressures faced by organizations means that there is a funnel limiting the link between creativity, adaption and innovation. This means that improvisation training needs to be done quickly, and organizations need to act efficiently when introducing new practices.

This paper’s key value is that organizations can use improvisers by using bricolage and ready-mades to take existing concepts and apply them to new situations.

Expertise in English language teaching (ELT) is determined by being a white native speaker of English. Therefore, ELT is a type of aesthetic labour because workers are expected to look and sound a particular way. As nonwhite teachers cannot perform this labour, they may experience employment discrimination in the form of racial microaggressions, which are everyday racial slights. The purpose of this paper is to investigate what types of microaggressions inform several nonwhite teachers that they cannot perform aesthetic labour in private language schools in Toronto, Canada.

The paper utilizes a critical race methodology in which several nonwhite teachers told stories of racial microaggressions.

The teachers were told that they lacked the right aesthetic through microaggressions involving employers being confused about their names, questioning their language backgrounds, and citing customer preferences.

Future research must find out whether nonwhite teachers experience discrimination throughout Canada. Other studies must investigate how intersecting identity markers affect teachers’ employment prospects.

To prevent the discrimination of nonwhite teachers (in Canada), increased regulation is needed. The international ELT industry also needs to fight against the ideology that English is a white language.

There is little literature that examines language/racial discrimination in the Canadian ELT industry and how this discrimination is articulated to teachers.

ARNOLD BENNETT was a man of two worlds. In the terms of Max Beerbohm's cartoon “Old Self” was plump, wealthy, self‐assured, a landmark of the London scene, a familiar of press magnates, the owner of a yacht; “Young Self” was thin, ambitious, far‐sighted, industrious, secretly terribly anxious to justify himself to himself and decidedly provincial.

Post-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.

The following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.

Using the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.

The benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.

The purpose of this paper is to understand the apparel disposal process and explore, specifically, male disposal through consignment vs donation disposal modes. This study hopes to uncover not only the process but the influences that motivate these behaviors.

Observations at two sites included conversational interviews with employees as well as consumers disposing apparel through these sites. Collection took place over two months with 26 interviews taking place.

Themes of seasonal change and financial incentive suggest the use of consignment as a separate process for consumers from donation. Consignment suggested value, while donation was viewed as a habit.

Previous research as well as the findings of this study suggest that apparel donation is similar across genders. They also suggest that consignment is viewed by male consumers as a separate action from donation.

Little to no research has been conducted to understand male apparel disposal, studies on disposal has focused primarily on college-aged females (i.e. Morgan and Birtwistle, 2009). This study adds to a limited body of work to understand the differences and very possible similarities across genders in this behavior.