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The current study examined the effects of gender and motivation on negotiation strategy and outcome. It was hypothesized that findings suggesting that women obtain lower joint outcomes from integrative bargaining than men may result from women, but not men, entering negotiation settings with a high level of concern for the other's outcomes. Drawing on the dual concern model of Pruitt and his colleagues, it was predicted that situationally induced high self‐concern would result in high joint outcomes for female dyads—ay high as those for male dyads under any conditions. Male dyads were expected to require situationally‐induced self‐ and other‐concern to reach optimal joint outcomes. Where there was no situationally induced concern for either self or other, male dyads were expected to obtain higher joint outcomes than female dyads. Results from dyads bargaining in a laboratory setting were generally supportive of predictions, except that men tended to do well but for where other‐concern alone had been situationally induced. Discrepant findings are discussed in terms of the generally low level of antagonism present in these dyads.

The purpose of this paper is to contribute a deeper understanding of how natural disasters influence entrepreneurial intentionality as an important antecedent of entrepreneurial intention. It reviews the conceptual and operational backgrounds of natural disaster research and entrepreneurship theories and formulates a distinctive conceptual approach to entrepreneurial intentions in natural disaster settings.

An exhaustive review of research articles published in peer-reviewed entrepreneurship journals is provided and focuses on entrepreneurship, natural disasters, and entrepreneurial opportunities.

Six propositions about the influence of natural disasters on entrepreneurial intentions in ways that are distinct to the specific circumstances of post-disaster environments.

The paper’s findings serve as a useful foundation for future research of post-disaster entrepreneurial behavior. The propositions highlight the relationship between opportunities, self-efficacy, feasibility, desirability, fear of failure, and resilience that complement macro-level research with micro-level antecedents. Implications entail new methodological avenues for future studies of humanitarian and post-disaster entrepreneurial activities.

This paper suggests ways in which public policy and educational, state and community programs can be designed and executed so that entrepreneurial intentions are developed and entrepreneurial action is not hindered. Moreover, it clarifies several ways to achieve more effective action (or inaction) to serve those affected by natural disasters and minimize disaffection.

The study illustrates that natural disasters can and do create opportunities for entrepreneurial behavior even as they generate powerful and sweeping negative effects on socioeconomic systems. Its unique approach explores individual-level variables concerning intent and motivation that drive entrepreneurial decisions in disaster contexts.

The purpose of this paper is to propose an experiential learning framework for understanding how play can potentially create a unique ludic learning space conducive to deep learning.

The framework is developed by integrating two perspectives. First, from multidisciplinary theories of play to uncover the underlying play principles that contribute to the emergence of the ludic learning space are drawn. Then the formation of a ludic learning space through a case study of a pick‐up softball league where for 15 years, a group of individuals diverse in age group, gender, level of education, and ethnic background have come together to play are examined.

The case study suggests that play in a ludic learning space can promote deep learning in the intellectual, physical, spiritual, and moral realms.

This paper uses the play literature to inform the experiential learning concept of the learning space.

The task of changing the organizational climate of a school is only one tiny example of the fundamental issue of permanence and change. This example can only be understood in the light of a broad social and intellectual matrix. Two prime questions are: Under what conditions can the organizational climate be changed? If it can be changed, what approach is most appropriate? There is a great deal that is not known about organizational climate. Research is needed into the development of norms, the control of variables in experimental situations, the effects of size and “human density” and the influence of bureaucracy. Though we may be anxious to change organizational climate, one thing is clear—social change takes place slowly. To force its growth “out of phase” is to invite unanticipated social consequences. If the nature of social change is to be understood the planners, scientists, technologists need to maintain dialogue with each other. We must create in our society an “open” organizational climate that encourages the human dialogue.

The purpose of this opinion piece is to present a case for the potential of positive autoethnography (PosAE) as a new autoethnographic approach.

This work resulted from on-going discussions between the authors as to the practicalities and benefits of associating the qualitative approach of autoethnography with the field of positive psychology.

PosAE is proposed to encourage writers to actively reflect on the importance for themselves, and their readers, of including positive narrative elements, prospective visions and exploratory trajectories in their work.

This research builds on existing research that has included positive psychology in autoethnography. As positive psychology is grounded in empirical research, the authors are suggesting that PosAE is allied to pragmatic autoethnography.

PosAE offers to facilitate positive thought, affect and strategies that could improve well-being. For example, some people struggling with serious health issues, and those helping them, may find it useful for articulating conditions and envisioning, even experiencing, positive change.

With so many lives impacted by mental health issues globally, and with rapidly changing societies struggling to provide stability and purpose, an autoethnography that provides tools such as PERMA (Positive emotions, Engagement, Positive Relationships, Meaning, Accomplishments/Achievements) to communicate the positive seems timely.

To the best of the authors’ knowledge, this is the first time the creation of an autoethnographic approach explicitly linked to positive psychology has been proposed.

The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes.

Data for this paper are drawn from a series of surveys administered to teachers from 24 pilot schools in six school districts over two school years. Descriptive and multilevel modeling analyses are conducted.

The findings provide encouraging evidence that, given sufficient support and guidance, teachers report higher levels of engagement in deprivatized practice and instructional collaboration. These findings also hold after controlling for key enabling conditions and school characteristics.

The TPEG approach challenges school leaders to take on the responsibilities of helping teachers make their practice public, sharable, and better – three critical objectives in the shift to develop the profession of teaching.

The indication of TPEG model’s positive impact on strengthening the features of communities of practice in selected public schools provides the impetus for further efforts in understanding the transformational changes needed and challenges ahead at the classroom, school, and district levels.

There has been significant growth in the number of people getting tattoos over recent decades. While there might be a myriad of reasons for getting a tattoo, there remains a deficit of knowledge in relation to the potential relationship between tattoos and mental health. This paper aims to explore this potential relationship, from the perspective of those with tattoos, and considers the relevance of this potential relationship for those working in mental health services.

Data was collected through an online qualitative survey which asked participants to share their experiences in relation to their tattoos and mental health. The survey was shared through social media and distributed to tattoo shops within the UK. In total, 17 participants completed the survey; the survey data was then transferred to Nvivo and subjected to thematic analysis.

Three themes emerged from the data. First, tattoos as an expression of relationship with self; second, tattoos as an expression of relationship with others, and third, tattoos as a symbol of change. The three domains provide an insight into the complex relationship between identity and tattoos and suggest that tattoos may hold significant importance in supporting people to make meaning following trauma and to communicate elements of themselves to the world around them.

The findings provide an insight into the significance of tattoos which transcends the traditional discourses of tattoos as a marker of risk or deviance. Tattoos may be significant in the process of meaning making and narrating a sense of self and identity.

Prisoners with substance use disorder (SUD) are at risk of mental health problems. Given the common co-occurring of psychopathic traits with SUDs, probably because of underlying impulsive traits (Ellingson et al., 2018), this study aims to examine the relation between psychopathy (impulsive antisociality and fearless dominance) and the functioning of incarcerated individuals with SUD. The authors investigated whether impulsivity (motor, nonplanning and attentional) can account for the relationship between one psychopathy facet (impulsive antisociality) and craving and mental health problems.

The authors assessed self-reported impulsivity, psychopathy, craving and mental health problems in 121 male incarcerated individuals with SUD and calculated cross-sectional linear regression analyses and mediation models.

Impulsive antisociality was positively related to all impulsivity facets, craving and mental health problems. Attentional impulsivity mediated the relationship of impulsive antisociality with craving and mental health problems. Fearless dominance was related to lower attentional and nonplanning impulsivity, craving and mental health problems.

Future studies should investigate these relations in longitudinal studies and evaluate tailored approaches, for example, mindfulness interventions.

Interventions to reduce craving and improve mental health might be important for those who display self-centered, antisocial behavior but are less relevant for those with fearless, dominant interpersonal behavior. Addressing attentional impulsivity may be of special interest in this regard.

To the best of the authors’ knowledge, this study was the first to investigate the mediating role of different impulsivity facets for the association of impulsive antisociality with craving and with mental health problems in incarcerated individuals with SUD.

The purpose of this paper is to resolve a tension in understanding how universities contribute to knowledge-based urban development (KBUD).

The paper is a conceptual paper, which analyses the tension as emerging between the university and the wider societal activity. The paper creates a framework for combining insights from both those theoretical frameworks to better understand why universities might choose to contribute to KBUD.

The paper argues that it is important to understand the benefits that the universities get from participating in the KBUD. This can be through the unique tacit knowledge that emerges in the social innovation process, but their might also be value for the university in terms of two other variables, material resources and symbolic legitimacy.

The paper is a literature review and therefore is limited to raising a series of future questions and directions for research in the field, as well as to providing a lens and context for existing work.

There are clear implications for those seeking to improve universities contributions to KBUD. It is not merely enough for strategic leaders to come together and agree that promoting the university will promote KBUD: it is necessary to modify a range of processes within the university to ensure that a wide range of actors are able to benefit from participating in KBUD activities, and that it facilitates their own teaching and research activities.

For universities to make a substantive contribution to promoting KBUD, policy-makers must ensure that they do not create disincentives through universities’ teaching and research activities.

This is the first time that a paper has sought to bridge between theories of urban development and social innovation, and universities’ internal institutional and organisational dynamics.