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This study aims to examine the impact of firm-generated content (FGC) on lesbian, gay, bisexual, transgender, queer/questioning (LGBTQ+) influencers, focussing on inclusive marketing strategies and enquires the ability of LGBTQ+ influencers to enhance brand engagement and loyalty within diverse communities.

A quantitative approach was utilized, and data was collected via social media platforms. Structural equation modelling (SEM) was employed to explore the relationships between FGC, influencer content, dimensions of place attachment and brand loyalty.

According to the findings FGC positively influences LGBTQ+ influencers, which in turn affect in a significant way place identity and place social bonding. Both dimensions of place attachment were found to have a positive impact on brand loyalty, which indicate that LGBTQ+ influencers have an important role in enhancing brand engagement through inclusive marketing.

Firms in order to increase their brand loyalty and customer engagement, need to adopt inclusive marketing strategies that resonate with LGBTQ+ communities. In order to do so they need to work with LGBTQ+ influencers that can effectively communicate the brand’s commitment to diversity and inclusion, thus fostering a stronger emotional connection with the brand.

This study introduces a conceptual framework that highlights the mediator role of place attachment in the relationship between influencer marketing and brand loyalty. This research contributes to the existing literature by providing empirical evidence on the effectiveness of leveraging LGBTQ+ influencers in inclusive marketing campaigns.

The current research environment lacks a thorough examination of project success in specific domains, particularly in the context of dam project performance. Although there is a significant amount of study and a wide range of project management subjects, there is a clear absence of empirical research on dams. The purpose of this study is to fill in the knowledge gap on how to improve the performance of dam construction projects by focusing on the planning phase.

The study utilized a survey to gather the perspectives of professionals involved in dam projects regarding critical success factors and success criteria during the project planning phase. The collected data were then analyzed using exploratory factor analysis and structural equation modeling.

Four dimensions were identified for critical success factors: “project team,” “project readiness,” “engagement” and “long-term impact.” For project success criteria, “fulfill identified needs,” “functionality,” “quality performance” and “sustainability” were identified as having significance in measuring project success.

The article provides suggestions on how the dam engineering industry can include the identified project elements that are associated with project success. The study's significance stems from its substantial contribution to the limited literature on dam projects.

Dam industry projects have significant economic, social and environmental impacts. However, very little has been carried out to improve their lifecycle performance. The purpose of this study is to identify success criteria applicable to different stages of such projects.

This study adopted a quantitative research design where the potential success criteria for dam engineering projects were evaluated. The applicable success criteria were determined for the four phases of project lifecycle by three rounds of Delphi technique with the participation of experts from dams industry in Australia.

The findings of this research suggest that project success is a multidimensional notion and varies over lifecycle of projects. This study on project success criteria shows that certain criteria can be applied to measure success in different phases over lifecycle of Australian dam industry projects.

The results of this research present the first exclusive quantitative assessment of success criteria for dams industry. The success criteria presented in this study enable project practitioners to measure success at various stages of dam industry projects. This can serve as a tool to put more management efforts into achieving success on those criteria.

This study investigates the drivers and mitigators of workplace bullying in surgical environments in Australia and Aotearoa New Zealand, utilizing social identity theory (SIT) and contemporary models of psychological safety. It introduces the concept of personality traits as a bridging factor between drivers and mitigators.

Qualitative interviews were conducted with 31 surgeons. Thematic analysis, supported by NVivo, was used to map findings to the SIT framework and incorporate psychological safety and personality theory.

Key drivers of workplace bullying include entrenched hierarchical power structures, gender dynamics and early socialization in competitive environments. The “bad apple” phenomenon, where personality traits such as narcissism and low emotional intelligence exacerbate bullying, contrasts with individuals demonstrating empathy and interpersonal awareness, who mitigate such behaviors. Effective leadership, generational shifts and team stability through procedural inclusion are key mitigators that promote psychological safety and collaboration.

Sample diversity, self-reporting bias and temporal context may impact the generalizability of findings across broader health and surgical settings in contemporary practice.

Addressing entrenched power imbalances and fostering inclusive leadership and practices are critical to mitigating bullying. Promoting psychological safety and leveraging generational change can reshape surgical culture, leading to healthier teams and improved patient outcomes.

This study bridges SIT with theories of personality and psychological safety, offering new perspectives on how individual traits and systemic dynamics shape bullying behaviors and culture in surgical teams, highlighting the need for targeted interventions.

Residential Medication Management Reviews (RMMR) are a key component of safe, high-quality aged care service delivery. The RMMR is an interdisciplinary approach to medication management that relies on collaboration, communication and integration of systems. Acting as an improvement opportunity, the purpose of this paper is to present findings from a regional study, aimed at assessing the impact of RMMR on falls and hospital admissions and identifies barriers to impactful research in this area.

A three-year retrospective quantitative longitudinal practice audit was conducted in a regional state-managed high-care residential facility in Queensland, Australia. Data was collected pre-RMMR and six months post-RMMR.

The data collected was insufficient to achieve statistical significance or demonstrate the impact of RMMR on health outcomes. Factors impeding the research included limited ability to collect the data due to the lack of integration of information systems and limited stakeholder engagement resulting in poor recruitment. This highlights the need for improvement in RMMR processes and practices, and indeed wider research collaboration in the aged care sector.

Thís paper acts as a call to action to improve research and interprofessional collaboration in Australian aged care.

The aged care industry needs high-quality research to drive practice improvement and collaborative care and service delivery. This paper advocates for improvements in the aged care sector with respect to research engagement and communication pathways between service providers. Advancement in systems integration for information sharing, recruitment of participants and stakeholder engagement will support evidence-based practice and process change.

Bibliotherapy, a therapeutic approach that uses books and reading materials to promote psychological well-being and personal growth, has become more prevalent in recent years. This scientometric study aims to provide a comprehensive view of the bibliotherapy research landscape by highlighting its evolution, trends, and noteworthy contributions using Biblioshiny and VOSviewer.

The academic literature on bibliotherapy is evaluated in-depth in this study utilizing scientometric techniques, including citation and co-citation analysis. A thorough search of the Scopus database revealed 1,703 papers between 1942 and 2023 that dealt with bibliotherapy. For data analysis, the renowned applications Biblioshiny and VOSViewer are employed.

The study reveals that the output of publications has fluctuated, reflecting scholarly interest in this discipline. The distribution of research across various countries, organizations and academic subjects is investigated further to highlight the diverse and global extent of bibliotherapy research. By analyzing co-citation networks and locating pertinent publications and authors, this scientometric method analyzes the intellectual structure of bibliotherapy research.

Bibliometric analysis enriches the theoretical understanding of bibliotherapy by unveiling the networks, influential works and existing gaps in the literature, thus guiding a more informed and collaborative approach to future research and practice in the domain.

Employing bibliometric analysis in bibliotherapy can refine practices and training programs, ensuring they are evidence-based and practical, enhancing the quality of therapeutic services provided to individuals.

It is a valuable resource for academics, practitioners and policymakers interested in the field since it offers a thorough and current assessment of the bibliotherapy research landscape. The findings of this study have the potential to steer future research, guide the development of bibliotherapeutic interventions supported by evidence and enhance the use of bibliotherapy as a therapeutic modality.

Securing ethical approval can be a frustrating and opaque experience for some creative practice research students who may find the processes required of them not well suited to their specific inquiry. This can lead to an erosion of trust between students and their institutions. This paper aims to synthesize perspectives representing both creative practice research supervisors and Institutional Review Boards (IRBs) to develop recommendations for improving processes and supporting creative practice research training.

The authors used dialogical inquiry (Wells et al., 2021) to facilitate a dialogue between the authors, who represent different stakeholders in the ethical review process for creative arts research students. Focus topics for the dialogue were developed collaboratively based on existing literature.

Based on the dialogue, the authors make the following recommendations: frame ethics as part of project design alongside aims and methodology rather than as project logistics; structure ethics review processes to ensure ongoing engagement between research students and IRBs; and share exemplars and templates as part of research training. Additionally, the authors advocate for the need to create continuing opportunities for dialogue.

Previous work interrogating ethical review processes for creative practice research has adopted a clear position from either a creative practice researcher or an IRB member perspective. This dialogue facilitates a novel synthesis of these positions, ensuring the recommendations support the objectives of both IRBs and creative practice researchers.

Annually, the National Association of School-University Partnerships (NASUP) awards individuals with the Exemplary PK-20 Boundary Spanner Award. The award goes to a university-based or a PK-12 school or school district-based individual who “innovates the systems or practices to enhance the learning of all of those involved in the partnership (NASUP, n.d.).” This article describes the boundary-spanning activities and perspectives of recipients of the NASUP Boundary Spanner Award during its first two years that it was awarded (2023 and 2024).

The article includes autobiographical and biographical accounts about the recipients of the NASUP Exemplary PK-20 Boundary Spanner Award.

While there are no empirical findings, recipients of the NASUP Exemplary PK-20 Boundary Spanner Award shared their backgrounds, reasons for serving as a Boundary Spanner, and the impact of their work.

This article provides firsthand accounts of the experiences and activities of individuals who serve as Boundary Spanners to support teaching and learning.

This study examines the effects of an inclusive psychological climate on leader inclusion, workgroup inclusion, and employee outcomes (trust in organization and organizational identification). Leader inclusion and workgroup inclusion are explored as both direct and serial mediators in the psychological climate to outcome relationships.

Data from 336 employees in 55 teams were collected at two time points from an educational media company in China.

Results from multi-level modeling suggest that, for employees, the inclusive psychological climate to trust relationship has both direct and indirect effects, including a serially occurring indirect effect through leader inclusion and workgroup inclusion. For the inclusive psychological climate to organizational identification relationship, there were only indirect effects, including a serially occurring indirect effect through both leader inclusion and workgroup inclusion.

These results suggest the value of an inclusive psychological climate for setting the stage for more localized inclusion experiences through the leader and the workgroup. These inclusionary work environments promote social exchange as shown by employer trust and social identification with the organization.

This study examines the combined and serial effects of an inclusive psychological climate, leader inclusion, and workgroup inclusion on outcomes that represent a deep connection with the organization (organizational trust and organizational identification).

Applying practices from online role-playing games with multiple players, we employed Reacting to the Past (RTTP) pedagogy to engage students at several universities in a multi-week experience. As a pedagogical method, RTTP is ripe for potential use across an array of leadership education initiatives, including interinstitutional collaborations.

In this essay, we describe this student learning and engagement experience as well as address innovations and potential applications in similar leadership education contexts, preliminary student and facilitator feedback and lessons learned.

As part of The Justice Challenge’s eight-week Colloquium, students developed an understanding of food justice, systems thinking and transdisciplinary collaboration, as well as skills in perspective-taking, persuasion and teamwork. Through the RTTP gameplay, students engaged firsthand with multiple perspectives and goals, differing ways of interpreting information and situations, diverse factions and political pressures.

We believe our use of RTTP in The Justice Challenge is novel for two reasons. First, although RTTP fits remarkably well with the basic philosophy of honors education, it is less explored as a pedagogical approach in leadership education contexts. Second, our use of RTTP in an online, multi-institutional program highlights it as a useful pedagogical tool to foster leadership learning that can work regardless of group size or modality.