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Negotiation is an established strategy used by the police and His Majesty’s Prison and Probation Service to manage serious incidents. Whilst the literature acknowledges the role of the negotiator to be stressful, little is known about the experience of stress and the coping strategies used by negotiators when undertaking this role. This is particuarly true for negotiators who work in prisons. As such, the purpose of this study was to explore the experience of negotiators working in a prison setting.

The study adopted a qualitative methodology. Semi-structured interviews were conducted with 14 prison officer negotiators based in public sector prisons in the North West of England. The data were analysed using thematic analysis.

Four overarching themes were identified relating to stressors; the experience of stress; use of coping strategies; and use of support. An underlying theme was identified relating to negotiating within the structure of a prison regime.

People involved in the management of serious incidents should be familiar with the negotiator role. Debriefing negotiators after a lone deployment and offering support to negotiators in the days following an incident is critical for staff well-being. Further, record keeping from the perspective of the negotiator should become formalised.

This paper contributes new insights into the management of serious incidents and the negotiator experience in prisons in England and Wales.

This paper aims to explore the impact of social segregation and exclusionary workplace hazing during lunch breaks on newcomers’ relational quality during the early socialisation phase.

This study draws on data from a qualitative study based on semi-structured interviews with recently employed nurses (n = 19) and nursing students (n = 42) about their workplace hazing experiences. The data was analysed using reflexive thematic analysis.

The analysis revealed two main themes: “feeling isolated” and “justifying self-exclusion.” Newcomers reported feeling humiliated when subjected to exclusionary hazing by experienced colleagues, leading to feelings of alienation and impacting their relationships with their new colleagues. Newcomers tended to distance themselves in various ways and justified this behaviour as a means of self-care.

This paper adds to the limited knowledge about the effects of newcomers’ exposure to workplace hazing during their early socialisation. It provides a relational perspective on the consequences of workplace hazing and explains how the social context influences the normative expectations of newcomers.

The National Association for School-University Partnerships ([NASUP], formerly known as the National Association for Professional Development Schools [NAPDS]), annually awards the Exemplary PDS Partnership Award to partnerships who exemplify many or all of the NAPDS Nine Essentials (NAPDS, 2021). This article provides an overview of the Exemplary PDS Award and provides a review of peer-reviewed journal articles published by recipients of the NASUP/NAPDS Exemplary PDS Partnership Award between 2014 and 2024.

This paper uses a basic review of literature.

Findings indicate that most Exemplary PDS Awards between 2014 and 2024 cite the NAPDS Essentials 1 and 4. Essential 1 focuses on PDS partnerships have a comprehensive mission and mutually beneficial partnership that advances teaching, learning, and equity. Essential 4 focuses on innovative practice and reflecting on PDS partnership activities.

This article provides a review of peer-reviewed journal articles published by recipients of the Exemplary PDS Award.

Family small and medium-sized enterprises (SMEs) represent a substantial part of many economies. In these organizations, close and informal relationships between employers and employees often foster a mutual understanding of each other’s needs, facilitating the negotiation of idiosyncratic deals (i-deals), special employment conditions tailored for individual employees. However, research on how i-deals are negotiated in family SMEs, especially regarding power dynamics and influence, remains limited. This study aims to identify the types of i-deals negotiated in family SMEs and explore the role of power and influence in these negotiations.

Semi-structured interviews were conducted with 45 employees and 15 employers from Spanish family SMEs. Data were analyzed using ATLAS.ti 8, and thematic analysis was performed.

The study concludes that task, flexibility, financial and development i-deals are particularly negotiated in family SMEs. It identifies that referent and expert power play an important role in initiating these negotiations. Furthermore, rational tactics are generally employed for negotiating work performance, soft tactics for employment-related aspects and hard tactics for work flexibility. Additionally, the study identified gender differences in the negotiation of i-deals.

This study enhances i-deal literature by highlighting the distinct characteristics of family SMEs and their impact on i-deal negotiations. The findings suggest that power dynamics and influence tactics in family SMEs differ from those in larger firms. Moreover, certain i-deals may encounter resistance due to concerns about organizational performance and economic implications. Understanding these factors is essential for developing effective negotiation strategies in family SMEs.

This study offers a dual perspective, analyzing the power and influence tactics used by both employees and employers in family SME i-deal negotiations and highlighting gendered dynamics in these processes.

The link between entrepreneurial intention and positive attitudes towards entrepreneurship for established and nascent entrepreneurs has been well documented in the extant literature, with the theory of planned behaviour (TPB) viewing entrepreneurial intention as a pre-requisite for entrepreneurial pursuit. Whilst scholars generally agree on these insights, little empirical evidence exists on how marginalised social groups can convert their intentions into action. This study aims to understand to what extent the elements of TPB, the attitudes towards entrepreneurship, self-efficacy and subjective norms, help explain the emergence of entrepreneurial activity amongst marginalised demographic groups.

This research focuses on unemployed women residing in social housing located in a deprived urban area of the United Kingdom to empirically examine how multiple layers of disadvantage faced by this group shape their motivations and intentions for entrepreneurial pursuit. A multi-source qualitative methodology was adopted, drawing upon inductive storytelling narratives and extensive fieldwork on a sample of unemployed ethnic minority women residing in social housing in a deprived urban area of the United Kingdom. Community organisation representatives and housing association employees within the social housing system were included to assess the interpretive capacity of TPB.

The findings display that TPB illuminates why and how marginalised groups engage in entrepreneurship. Critically, women’s entrepreneurial intentions emerge as a result of their experiences of multiple layers of disadvantage, their positionality and the specificity of few resources they can activate from their disadvantageous position for entrepreneurial activity.

By illuminating the linkages between marginalised women’s positionality and their associated access to the limited pool of resources using the TPB lens, this study contributes to emerging works on disadvantaged populations and entrepreneurial intention-action debate. This work posits that despite facing significant additional challenges through their positionality and reduced ability to mobilise resources, women in social housing can defy the odds and develop ways to overcome limited capacity and structural disadvantage.

In this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for the Improvement of Mentored Experiences in Research (CIMER) mentorship competencies to mentor underrepresented students in engineering education research in a virtual environment.

This research experience for undergraduates (REU) program, situated in the United States of America, consisted of undergraduate students (i.e. mentees), graduate students and faculty mentors who all had at least one underrepresented identity in engineering (i.e. Black, Latiné/x, and/or women). Using qualitative methods, we used data from reflection surveys and follow-up interviews with REU mentees to understand the outcomes of the mentorship strategies employed by the mentors in the program. The data were analyzed thematically using CIMER model constructs and social capital theory as guiding frameworks.

The results indicated the identified strategies students perceived as the most impactful for mentorship throughout the program. Students in the REU gained knowledge on how to activate social capital in mentorship relationships and how to better mentor others.

The findings provide insight on how to operationalize the CIMER mentorship competencies to skillfully mentor underrepresented students in engineering. Given the size of the REU and the nature of qualitative research, the sample size was limited.

The results help inform mentorship practices for underrepresented individuals in engineering education and the workforce. Further, they add to the practical knowledge of implementing CIMER best practices virtually, at a time when the world has transitioned to more hybrid and virtual working and learning environments.

This study identifies impactful strategies for operationalizing mentorship strategies informed by theory- and evidence-based CIMER mentorship competencies. In addition, this study extends knowledge about how to implement mentoring best practices and engage mentorship in a virtual environment.

Creating diverse, equal and inclusive (DEI) environments is an important and relevant area of research on corporate social responsibility (CSR). This paper aims to identify recent trends in the business schools context, as they are primary sources of ethical management innovation. The paper also aims to identify business school DEI maturity levels.

The research design is qualitative. Using thematic analysis, the authors explored all the available and relevant (19) Principal for Responsible Management Education (PRME) Champions’ reports regarding their activities in 2022 and 2023. Based on the data, the authors developed the Diversity, Equality and Inclusion Maturity Model (DEIMM) in Business Schools, including the DEI maturity scale. The scale was used to explore the recent trends in four main areas: management, teaching, research and the third mission of the business schools.

The most prominent theme across the dataset is gender equality. The authors also identified new practices, including Indigenous people’s inclusion and decolonisation, neurodiversity, homelessness destigmatisation, period destigmatisation and scientific disciplines’ anti-discrimination. These activities were observed at various maturity levels, fitting all levels of our maturity model.

This may suggest that business schools not only emulate business trends but also are prone to create their path to diversity, equality and inclusion.

This model can provide a starting point for developing tools for assessing the DEI maturity of business schools and other organisations, i.e. indicating the stage at which a school or a company is on its path to achieving DEI maturity, which creates an important contribution to the CSR research.

The purpose of this study is to explore Chinese women’s pursuit of entrepreneurship as a career choice through the intersectional lens of gender and culture. The study aims to identify factors that influenced Chinese women’s decisions to pursue entrepreneurship.

In this exploratory qualitative study, we conducted qualitative, in-depth, semi-structured and one-on-one interviews with 16 Chinese women entrepreneurs.

We identified various factors that influenced Chinese women’s career choice of entrepreneurship. The factors include entrepreneurial attributes, rapid economic growth, societal and cultural influences, the dual role of family influences and strategic entrepreneurship.

Our study provides a contextualized understanding of the experience of Chinese women’s entrepreneurship career choices. It enriches the existing literature on career choices within the career development for Chinese women entrepreneurs. By applying social cognitive career theory (SCCT) to a specific cultural and gendered setting, we proposed the social cognitive women’s entrepreneurial career theory, which offers fresh insights into the interplay of personal, contextual and behavioral dimensions in shaping Chinese women’s entrepreneurial career choices.

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

This paper addresses the issue of the underrepresentation of women in leadership positions within the information and communication technology (ICT) and engineering fields. The study examines the complex issue of vertical segregation and gender equality by exploring the barriers that women encounter and the potential coping strategies they adopt to advance in their careers.

The study employs a qualitative approach, conducting semi-structured interviews with 17 women at middle and upper management levels in the ICT and engineering sectors. This approach aims to better understand women's workplace experiences and gain deeper insights into the nature of the barriers they face.

The study identifies four main factors hindering women's progression toward senior management positions, namely working hours, work-family conflict, social role stereotypes and second-generation bias. The results also offer useful insights into the coping strategies adopted by women to overcome these barriers.

The study highlights the persisting underrepresentation of women in senior positions, indicating a societal and organizational lag in terms of inclusion and equity. It underscores the importance of developing effective policies to address the challenges faced by employees striving to balance their work and family commitments. Training is recognized as an important tool for raising awareness about gender stereotypes among employees and reducing second-generation bias.

This study provides valuable lessons derived from its findings, including potential strategies that organizations can implement to help women navigate and overcome workplace barriers in the ICT and engineering fields.