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The dream scenario for thousands of businesses would be to gain the ability to get their products to market faster, and to know with some certainty that their product‐development projects would be completed on schedule. Speed and predictability are particularly elusive in new‐product development. In heavily regulated industries, for example, the best‐laid plans may fall apart when the rules change. In industries in which products are intimately related to technological advances, the new thing may become obsolete before it gets through research and development. And in some industries, a shortage of workers with specific skills can seem like a permanent guarantee of falling behind schedule.

This study aims to investigate the impact of support through enhanced management (StEM) on the safety of people who have committed offences, who reside in the women’s estate prisons in England.

A matched control study comprising 32 participants investigated the number of safety incidents before and after the implementation of StEM.

When comparing people in prison who had StEM, to those who had not, there were no significant differences in the number of safety incidents one month after StEM was implemented, compared to the one month before. There was a statistically significant reduction in safety incidents in the three months after StEM was completed, compared to the three months before it was implemented, compared to the matched control group.

This study was not able to achieve the minimum number of StEM cases to obtain sufficient power. The matched control group limited the number of StEM cases that could be included.

StEM has a positive influence on the reduction of safety incidents longer term. Researchers hypothesised that adherence to the StEM policy, collaborative and joined up staff working and investment in the care of people in prison were central to successful outcomes.

This research contributes to the growing evidence about the effective use of the StEM consultancy process within women’s estate prisons. It is the first evaluation of StEM to introduce a matched control group.

After a decade of continuous success within IQ, a $79.9 billion technology company, Duncan Covington faced one of his greatest career challenges. He was tasked with turning around a procurement organization that was underperforming, had a vacancy rate of 45%, and a tarnished internal reputation. Just five years earlier this same organization had been considered an outstanding contributor to the company and had received numerous awards and accolades. He used leadership discretion to redesign the organization and created six new structures to motivate and lead his staff to success: (1) value creation; (2) improving workgroup productivity; (3) succession planning; (4) long-term value for employees; (5) fee-for-service; and (6) contributing to innovation. By using these structures Covington was able to transform and restore the organization to a high performing and a contributing division within the company.

Organizational structures, systems and processes can and do limit the discretionary decision-making space of all involved in organizational life. However, high up in organizations leaders have significant discretion in making decisions. Robert Kaiser and Robert Hogan explore the dark side of what might happen if strategic leaders use their discretionary freedom for personal rather than organizational benefit. Timo Santalainen and Ram Baliga present a real example of discretionary leadership gone bad in an NGO that looks quite healthy on the outside. They refer to the phenomenon of a financially successful company with a sick leader as the “healthy-sick organization.” We juxtapose this chapter with the one by Corey Billington and Michèle Barnett Berg to show how Duncan Covington at computer products, services, and solutions company IQ used his discretionary freedom for the good of the company. Covington inherited a sick organization and introduced key systems, structures, and processes to bring it back to health.

This study aims to analyze whether average video watch time or click-through rates (CTR) on YouTube videos are more closely associated with high numbers of views per subscriber using linear regressions.

In 2018, YouTube began releasing CTR data to its video creators. Since 2012, YouTube has emphasized how it favors watch time over clicks in its recommendations to viewers. To the best of the author’s knowledge, this is the first academic study looking at that CTR data to test what matters more for views on YouTube. Is watch time or CTR more important to getting views on YouTube?

The author analyzed new video releases on YouTube. This paper finds almost no or limited evidence that higher percent audience retention or total average watch time per view, respectively, are associated with more views on YouTube. Instead, videos with higher CTR got significantly more views.

The author knows no other study that tests the relative importance of CTR or watch time per view in predicting views for new videos on YouTube.

The purpose of this conceptual paper is to present the existing research on already effective programmatic efforts designed to increase diversity in STEM fields and to subsequently encourage researchers and practitioners to more intentionally build upon and design effective interventions around this issue.

Previous research findings accredit this success to various forms of support, such as mentors, study groups, student programs and student organizations (Hurtado et al., 2012; Maton et al., 2000; May and Chubin, 2003).

Higher education professionals have experienced a rise in concern regarding the alarming disparities of minority students pursuing STEM (science, technology, engineering and mathematics) majors and careers. Because of this, researchers are interested in exploring and addressing some of the reasons.

Through the discussion of ideas for action and the proposing of a theoretical foundation from the field of student development, the authors offer recommendations for future research and strategies to further improve recruitment, retention and performance for minority students in STEM fields.

A key distinction, mentioned by Dubin (1979, p. 227), is “leadership at a distance.” When Dubin was writing, there was little research on this topic. More recently, however, there has been an upsurge in leadership-at-a-distance work. We see a major review by Antonakis and Atwater (2002), following an earlier one by Napier and Ferris (1993), along with work by authors such as Shamir (1995) and Waldman and Yammarino (1999).

Nowadays primary and secondary school teachers search for increasing amounts of educational support when it comes to educating pupils with social, emotional and behavioural difficulties (SEBD). The social and emotional aspects of learning (SEAL) framework that was recently launched within the English educational setting provides a wide variety of guidelines and advice on how to promote and enhance the needs of pupils, including those with SEBD. These needs can be met by enhancing pupils’ self-awareness, managing their skills, enhancing their motivation and enabling them to become more empathetic as well as developing their social skills. These five components, according to many authors, are considered to come under the umbrella of social, emotional and behavioural skills (SEBS).

In the literature, there is evidence to support the view that primary and secondary school teachers are not psychologically prepared to adequately support pupils with SEBD within the classroom setting. The research I have undertaken has enabled me to come to the conclusion that, before entering the classroom, teachers first need to develop their own SEBS before attempting to enhance those of SEBD pupils. This goal can be achieved by enabling teachers to become more emotionally literate. Through the development of emotional literacy, teachers will gain the ability to understand their own emotions, listen to others and learn to empathise with them, as well as to express their emotions productively (Barrow, Bradshaw, & Newton, 2001). Once this goal has been achieved, teachers will be in a better position to support pupils with SEBD within their classrooms. Therefore, this chapter aims to explore the elements that emotional literacy has to offer primary and secondary school teachers, and how these elements enable them to enhance their personal skills when it comes to supporting pupils with SEBD.