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This study examined escape rooms as a teaching strategy for developing four leadership competencies associated with communication. The results indicate that escape rooms are an effective teaching strategy for communication competency development in leadership education. One hundred and five participants engaged in an escape room experience followed by a discussion focused on the competencies. The findings indicated a significant positive change from pre-test to post-test in all four student leadership competencies measured, including verbal communication, listening, advocating for a point of view, and conflict negotiation. Leadership educators should consider escape rooms as a pedagogical tool for competency development and may wish to explore alternative serious games to align with their learning objectives.

This study aims to conceptualise how the occupational socialisation of young chefs is conducted in Michelin-starred restaurants in Great Britain and Ireland; the key role of banter and bullying in this process is explored and critically discussed.

This qualitative research critically discusses the data from 54 in-depth, face-to-face interviews with male and female Michelin-starred chefs in Great Britain and Ireland. A flexible interview guide was used to ensure all key areas, and topics discussed earlier in the literature review were covered. The rich data from the interviews were categorised in four different themes.

Drawing upon the fieldwork, fresh insights into the social structures, processes and group dynamics which underpin the socialisation process of young chefs are revealed in the participants’ own words. Four areas emerged from the usage of thematic analysis: occupational status, discipline and hierarchy in kitchen brigades, gender segregation in kitchen brigades and the role of banter and bullying in occupational socialisation.

This study generates empirical data that inform contemporary debates about the role of banter and bullying in the occupational socialisation process of new members in Michelin-starred restaurants. A conceptual framework on the process of occupational socialisation in Michelin-starred kitchen brigades in Great Britain and Ireland is also provided.

The findings of this study suggest that banter and bullying are deeply embedded in chefs’ occupational culture; they also play a key role in the process of induction and occupational socialisation of the new recruits. In addition, gender segregation was found to be a persistent problem in commercial kitchens – young female chefs have to endure the same harsh conditions during the induction and occupational socialisation process. A recommended course of action to eradicate this phenomenon involves HR professionals, hospitality managers and the Michelin Guide.

The understanding of chefs’ induction and occupational socialisation is deemed crucial for successful hospitality operations; nevertheless, this still remains an under-researched area. This study is unique in terms of scale and depth; it is expected to provide useful insights in both theoretical and practical perspective, regarding the induction, socialisation and eventually, retention of young chefs in Michelin-starred restaurants.

It is widely understood that distinctive leadership programs must engage in assessment, and intentional program improvement practices. Design thinking can serve as one student-centered tool that engages students in the assessment process, while looping feedback into substantive programmatic changes. This paper explores the use of this innovative practice to enhance a co-curricular leadership program at a large university in the Southeastern United States. Practitioners found that design thinking was a useful supplemental assessment tool that led to positive programmatic changes that were focused on students’ needs.

AS J. L. Hobbs shows so clearly in his recent book, the interest in local history is growing enormously at present. The universities, training colleges and schools, as well as the institutions of further education, are all making more use of local studies—geographical, economic, social and historical—in their regular courses, in their advanced work, and in their publications.

Dwayne ‘The Rock’ Johnson is one of the most bankable stars in Hollywood, in addition to his broad popular appeal. Since his transition from a successful pro-wrestling career to a full-time actor, his onscreen persona has transitioned from one dimensional action hero to more balanced star ‘type’ (Dyer, 1991), alternating action films with more family-friendly fare. Johnson's starring role in the Fast and the Furious franchise has been central to the growth of his career, yet as I will argue, this success is fuelled by his apparent rivalry with other action stars onscreen (Jason Statham) and offscreen (Vin Diesel). As I will show, these rivalries are rooted in the star ‘types’ formulated by Richard Dyer (1991), and this tension is central to the ongoing fan interest in the series.

Johnson's expanding profile has also led to the establishment of his own production company, Seven Bucks, and transition into television series Ballers (2015–2019) and Young Rock (2021–), both of which allowed him to explore autobiographical elements of his early life. As I will demonstrate via a case study of Hobbs and Shaw (2019), Johnson's success as a transnational action star and creative control allowed by Seven Bucks has allowed more explicit on-screen engagement with his Sāmoan heritage. The production history of Hobbs and Shaw illustrates both the successful co-existence of rivalry between action stars as a successful marketing strategy for action franchises, and the evolving action genre which allows a more personal exploration of race and masculine identity.

Michael Holquist (1990), one of the commentators on Mikhail Bakhtin’s monumental work, stated flatly that “human existence is dialogue,” and Ivana Markova (2003) declared that “dialogism is the ontology of humanity.” Bakhtin (1985;1986) himself said that such dialogues are conducted by using “speech genres.” From another angle Kenneth Burke asked, “What is involved when we say what people are doing and why they are doing it?” and claimed – and showed – that this question can be best answered by using what he called the “grammar of motives,” which consisted of a hexad of terms: act, attitude, scene, agent, agency, and purpose. In this chapter, I examine, by using various examples, how the Burkean grammar is used in the construction of one speech genre or the other to achieve rhetorically effective dialogic communication.

The purpose of this study is to conceptualise how the occupational identity and culture of chefs is constructed and maintained through both work and social interaction.

The study follows a qualitative interpretivist approach; in total, 54 unstructured, in-depth, face-to-face interviews were conducted with Michelin-starred chefs in Great Britain and Ireland.

Drawing upon the fieldwork, fresh insights into the social structures and processes which underpin the creation and maintenance of the occupational identity and culture of chefs are revealed in the chefs’ own words.

This study generates empirical data that inform contemporary debates about the role of work in identity formation with particular emphasis on the induction–socialisation process. In addition, the findings of this study suggest that identity and culture are interrelated in the sense that the cultural components of an occupational culture operate to reinforce a sense of identity among its occupational members.

The findings suggest that Michelin-starred chefs have a strong occupational identity and culture. Strict rules and discipline are often used in kitchen brigades as a means of monitoring quality and maintaining the high standards of performance. The occupational socialisation of new members is a long and painful process that very often exceeds the limits of banter, and it is analogous to the military induction. The phenomenon of bullying and violence in commercial kitchens is identified as an unacceptable behaviour that needs to be eliminated. This can be achieved with changes in the education and training of the young chefs and the strict enforcement of the anti-bullying policies.

The understanding of chefs’ occupational identity and culture is critical for successful hospitality operations; nevertheless, this is an under-researched area. This study is unique in terms of scale and depth; it is expected to provide useful insights in both theoretical and practical perspective, regarding the formation of chefs’ identity and culture in organisational settings.

We give more space than usual to the Conference of the Library Association, but, even so, our correspondent has attempted impressions rather than factual accounts of the papers read. Good as those papers were, the main effect of our conferences is to provide for every type of librarian a sense of community and of unity with librarianship in general. This was achieved in a large measure at Edinburgh. Moreover, as our correspondent suggests, there was interest in problems that do not affect, at least at present, many who participated. Nearly every session, general or special, was so well attended, that we can infer that the vitality of interest in library matters is as great as it ever has been; indeed, it is possibly greater.

This chapter complements the one that appeared as “History of the AIB Fellows: 1975–2008” in Volume 14 of this series (International Business Scholarship: AIB Fellows on the First 50 Years and Beyond, Jean J. Boddewyn, Editor). It traces what happened under the deanship of Alan Rugman (2011–2014) who took many initiatives reported here while his death in July 2014 generated trenchant, funny, and loving comments from more than half of the AIB Fellows. The lives and contributions of many other major international business scholars who passed away from 2008 to 2014 are also evoked here: Endel Kolde, Lee Nehrt, Howard Perlmutter, Stefan Robock, John Ryans, Vern Terpstra, and Daniel Van Den Bulcke.