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Service-User and Carer (SUC) involvement in health care education is becoming the norm. Simultaneously, voices highlighting the risks of tokenism continue. The authors critique dominant frameworks for SUC involvement and present a case study of teaching collaboration between a lecturer and SUC Advisory Group in Clinical Psychology training. The authors argue that epistemic justice gives a constructive lens for making SUC participation meaningful.

Members of the University of Surrey SUC Advisory Group and a lecturer delivered a learning session, themed around barriers to accessing mental health services. In the first academic cycle, SUC members remotely facilitated group discussion around a core barrier, e.g. social class. Following feedback, the same session in the next cycle consisted of Trainee debate stimulated by SUC videos that foregrounded intersectionality in considering barriers and solutions.

In critically evaluating our collaboration, processes fostering epistemic justice included ring-fenced time for planning, leadership by SUC members, creating governance mechanisms on use of videos and SUC receiving payment. To deepen epistemically just practice, SUC teaching input should be invited routinely and SUC identity explicitly contrasted to academic staff.

The authors provide a framework for evaluating the richness of SUC involvement on a post-graduate training programme. This focus on epistemic justice allowed more nuanced reflections on equitability than current SUC involvement models allow for.

This research explored the impact that the relatively new role of the Health and Wellbeing Lead upon the health and wellbeing of children and their families at this school.

This case study took place in a primary school (children aged 4–11) in the South-West of England. Data was collected through activities with children, semi-structured interviews with senior staff and parents and a “learning walk”.

Our data suggested that this role provided compassion, unconditional positive regard and respect for parents, factors that are frequently absent from research into parent partnerships in education. The role presented as invaluable in tackling the many mental and physical challenges that parents faced in rearing their children, and in providing their children with the best possible chance of success.

This is a single Case Study and, as such, may or may not be representative of similar schools. We also question to what extent the findings demonstrated the strength of this role per se, or whether the impact could simply be the result of a uniquely caring and passionate individual.

We concluded that this was a role needed in all schools, recognising the key role that parents play in their child’s wellbeing, and the indirect impact that parent mental health can have upon their child’s success.

It is vital that this role is not used as an excuse by the government to further reduce the already denuded Social Services landscape within communities. It is also important that this responsibility does not become yet another burden added to already overstretched teaching staff.

This research presents a fresh perspective on the multiple pressures that parents face and how these can impact upon their child's education.

This chapter describes the possibilities for fusing ethnography and evaluation to transform educational inquiry and educational entities (programs, systems, and policies). The central question explored is, how do we best pursue work connecting evaluation and ethnography to fulfill our commitments to diversity, justice, and cultural responsiveness in educational spaces, to make tangible transformative change? With 40 years of literature on ethnography-evaluation connections as a foundation, this chapter describes three coalescing themes: transformative, intersectional, and comparative. These themes are proposed as valuable for guiding contemporary educational inquiry that serves social justice. The transformative theme denotes educational inquiry in which the researcher or evaluator ethically collects data, makes defensible interpretations, and facilitates social change in collaboration with others. Doing transformative work that meaningfully fuses ethnography and evaluation rests on essential factors like time, values engagement, collaboration, and self-work. The intersectional theme describes intersectionality as an evolving analytical framework that promotes social problem-solving and learning via investigating the significance of intersecting social identities in (a) how people's lives are shaped, (b) their access to power across circumstances, and (c) their everyday experiences of subordination and discrimination. Finally, the comparative theme refers to sensibilities and practices gleaned from the interdisciplinary and transnational field of comparative education, including developing comparative cultural understanding and analyzing complex systems in one's inquiry projects. Across themes, this chapter emphasizes positionality, responsibility, and theory-bridging to make sense of the uses of ethnographic concepts and practices in transformative evaluation work in educational spaces.

Despite considerable evidence of the benefits of organizational transparency, policies to enhance transparency often fail or are met with resistance and unexpected results. In part, this is due to a lack of knowledge about the drivers of organizational transparency and their interrelationships. This study examines the interplay among the forces that influence organizational transparency, and thus answers numerous calls for developing a deeper theoretical understanding of the determinants of organizational transparency. We propose three forces that influence organizational transparency and theorize how they combine in nonlinear ways to form five archetypical transparency regimes that organizations operate within. We then discuss contingencies to organizational transparency within each regime.

We employ configurational theorizing to capture the complexity of transparency and the nonlinear relationships among the forces of transparency.

We propose three forces that influence organizational transparency: institutional, societal, and leadership. We identify configurations of the three forces that yield five archetypical transparency regimes. We then discuss contingencies for cultivating organizational transparency within each regime. Vanguard transparency and pioneering transparency represent the desired regimes for fostering organizational transparency. In contrast, hollow transparency and deceptive transparency reveal a combination of determinants that cultivate less desirable forms of organizational transparency. Paradoxical transparency represents a regime in which socially desirable outcomes are associated with undesirable consequences for an organization.

This paper is among the first to theorize the drivers of organizational transparency and to discuss the limits and boundaries of organizational responses to transparency determinants.

Despite the many benefits of transparency, we explain why efforts to enhance organizational transparency often fail or are met with mixed results. By considering the three forces, managers and policymakers can avoid unexpected and undesired organizational responses to transparency regimes.

We propose five transparency regimes that place a spotlight on social contingencies to enhance transparency.

This study offers an integrative theory of organizational responses to transparency determinants and develops its theoretical foundations. The model integrates the fragmented empirical findings from previous studies on the determinants of transparency and draws attention to overlooked institutional, societal, and leadership forces that influence organizational transparency.

Policies intended to encourage gender equity in the film industry are ramifying and take many forms. This paper uses social network analysis to assess the effectiveness of one popular equity policy, shadowing, a form of mentoring. In shadowing programs, women and gender minorities (WGM) are connected to more experienced members of the industry through attachment to their productions.

We constructed real collaboration networks based on film releases from 2005 to 2020 in three countries and simulated the effects that hypothetical shadowing interventions would have on the distribution of social capital in these networks. We implement different versions of the intervention, including different eligibility criteria for shadows and shadowees as well as isolating the additive effects on participants’ project portfolios.

We find that shadowing is effective in enabling WGM to access the strongest network positions, which are currently disproportionately occupied by men. However, we show that the primary reason that shadowing is effective in doing this is because it provides a second project affiliation to WGM in an industry where it is difficult to get past one’s first project.

Our study contributes to the literature on how mentoring policies affect people’s professional networks as well as scholarship on mentoring as a gender equity policy. We contribute novel evidence to debates about the efficacy of shadowing programs for WGM in the film industry. We suggest that shadowing can be effective as a tool for not only helping individual WGM advance their careers but also for structurally reconfiguring the distribution of power in project-based collaboration networks.

This study aims to assess the sociopsychological impact that Brazilian Jiu-Jitsu’s (BJJ) can have on the subjective wellbeing of practitioners.

Data was collected through face-to-face semi-structured interviews (N = 8) and were analysed using thematic analysis by taking an inductive approach.

Improvements in the wellbeing of practitioners can be made via focusing on specific known constructs which have previously shown to increase subjective wellbeing. They included the development of mental toughness, progression towards meaningful goals and/or healthy habits and behaviours and the forming and maintaining of positive social relationships.

The present work demonstrates the psychological benefits of BJJ practice on several psychological wellbeing targets, albeit in a modest sample size.

The heightened emphasis on mental wellbeing in the general population has added increasing pressure on mental health services (Steptoe et al., 2015; Diener et al., 2018; Johnson et al., 2018; Wicking & Dean 2020). Therefore, it is of theoretical and practical advantage to explore novel ways to help individuals with both their mental health and wellbeing.

The present study seeks to add to an emerging field of research which proposes that intentional activities such as BJJ can be integrated alongside traditional approaches to therapy in their promise to help those recovering from mental health issues.