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The purpose of this paper was to document the success and failures of applying Social Cognitive Theory to increase breakfast consumption in a military setting. Breakfast is the most important meal of the day, delivering performance and health benefits. Increasing rates of breakfast consumption may be improved through the application of theory.

Ready to Go, a theory-informed intervention, was piloted in 2022 in one army base in Australia. Ready to Go aimed to embed nine social cognitive theory (SCT) constructs within the pilot programme. Nine SCT indicators were tested using a pre–post design to test whether the theory could be applied to understand potential drivers of behavioural change. A total of 79 participants completed the pre-survey and 74 participants completed the post-survey.

Statistically significant differences were observed for one SCT construct, namely, knowledge, with 10 out of 24 knowledge items improving during the pilot intervention and an increase in rates of breakfast eating on Wednesdays at home was observed. Rates of breakfast eating increased by 13% (from 68% prior to Ready to Go compared to 81% afterwards). Programme participants were satisfied with the programme and reported receiving benefits from programme participation.

Programme data indicates that breakfast eating rates increased and knowledge about healthy eating improved. This paper documents the successes and failures of applying SCT to a pilot programme that aimed to increase breakfast eating rates. This study raises more questions than answers, providing a rich avenue for future research that aims to improve theory application.

The programme used SCT. As far as the authors know, this application of a full reciprocal triad model for breakfast frequency within an institutional setting is novel. Although the theory showed promise for increasing breakfast frequency, adaptation and refinement of the measures may be required for this context to provide more accurate and applicable measurement.

Language teaching has traditionally offered a space for the development of cultural knowledge and intercultural understanding as well as language learning. Furthermore, language teachers have recently become more critically race aware in their roles. In this research, we found a shift towards the decolonisation of the language curriculum within a more general trend towards increasing diversity and inclusion in school and university curricula. This research was aimed at exploring those developments in a collaborative team project that included both lecturers and post-graduate certificate in education (PGCE) students who, following training, undertook classroom research. Data analysis delivered insights regarding personal understanding of decolonisation and teachers’ implementations. Despite constructive work evident in Modern Foreign Language (MFL) teaching and resources, there was considerable insecurity about the process and student voice was lacking. However, the arts-based approach enabled creative and positive representation of perspectives and the student researchers expressed a transformation of their mindset into one of activism.

We analyse the practices of distributed leadership exercised by principals in two Spanish primary schools. We provide evidence in this area. The study is framed in the Spanish context, in which autonomy is limited and the trend from the administration is the promotion of a distributed leadership model.

We carried out a multi-case study using interviews and shadowing sessions with the principals, observation records of meetings and interviews with other non-formal leaders from each school. The qualitative analysis identified actions and limitations that reflect the leadership exercised by the management.

The outcomes reflect the remarkable role of executive action and the preeminence of formal and bureaucratic components in the development of distributed leadership. Likewise, the difficulties derived from its implementation allow us to conclude that leadership is caught between a bureaucratic supervision that conditions its development and certain attempts and initiatives, not fully resolved, to move towards a collective leadership that incorporates other members of the school.

Lies in the methodological approach employed. And in the use of instruments that have required researchers’ constant and prolonged presence in schools. In the cases studied, collaboration and interactions are gradually building new forms of leadership. Principals are becoming aware of their role and how to improve their schools by giving their teachers greater autonomy and prominence, gradually contributing to the development of collective leadership. The need to change bureaucratic structures, furthering interactions and diverting attention to other non-formal leaders, is reinforced.

This chapter provides a context for other case-study chapters in this volume that explore in more depth steps taken to provide a decolonised perspective in the history curriculum. The chapter first provides a brief overview of developments in recent years towards diversifying the history curriculum. It then focuses specifically on two surveys conducted by the Historical Association in 2019 and 2021, examining how history teachers have responded to more recent calls both to diversify and (from some) to decolonise the curriculum. As the surveys only provide self-reported data about any changes made (rather than allowing direct observation of teachers’ practice), it is not possible to determine whether a genuinely decolonised approach is being adopted. There are, nonetheless, clear indications that small but significant steps are being taken in many school contexts to diversify curriculum content, seeking to address both an overwhelming Anglo-centric bias and a narrow conception of what constitutes ‘British history’.

Patriotism is often described as the “love of country” that individuals display in the acclamation of their national community. Despite the prominence of this sentiment in various societies around the world, organizational research on patriotism is largely absent. This omission is surprising because entrepreneurs, human resource (HR) divisions, and firms frequently embrace both patriotism and patriotic organizational practices. These procedures include (among other interventions) national symbol embracing, HR practices targeted toward military members and first responders, the adulation of patriots and celebration of patriotic events, and patriotic-oriented corporate social responsibility (CSR). Here, the authors argue that research on HR management and organization studies will likely be further enhanced with a deeper understanding of the national obligation that can spur employee productivity and loyalty. In an attempt to jumpstart the collective understanding of this phenomenon, the authors explore the antecedents of patriotic organizational practices, namely, the effects of founder orientation, employee dispersion, and firm strategy. It is suggested that HR practices such as these lead to a patriotic organizational image, which in turn impacts investor, customer, and employee responses. Notably, the effect of a patriotic organizational image on firm-related outcomes is largely contingent on how it fits with the patriotic views of other stakeholders, such as investors, customers, and employees. After outlining this model, the authors then present a thought experiment of how this model may appear in action. The authors then discuss ways the field can move forward in studying patriotism in HR management and organizational contexts by outlining several future directions that span multiple levels (i.e., micro and macro). Taken together, in this chapter, the authors introduce a conversation of something quite prevalent and largely unheeded – the patriotic organization.

Young children are particularly vulnerable in times of war and conflict, but they often emerge as resilient agents of change, promoting social justice and community rebuilding post-conflict. The likelihood of this type of trauma response, however, is largely dependent upon the tactical interventions offered to them during the trauma experience. News media portrayals of war and conflict can serve to heighten negative effects for children living in conflict zones, but entertainment and curriculum-based media can be used strategically to mitigate or moderate those effects.

This paper investigates share price clustering and its determinants across Nasdaq Stockholm, Copenhagen, Helsinki, and Iceland.

This paper investigates share price clustering and its determinants across Nasdaq Stockholm, Copenhagen, Helsinki, and Iceland. Univariate analysis confirms widespread clustering, notably favouring closing prices ending in zero. Multivariate analysis explores the impact of firm size, price level, volatility, and turnover on clustering.

Univariate analysis confirms widespread clustering, notably favouring closing prices ending in zero. Multivariate analysis explores the impact of firm size, price level, volatility, and turnover on clustering. Results reveal pervasive clustering, strengthening with higher prices and turnover but weakening with larger trade volumes, firm size, and smaller tick sizes. These empirical findings support the theoretical expectations of price negotiation and resolution hypotheses.

The observed clustering presents an opportunity for investors to potentially capitalize on this market anomaly and achieve supra-normal returns.

Price clustering, the phenomenon where certain price levels are traded more frequently, challenges the efficient market hypothesis and has been extensively studied in financial markets. However, the Scandinavian stock markets, particularly those in the Nasdaq Nordic Exchange, remain unexplored in this context.

This chapter focuses on the contextual conditions around which entrepreneurship is a positive option for individuals on the autism spectrum. Drawing on omnibus and discrete context (Johns, 2006) and on research on other forms for neurodiversity and entrepreneurship, this chapter explains the who, what, where, when, and why of entrepreneurship and autism. Aimed at encouraging future scholarship in this under-research area, the chapter underlines the connections between entrepreneurship and common characteristics of individuals on the spectrum, issues of motivation and self-efficacy, the option of social entrepreneurship, and the importance of formal and informal support networks.

Our core aim was to explore the perceptions of precarious workers on the ways in which the pandemic impacted their relationships with their employing organizations and to explore the ways in which they viewed the pandemic as (re)shaping the dynamics of precarious work and the extent to which they saw the pandemic as contributing to substantive improvement in their working lives or whether the pandemic is exacerbating their marginalisation.

We adopted an approach akin to grounded theory in an exploratory research design and utilized in-depth, semi-structured interviews as the most apposite method of data collection. Our research design centred on a two-phase data collection approach, which were intended to gather data at two points. First, during the most difficult part of the pandemic, which we describe as the “Lockdown phase” and second, during the period wherein the pandemic rules were eased but elements of the risks remained; the “New Normal phase”.

This article reports the findings of a longitudinal study of the reflections and interpretations of precarious workers on the impacts of the pandemic on their relationships with their employing organizations. We supply findings across three periods – pre-the COVID-19 pandemic, during the pandemic lockdown phase and post-lockdowns in the “new normal phase”.

The first contribution of the study is the importance of “voice” and giving voice to workers in nontraditional, fragmented and marginalised employment. Our study builds on these contributions by exploring the journeys of precarious workers and is particularly valuable in that we explore the perceptions of these workers across the societal, organizational and employment/working turbulence of the pandemic. The second contribution arises from the insights developed through studying the working lives and experiences of precarious workers longitudinally rather than in a single, snapshot fashion. A third contribution centres on how precarious workers felt they were treated by others during both the two phases of the study. The insights here are complex and, in parts, contradictory – reflecting the interpretations and conflicted opinions/deeds of those connected with precarious workers.

It is particularly important for scholars to understand the ways in which the pandemic shaped (or reshaped) the dynamics of precarious work and to understand whether the evolving conceptions of the centrality of such workers as “essential” during the pandemic (Crane and Matten, 2021) contributed to substantive or merely illusory, improvements in their working lives. Thus, we analyse the reflections of precarious workers on changes to their working lives that are linked to the pandemic.