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The purpose of this study is to read across 20 adult practice reviews (APRs) undertaken in Wales to identify cross-cutting themes.

The method was for each APR to be read and independently coded by four researchers from differing disciplines of criminology, law and social work.

Five overarching themes were identified of (safeguarding, capacity and duty to report; commissioning and inspection; transitions; voice of vulnerable people and family and carers. In addition, quality and good practice are reflected on

A further study capturing more APRs since the implementation of the Social Services and Well-being Act (2014) should be undertaken to help review changes in practice since the new legislation was introduced. Future research into APRs should adopt a similar multi-disciplinary approach.

The study identified the benefit of adopting a single unified assessment tool.

This is only the second study of its type undertaking a multi-disciplinary perspective of APRs.

The purpose of this empirical study was to test whether presenting organizational change in a way that enhances employee self-worth will result in increased employee support for the identified change. In doing so, we developed a new measure, which includes a novel baseline element.

Items were developed, and then categorical validation data were collected through an online cross-sectional survey in which 222 respondents (adults over 18 years of age, and at least 6 months tenure) participated.

Within the items, we framed the activation of self-worth bias as requests for employee comments regarding change efforts. Results indicate there is a difference between asking for employee comment on change efforts, compared to asking for employee comment on change efforts and also providing feedback considerate of that input.

This study explores and presents a convergence between behavioral economics, management and applied psychology research – using both self-worth bias, and organizational change management communications; no other such comparable study or analysis could be found during the preparation of this research effort. Furthermore, a novel measure and innovative method is presented for developing and measuring self-worth bias during organizational change management communications.

This chapter presents an international review of the experiences of children and parents regarding care during the COVID-19 pandemic. The pandemic profoundly impacted children and families, magnifying the influence of governmental policies, socio-economic disparities and cultural contexts on children's experiences and exacerbating global inequalities. Vulnerable families faced increased challenges affecting children's rights and well-being, while the transition to digital learning highlighted the critical need for equitable access to technology. Despite extensive documentation of these challenges, research focusing on the pandemic's impact on young children's development, well-being, socialization and learning opportunities, as well as the experiences of parents/carers, remains limited. This scarcity stems from the pandemic's constraints on research activities, requiring reliance on online methods and the increased burdens on parents/carers, making participation in research more challenging.

Employing the PRISMA 2020 method for a literature review, this chapter aggregates international research findings on the subject, examining the impacts of COVID-19 on health and well-being, knowledge of the pandemic, effects on learning, educational strategies, online activity engagement and collaboration with Early Childhood Education and Care (ECEC) services. It concludes with a synthesis of insights and recommendations drawn from the reviewed literature.

The chapter contributes to a comprehensive framework for understanding the pandemic's impact on young children and their families, emphasising the importance of targeted interventions, equitable resource distribution and ongoing support for the ECEC sector to address the challenges and opportunities presented by the COVID-19 pandemic and future crises.

The current study explores two distinct augmented reality (AR) experiences (hedonic and utilitarian) to determine the drivers of satisfaction and word-of-mouth (WOM). Specifically, this research investigates how different AR characteristics (person–virtual environment (VE) interaction, novelty) impact reality congruence and immersion, which ultimately lead to satisfaction and WOM.

We tested the proposed model using a US consumer sample (N = 401) by applying partial least squares structural equation modeling (PLS-SEM) to reveal differences across the AR experiences regarding the mediating effects of immersion and reality congruence. Furthermore, we administered PLS-SEM multigroup analysis to identify differences for hedonic and utilitarian AR experiences.

This study provides important insights into the use of AR to create value-driven consumer experiences and outcome behaviors. Interacting with the virtual environment (VE) enhances immersion for hedonic AR experiences while it leads to higher levels of reality congruence for utilitarian AR experiences. While established relationships such as novelty to immersion continue to be significant, new constructs such as person–VE interaction and reality congruence immerge as stronger influences.

To date, most studies have implemented apps such as IKEA Place and have considered value as one comprehensive construct. However, limited research has examined differences in hedonic and utilitarian AR experiences. The current findings enhance the understanding of utilizing value-driven consumer experiences within the AR context to achieve desirable outcome behaviors.

Considering that when endorsing the same product, virtual influencers with different identity types (self-created, collaborative) can have different impacts on consumers' purchasing behaviors, this paper aims to explore how to maximize the impact effects of the VIs' respective identities. It provides companies with new perspectives on endorsement strategies.

The interaction between VI identity type and post type (informational, storytelling) on purchase intention was analyzed in four experiments (N = 1,007), considering informational and normative social influence as intermediate mechanisms and consumer self-construal as moderators.

The findings show that self-created VI is suited to informational posts and collaborative VI to storytelling posts. This identity-content match effectively triggers the social influence mechanism: informational posts of self-created VI significantly enhance informational social influence. In contrast, storytelling posts of collaborative VI primarily stimulate normative social influence. Consumer self-construal also moderates the process of influencing mechanisms.

Based on social influence theory and matching theory, this paper confirms the existence of an interaction between VI identity types, which influences consumers' purchase intention through informational and normative social influence. This finding fills the research gap in the field of VI endorsement strategy. It also emphasizes the importance of consumer self-construal and contributes new insights into the related field.

This paper aims to extend the literature on social proof by looking at the effectiveness of social proof on behaviour change for environmental benefit.

The research is based on real case studies currently intended to encourage behaviour change among residents of a large UK city. An initial study assesses the motivation displayed within each case study. A second study then examines whether recipients recognise their own motivation in each case study.

Results indicate that participants did not recognise their own motivation in the case studies that were expected to be most similar to them, suggesting that recipients do not recognise “social proof” according to motivation. However, a relationship is observed between recipients’ gender and the gender of the case studies.

Demographics appear to be a better basis for social proof than motivation. This paper recommends several future avenues for further exploration, including using case studies that represent a wider range of characteristics (such as demographics). The current range of stimulus materials is limited, as these are real materials currently being used in a large UK city.

The results indicate that portraying motivation is not a good basis for using the social proof principle. Instead, social marketers ought to focus on representing similarity to the intended audience based on other characteristics such as gender.

The research contributes a new direction in this field, using Self-determination Theory to match social proof examples to recipients.

The purpose of this paper is to examine patient engagement in remote consultation services, an increasingly important issue facing Healthcare Operations Management (HOM) given the significant expansion in this and other forms of telehealth worldwide over the last decade. We use our analysis of the literature to develop a comprehensive framework that incorporates the patient journey, multidimensionality, antecedents and consequences, interventions and improvement options, as well as the cyclic nature of patient engagement. We also propose measures suitable for empirical assessment of different aspects of our framework.

We undertook a comprehensive review of the extant literature using a systematic review approach. We identified and analysed 63 articles published in peer-reviewed scientific journals between 2003 and 2022.

We conceptualise patient engagement with remote consultation across three key aspects: dimensions, process, and the antecedents and consequences of engagement. We identify nine contextual categories that influence such engagement. We propose several possible metrics for measuring patient engagement during three stages (before service, at/during service and after service) of remote consultation, as well as interventions and possible options for improving patient engagement therein.

The primary contribution of our research is the development of a comprehensive framework for patient engagement in remote consultation that draws on insights from literature in several disciplines. In addition, we have linked the three dimensions of engagement with the clinical process to create a structure for future engagement assessment. Furthermore, we have identified impact factors and outcomes of engagement in remote consultation by understanding which can help to improve levels of adoption, application and satisfaction, and reduce healthcare inequality. Finally, we have adopted a “cyclic” perspective and identified potential interventions that can be combined to further improve patient engagement in remote consultation.

There is little research into how teachers think about and teach creative writing and its redrafting and how this might differ depending upon the age of the pupils being taught. This paper aims to compare the creative writing conceptualisations and practices of primary school teachers (5–11-year olds) and secondary school teachers (11–18-year-olds) in England through a qualitative survey. This comparison enables to think about the influence of policy on creative writing in primary and secondary schools as well as what professional development could look like for these teachers to improve the teaching of creative writing.

A qualitative survey exploring the creative writing and redrafting pedagogies and conceptualisations was responded to by primary school teachers (n = 18) and secondary school teachers (n = 19). Taking an ecological view of creative writing and teacher identity, the authors undertake a comparative analysis of the survey data using the 5A’s theory of creativity (Glaveanu, 2013) and a view of professional identity existing within “landscapes of practice” (Wenger-Trayner, Wenger-Trayner, 2015). This enables to illuminate how and why creative writing is contextually afforded, or otherwise, in primary and secondary landscapes of practice.

This analysis demonstrates how the redrafting of creative writing is marginalised in both landscapes of practice and how redrafting is largely conceptualised as a technical rather than critical or creative action. The authors show how teachers, particularly in primary school, aim for their pupils to produce “products” rather than engaging in the “process” of creative writing. This analysis also shows that whilst creative writing is overall more marginalised in the secondary school landscape, it is often taught through process approaches. In both landscapes of practice, the re-drafting of creative writing is largely taught through product approaches.

This research is potentially skewed by the fact that we recruited our participants through networks relating the teaching of English, including creative writing. What is worrying about this limitation, however, is that the picture of creative writing in schools in England probably leans more to a product approach than the picture this research has uncovered.

Professional development for teachers in both landscapes is needed in relation to pedagogical actions for creative writing and its redrafting. Some of the key differences we have outlined in conceptualisations and practices between primary and secondary schools landscapes, notably the overuse of product-based teaching actions in primary landscapes, and some of the differences we have outlined within discrete landscapes of practice, notably how some primary school teachers feel more confident to challenge the product-based approach, with one conceptualising redrafting as “creative”, indicate that professional development should involve teachers working across schools.

Policy needs to be reformed to move away from the technicist view of creative writing held in both landscapes of practice. Linked to this, the way creative writing is assessed as a product in secondary schools needs to change – the re-introduction of portfolio-based coursework (Bishop, 1990) would provide the affordance of redrafting as an action central to creative writing processes.

To the best of the authors’ knowledge, this is a rare piece of research which compares primary and secondary school teachers’ approaches to teaching creative writing. It shows that primary school teachers can be formulaic in the way they teach creative writing, using product approaches. However, in secondary schools the picture is different: teachers, particularly those, who are writers themselves, give students more agency in redrafting and shaping their writing. This indicates how professional development should involve primary and secondary school teachers in dialogue with one another to cross boundaries of practice.

The purpose of this paper is to examine the role of societal and organisational culture on talent management (TM) within the Greek hospitality and tourism (H&T) industry. Specifically, this study tests societal culture’s effect on TM approaches and the mediating role of organisational culture.

In this quantitative study, the questionnaire sample included employees of all hierarchical levels from three hotels located in northern, central and southern Greece (n = 188). Data analyses were carried out by using the PROCESS Version 4 macro in SPSS.

The results show that neither societal nor organisational culture are decisive factors in impacting the perceived TM approach. This might be due to the organisations imitating other firms without pre-establishment of societal and organisational fit.

This study emphasises TM’s alignment with both societal and organisational culture. Given the context-specific nature of TM, achieving culture fit can enhance talent acquisition, retention and engagement, ultimately leading to improved talent and overall organisational performance.

This study integrates more centrally a cultural lens into the TM discourse. It provides empirical evidence of TM approaches in the Greek H&T industry, drawing on a multi-stakeholder sample including managers and talents.