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Social climate (ward atmosphere) affects numerous treatment outcomes. The most commonly used measure is the Essen Climate Evaluation Schema (EssenCES) (Schalast et al., 2008). Though studies have investigated the psychometric properties of EssenCES in intellectual disability populations, few have focused on the clinical utility, or accessibility of the measure. The purpose of this paper is to examine clinician's experiences of using this measure with this population.

Clinicians experienced in administering EssenCES with forensic intellectual disability patients completed an open-ended questionnaire, which sought qualitative data on their experiences of using EssenCES with this population. Data were analysed using thematic analysis.

A number of issues were raised regarding use of EssenCES with patients with intellectual disability. Four overarching themes arose: Understanding of Language, Commenting on Others, Understanding of Likert Scale, and Scale Positives and Adaptation. Clinicians felt certain items were not uniformly understood by all patients, particularly those that incorporated abstract concepts, double negatives, or complex language.

Results suggest forensic intellectual disability patients vary in their ability to understand EssenCES items. This resulted in significant further explanation by the administering clinician, a practice which raised concern regarding reliability. Results provide preliminary evidence to indicate EssenCES use requires further consideration in intellectual disability services, or adaptation for this client group.

This edited collection proposes an interdisciplinary and integrated approach to the study of reproductive technologies (RTs), which reflects the fact that many people use different technologies throughout their lifecourse and resists the disciplinary siloing of research on these technologies. The ever-expanding availability of RTs, the continued roll-out of ‘family planning’ and maternity services across low- and middle-income settings and the rapid development of the fertility industry mean that it is more likely than ever that individuals, especially women and trans* people, will engage with more than one RT at some point in their life. These multiple engagements with RTs will affect users' expectations and uptake, as well as the technologies' availability, commercial success, ethical status and social meanings. We offer this book as part of a wider movement in the study of reproduction and RTs, which takes inspiration from the reproductive justice framework to address forms of exclusion, discrimination and stratification that are perpetuated in the development and application of RTs and the ways in which they are studied and theorised. Here, we introduce the project and outline the structure of the book.

Existing histories of the free kindergarten movement in South Australia scantily acknowledge the key role of Lucy Spence Morice in helping to found the Kindergarten Union (KUSA) in 1905 and subsequently guiding the organisation through financially troubled times, internal conflict with respect to the independence of the Training College (Adelaide KTC) from Education Department control, changes of directorship, and in accordance with its original mission. This article seeks to restore Lucy Spence Morice to a place in South Australian annals alongside that of her distinguished aunt Catherine Helen Spence: teacher, journalist, author, Unitarian Church preacher, philanthropist, political and social reformer, self‐styled ‘new woman’ of the late nineteenth century, and to niece Lucy a dear friend, mentor and inspirational role model. In the light of fresh evidence contained in the papers of Mrs Marjorie Caw (an early KTC graduate), and informed by the work of Caine, Lewis, Ryan, and Goodman and Harrop most especially, it re‐assesses Mrs Morice’s contribution to kindergarten reform from a feminist revisionist historical perspective. I utilise biographical methods and network analysis in order to point up the genesis of Lucy’s zeal for the cause of kindergarten education; also to argue that her informal but expansive social ties, plus her links to professional women and other activists in the fields of child health, welfare and education were central to her work for the Kindergarten Union.

The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy.

The focus of this paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability “champions”. A narrative variant of thematic analysis was used to examine the ways these sustainability “champions” made sense of the work they do. Through an analysis of their metaphors and metaphorical language, a sense of the identities that they held as educators of sustainability was gained.

Three types of identities emerged – the sustainability “saviour”, “nurturer” and “struggler”. These identities reflected the champion’s experiences, disciplinary affiliations and pedagogical approaches. Interdisciplinarity emerged as a key tenet and challenge for such sustainability champions.

This paper provides rare insights into the experiences, identities and teaching approaches of sustainability champions within higher education. It highlights the need for university-wide conversations and cross-discipline support for such academics.

Not enough is known about the challenges faced by women professionals who possess the credentials, skills and knowledge that would allow them to be considered, alongside their male counterparts, for top‐rank positions. While, statistically, figures show an increase in women's representation in the Science, Engineering and Technology domain, academic research is yet to explore in greater depth both the reasons for women's continuing under‐representation at senior levels and their work experiences. This paper sets out to discuss this issue.

The paper examines the concept of the glass cliff, which seeks to explain what happens to women as they advance to senior positions. The analysis is based on qualitative research on women managers in the SET domain in the UK. Using career mapping and in‐depth ethnographic interviews, it discusses two case studies of senior women based at a leading multinational IT company with a range of supportive diversity schemes.

The investigation illustrates some of the opportunities offered, barriers raised and ways in which those interviewed sought to overcome them.

While specific in its focus, the study demonstrates the importance of understanding how women make sense of their careers and use organisational initiatives. The article also highlights the need to inspect the effectiveness of such programmes in particular work‐settings in order to identify best practices, and to draw effective equal opportunities policies.

The article presents further evidence to support the idea that women's representation at top‐ranking levels is fraught with difficulties and calls for fine‐tuning of both policy design and implementation and academic research.

The purpose of this paper is to explore the role of analysts in providing information to support business model innovation.

This paper is based on initial research by two of the co-authors on business models (Stott et al., 2016), to which is added the experience of members of the team in working in strategic analyst firms or in working closely with clients of business analyst firms and further secondary data.

The findings of this paper show that analysts could do more to help their clients capture the opportunities and meet the threats of business model innovation, but this may require business leaders and analyst firms to think differently about their mutual relationship, particularly the briefs that clients provide analysts and how analysts aggregate information to provide a clearer picture of business model choices and their likely consequences.

This paper needs confirmation of views by primary empirical research.

This study identifies the need for firms to brief their analysts to provide much enhanced information concerning business model opportunities and threats, and for teachers and researchers in marketing to become more closely acquainted with the business model literature and analyst reports and processes.

As the idea of business model change becomes a more acceptable part of the strategic armoury of firms, the understanding of the information requirements to support such change to become more widely understood, and business model change to be consequently more common can be expected. This paper contributes to the understanding of the information requirements involved in such changes.

This study highlights the gap in the discussion of information provision to business leaders concerning business model innovation requirements and threats.

Higher education notices the need to support minorities and students with dis/abilities and may have additional programs to support their student populations, but students with a history of foster care are largely invisible in higher education. Using prismatic phenomenology, this study seeks to create a platform for the voices of adults in higher education who experienced the intersection of foster placement, ethnic minority, and dis/ability as children. This chapter focuses on the life story of one young woman. The goal of identifying these formative childhood experiences is to better understand how to respond to the inequities experienced as well as develop equitable practices to support students, whether in the higher educational classroom, in the preservice teacher classroom, or in K-12 educational arena.

This paper aims to investigate business-to-business sales executives’ navigation of challenges and changes in planning during two separate periods (prevaccine and postvaccine) of time, which were impacted by a disruptive event (the COVID-19 pandemic).

This study uses a two-phase qualitative data collection approach. Thirteen executives, primarily from the Business-to-Business (B2B) manufacturing industry, were interviewed in phase one (2–3 months before the first COVID-19 vaccine). The second period of data collection was collected 4–5 months after vaccines became available.

The prevaccine business environment focused on short-term challenges, while the vaccine created exponential changes to long-term sales practices, suggesting the need to focus on critical inflection points that occur after the initial disruptive event.

This exploratory study is a step toward developing a deeper understanding of managing disruptive events within a business-to-business sales environment by stressing the importance of both the actual disruptive event and the inflection points that follow the event.

New business models are constantly developing and evolving. However, this study suggests the biggest changes could occur after an inflection point from the disruption. Thus, firms need to consider different planning strategies before and after certain inflection points following a disruptive event. First, firms should adapt from their predisruption strategy to focus on short-term challenges during the initial phases of a disruption, likely halting most of the long-term planning. Second, inflection points create the need to move beyond short-term challenges and changes to focus on long-term changes. Third, long-term strategies and planning postinflection point will be different, and likely more complex, than long-term strategies and planning predisruption.

Most studies look at a disruptive event through a single data collection period. This longitudinal study compares prevaccine and postvaccine thought processes to explore the impact of an inflection point.

A pressing educational concern is how to provide effective education for the growing population of dual language learners (DLL) in early childhood settings. Given the robust findings that family involvement promotes children’s academic success as well as recognition of parents’ “funds of knowledge,” one pathway to provide a culturally and linguistically responsive classroom environment for DLLs is to form collaborative relationships between parents and teachers of DLLs. The purpose of this chapter is to describe Project TAPP (Teachers and Parents as Partners), a community of practice (CoP) composed of parents and teachers of preschool dual language learners. The chapter describes the framework of Project TAPP, findings related to participation, and lessons learned.