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There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity that is reflective of not only what leadership educators do, but also who they are and how they view themselves within the profession. This qualitative study builds on Seemiller and Priest’s (2015) Leadership Educator Professional Identity Development (LEPID) conceptual model by analyzing stories from participants of a professional leadership educator development experience. Leadership educators’ identity development reflected a consistent and linear progression through the identity spaces outlined in the LEPID model, and further can be viewed through three distinct dimensional lenses (experiential, cognitive, and emotional experiences). Additionally, leadership educator identities were shaped by a particular set of ongoing influences and critical incidents; the most prevalent incident was related to feelings of inadequacy in leadership expertise and competence. Findings from this study can inform educational programs and professional associations in efforts to train and develop leadership educators.

The purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university professor-in-residence (PIR).

To conduct this poetic inquiry the interns kept journals, participated in individual interviews and weekly book club discussions to help us understand how education is situated within a broader social justice framework. Transcription poems were created from discussion and interview transcripts to capture the interns' perspectives and experiences in developing their philosophies.

The findings, shared through transcription poems, indicate that the interns established inclusive beliefs, experienced tensions between their beliefs and practices and emphasize the importance of community in developing as social justice advocates.

By sharing the findings through poetry, this study invites a more focused look into the nuances of PST’s emerging beliefs on inclusive education in a PDS.

This paper aims to describe a case between practitioners and social marketing academics to grow and scale a programme that engages with primary schools, teachers, children and the education network, inspiring students to become marine leaders and ocean champions.

Over a six-year period, the authors first applied collective intelligence to work with stakeholders across society to better understand the barriers and solutions to teaching children (6–12 year olds) about the ocean in schools. Following this, a Collective Impact Assessment of the Explorers Education Programme took place to grow the impact of the programme.

The Explorers Education Programme has grown its numbers higher than pre-pandemic levels. In 2022, the Explorers Education Programme had the largest number of participating children, reaching 15,237, with a growth of 21% compared to pre-pandemic levels in 2019 and 79% compared to 2021. In 2023, the programme won the “Best Education Outreach Award” category of the Education Awards in Ireland.

This research stresses the importance of measuring impact. The long-term impact of the Explorers Education Programme at societal, environmental and economical levels takes a much longer time frame to measure than the six years of these research collaborations.

The collaborative approach between academics and practitioners meant that this research had practical implications, whereby necessary and effective changes and learnings could be directly applied to the Explorers Education Programme in real time, as the practitioners involved were directly responsible for the management and coordination of the programme.

The value of collaborations and engagement between academia and practice cannot be underestimated. The ability to collectively reflect and assess impact moves beyond “an” intervention, allowing for more meaningful behavioural, social and system changes for the collective good, inspiring the next generation of marine leaders and ocean champions.

The purpose of this study is to review evidence on the nature of effective leadership in interprofessional health and social care teams.

A critical review and thematic synthesis of research literature conducted using systematic methods to identify and construct a framework to explain the available evidence about leadership in interprofessional health and social care teams.

Twenty-eight papers were reviewed and contributed to the framework for interprofessional leadership. Twelve themes emerged from the literature, the themes were: facilitate shared leadership; transformation and change; personal qualities; goal alignment; creativity and innovation; communication; team-building; leadership clarity; direction setting; external liaison; skill mix and diversity; clinical and contextual expertise. The discussion includes some comparative analysis with theories and themes in team management and team leadership.

This research identifies some of the characteristics of effective leadership of interprofessional health and social care teams. By capturing and synthesising the literature, it is clear that effective interprofessional health and social care team leadership requires a unique blend of knowledge and skills that support innovation and improvement. Further research is required to deepen the understanding of the degree to which team leadership results in better outcomes for both patients and teams.

Since the COVID-19 pandemic had a significant impact on all facets of civilisation around the world, including food safety, this study aimed to determine and compare the pre-COVID and post-COVID food safety knowledge of Bangladeshi consumers and their association with sociodemographic variables.

The current study performed a cross-sectional survey of 503 consumers who prepared food at least 2–4 times per week through a validated questionnaire, selected through convenience sampling from two metropolitan cities and two rural districts in Bangladesh. The non-parametric Wilcoxon signed-rank test, Mann–Whitney U tests, Kruskal–Wallis H and binary logistic regression were used for statistical analysis.

Although an increased percentage of consumers showed a better level of overall food safety knowledge in the post-pandemic (38.2%) than the pre-pandemic (28.8%), there is a low level of awareness of the appropriate duration of handwashing, foodborne pathogens, consuming raw milk or eggs, safe storage and temperature control of food. University graduates, families with few children and urban consumers had a good understanding of food safety both pre- and post-pandemic.

This study compares consumers’ pre- and post-COVID-19 food safety knowledge previously unknown in Bangladesh. The findings have significantly contributed to existing food safety knowledge in Bangladesh to adopt policies and structure training programmes for consumers in the country.