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This study examined escape rooms as a teaching strategy for developing four leadership competencies associated with communication. The results indicate that escape rooms are an effective teaching strategy for communication competency development in leadership education. One hundred and five participants engaged in an escape room experience followed by a discussion focused on the competencies. The findings indicated a significant positive change from pre-test to post-test in all four student leadership competencies measured, including verbal communication, listening, advocating for a point of view, and conflict negotiation. Leadership educators should consider escape rooms as a pedagogical tool for competency development and may wish to explore alternative serious games to align with their learning objectives.

Construction is possibly one of the most cost orientated industries in any economy. The primary mode of supplier selection has always tended to be on the basis of lowest material or service cost at point of consumption. Indeed, this remains the case even in the post‐Latham (1994) and Egan (1998) world in which we live. In general, construction cost estimates are based on a straight ‘take off’ of the quantities required. All further ‘other’ costs in the form of overhead, profit, labour and wastage are consolidated into the cost of the materials. Construction is unique within the various industries making up a modern economy in that the bulk of the materials and components that it uses are of relatively low value while being of high volume. Consequently, a significant proportion of the ‘other’ costs associated with materials purchases must be in the form of transportation from the point of extraction and / or production to the point of consumption. This paper provides an overview of the hidden costs associated with the transportation of construction materials within the industry and proposes improved methods of managing the logistics of the construction process e.g. reverse logistics, in order to reduce costs and increase the basic sustainability of the construction process.

It is widely understood that distinctive leadership programs must engage in assessment, and intentional program improvement practices. Design thinking can serve as one student-centered tool that engages students in the assessment process, while looping feedback into substantive programmatic changes. This paper explores the use of this innovative practice to enhance a co-curricular leadership program at a large university in the Southeastern United States. Practitioners found that design thinking was a useful supplemental assessment tool that led to positive programmatic changes that were focused on students’ needs.

This paper explains how the capital proposals of large experienced clients of the UK construction industry are influenced by paradigms and perspectives. It shows how those involved in the decision‐to‐build process react to stimuli caused by a need to demonstrate objective decision‐making. The paper is taken from a 5‐year PhD study undertaken by the first author, which investigated the origins of the decision to build undertaken by leading clients. The clients sampled had a total annual construction budget of between £700 million and £1000 million in the year that data were collected. The product of the research was an explanation of what happens in the pre‐project stage, why it happens, and why it will change in the future. The significance of its conclusions is that any system designed to model or improve decision‐making in the pre‐project stage must be capable of adaptation and modification as influences and considerations shift. Moreover, the need to justify decisions as ‘objective’ empowers paradigms and perspectives that act as conditioning influences on the people making or shaping proposals. The paper concludes by showing that an understanding of the role played by paradigms and perspectives could allow management to ‘rethink construction’ and meet the challenges put forward by Sir John Egan (The Egan Report: Rethinking Construction, DETR, 1998).

Purpose: This chapter proposes narrative allyship across ability as a practice in which nondisabled researchers work with disabled nonresearchers to co-construct a process that centers and acts on the knowledge contained in and expressed by the lived experience of the disabled nonresearchers. This chapter situates narrative allyship across ability in the landscape of other participatory research practices, with a particular focus on oral history as a social justice praxis.

Approach: In order to explore the potential of this practice, the author outlines and reflects on both the methodology of her oral history graduate thesis work, a narrative project with self-advocates with Down syndrome, and includes and analyzes reflections about narrative allyship from a self-advocate with Down syndrome.

Findings: The author proposes three guiding principles for research as narrative allyship across ability, namely that such research further the interests of narrators as the narrators define them, optimize the autonomy of narrators, and tell stories with, instead of about, narrators.

Implications: This chapter suggests the promise of research praxis as a form of allyship: redressing inequality by addressing power, acknowledging expertise in subjugated knowledges, and connecting research practices to desires for social change or political outcomes. The author models methods by which others might include in their research narrative work across ability and demonstrates the particular value of knowledge produced when researchers attend to the lived expertise of those with disabilities. The practice of narrative allyship across ability has the potential to bring a wide range of experiences and modes of expression into the domains of research, history, policy, and culture that would otherwise exclude them.

The enormous danger of enemy influence in regard to the control and management of the food supply of the country and the great evils attributable to this cause justify us in reproducing the following able article by MR. RONALD MCNEILL, M.P., from the Evening Standard of October 26th:—

The concept of company culture is now playing an ever‐increasing role in the continuing endeavour to work towards ever better company management, particularly in the industrial field. This monograph reviews the history and development of both national and company cultures, and then goes on to demonstrate the significance of a culture to proper company management. Well‐managed companies will have both a “quality culture” and a “safety culture” as well as a cultural history. However, it has to be recognised that the company culture is subject to change, and effecting this can be very difficult. Of the many national cultures, that of Japan is considered to be the most effective, as is demonstrated by the present dominance of Japan on the industrial scene. Many industrialised nations now seek to emulate the Japanese style of management, but it is not possible to copy or acquire Japan′s cultural heritage. The text is illustrated by a large number of practical examples from real life, illustrating the way in which the company culture works and can be used by management to improve company performance.

The purpose of this study was to explore the leadership competencies that are effectively transferring into the workplaces of recent military college alumni from both their curricular and co-curricular experiences.

Through semi-structured interviews, this study explored 15 military college alumni’s perspectives on the leadership competencies they developed in college and currently apply in the workplace.

The findings indicated the 15 military college alumni participants developed and applied the following student leadership competencies at work: productive relationships, helping others, supervision, empathy, ethics, functioning independently, resiliency, positive attitude and scope of competence.

Limited research explores leadership learning at military colleges and service academies in the United States. Yet these collegiate military environments have a missional focus on leadership education and development. This article highlights the importance of the alumni lens in assessing leadership learning in collegiate military environments and provides recommendations to administrators of this institution type.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).