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What people learn during a widely used management simulation is considered. The learning data are used to examine the value of behavioural simulation, by comparing what managers report learning to data on behaviours found essential to effectiveness on the job.

This study aims to examine a common failure in knowledge sharing, called disengagement from knowledge sharing (DKS), and investigates how technostress may contribute to this unintentional withholding of knowledge for knowledge workers. The authors apply the Job Demands-Resources (JD-R) model to explain the dual path of technostress creators and inhibitors on DKS via burnout and job engagement. The authors also examine how the pandemic and the changes in remote work and information and communication technology (ICT)-related stress may have impacted DKS.

Using a time-lag survey, two independent samples of knowledge workers who use information and communication technologies for their jobs were surveyed during early 2020 and mid-2021. Analyses were completed with partial least squares-structural equation modelling.

Technostress (via the JD-R model) explained DKS. Technostress creators were positively associated with burnout, which was in turn positively related to DKS. Technostress inhibitors were positively associated with job engagement, which in turn was also positively related to disengagement to knowledge sharing. Technostress inhibitors were negatively associated with burnout. Results from the multigroup analysis indicated that technostress inhibitors had a stronger relationship with engagement pre-pandemic than mid-pandemic.

This research addresses a more common source of knowledge sharing failures and illustrates how ICTs may impact this DKS via burnout and job engagement. In addition, this research captures a change in relationships associated with the pandemic.

This chapter is divided into three main sections. The first section entails an overview of service-learning. Specifically, this section provides an understanding of what service-learning involves, its central components, and its place and value within both higher education and K-12 education. A key consideration stemming from this section is that well-designed service-learning programs have a significant impact on the development of pre-service teachers while at the same time benefiting community partners. The second section reviews the concept of inclusive education. In particular, a working definition of inclusive education is proffered along with ways in which inclusive education is implemented in practice. An important consideration is the development of attitudes and knowledge for inclusive education in both pre-service and in-service teacher training. The third section explores the symbiosis between service-learning and inclusive education. The point being made is that service-learning experiences provide a viable and practical way for people to engage with children and adults who live on the margins of society. This point is especially apposite, as given research suggests that many teachers, especially in Western countries, originate from a middle-class, female population (Grant & Sleeter, 2009), which may prevent interaction with diverse populations. The chapter concludes with the understanding that service-learning has the capacity to engender a greater sense of empathy and appreciation in pre-service teachers that education is an inclusive enterprise.

This chapter discusses the SETT Framework – an acronym for Student, Environments, Tasks and Tools – a decision-making tool originally designed to help collaborative teams gather and organise information that can be used to guide decisions about assistive technology (AT) devices and services that foster the educational success of students with disabilities (Zabala, 1995). Explanations and examples are provided both related to the original intent of the framework and how the principles of the SETT Framework have expanded to include not only AT but also other educational services, noneducational environments and other beneficiaries. This commentary is organised around key questions designed to foster rich conversations around the use the SETT Framework in all phases of AT service delivery to support the development of inclusive learning environments and to consider supports and services needed for staff, families and other supporters of students.

This article provides an introduction and assessment of the English and Spanish literatures on gender relations in disaster contexts. We analyze regional patterns of differences and similarities in women’s disaster experiences and the differing research questions raised by these patterns in the scholarly and practice‐based literature. The analysis supports the claim that how gender is theorized makes a difference in public policy and practical approaches to disaster risk management. We propose new directions in the field of disaster social science and contribute a current bibliography in the emerging gender and disaster field.

The purpose of this case study is to illustrate how Dianne Savastano, founder and CEO of Healthassist, Inc., a US-based health-care advocacy firm, successfully led her clients and team through the COVID-19 pandemic of 2020. To gather the data for this case study, the authors interviewed the protagonists, the members of her team and two clients. The authors read Healthassist Newsletters and the firm’s documents; and in fact, they included one Newsletter and several documents in the Exhibits of the case study. The authors conducted a literature review for articles in newspapers and journals about the newly developing field of “health-care advocacy,” a field which Savastano helped to create.

The authors illustrate how Savastano, using the five practices of exemplary leadership by Kouzes and Posner, in The Leadership Challenge, led her team through the pandemic of 2020. This is a story of a woman leader, using traits such as warmth, empathy, analysis and decisiveness, keeps her small business afloat when so many other firms collapsed in 2020.

The authors conducted seven interviews and literature searches on the topics of health-care advocacy; women leaders; leading through a crisis; and COVID-19.

The case study illustrates how a woman founder and CEO can lead her firm through a crisis.

This is an example of how a woman leader managed through the 2020 pandemic.

CSS 3: Entrepreneurship

A study was conducted that examined which managerial skill dimensions were critical for effective leadership for managers in the USA and seven European countries. The results suggested more similarities than differences across countries. Specifically, a core group of two skill dimensions emerged as critical for effective leadership across countries and operationalizations of criticality. These dimensions were analyze issues and drive for results. However, results did differ depending on how criticality was operationalized. The findings of the study suggest that: users of 360‐degree feedback instruments should not rely solely on perceived importance of a skill dimension to aid in ratings interpretation, and the ability to solve complex problems and learn quickly on the one hand and being hard‐working and persistent on the other hand are prerequisites for effective leadership, regardless of whether you are leading in Pittsburgh or in Paris.

The purpose of this paper is to examine the outcomes of chiropractic manipulative and manual therapy (MMT) provided to residents experiencing spinal pain in a substance misuse therapeutic community (TC).

Clinical audit to explore the potential benefits of the interventions offered to residents experiencing spinal pain in a TC. Residents seeking care underwent an assessment by either general practitioner or chiropractic intern. Eligible participants could choose one of the four interventions: usual care without any additional treatment (Group 1), usual care with simple analgesics (Group 2), usual care plus MMT without simple analgesics (Group 3), or usual care plus MMT with simple analgesics (Group 4). Outcome measures were the RAND-36-item short form health-related quality-of-life survey and the patient satisfaction questionnaire (PSQ). Data were collected at baseline and after six weeks for each participant, with those participants choosing MMT receiving up to six treatments over the study period. Two cycles of six weeks of data collection was used. Data were analysed for statistically significant (repeated measures ANOVA with Bonferroni correction) and clinically meaningful changes in scores.

Of 71 self-presenting residents seeking care, 68 were eligible to participate. Of these, 32 chose usual care with simple analgesics (Group 2) and 36 chose usual care plus the package of MMT but without simple analgesics (Group 3). None chose usual care without additional treatment or usual care plus the package of MMT with analgesics, thus offering only the data from two groups for analysis. Group allocation was non-random and based on patient choice. Between-group analysis of the cumulative and component RAND-36 data indicated a significant difference between the two groups (p=0.034), particularly in the physical outcomes (p=0.012), indicating that Group 3 had improved scores over Group 2. Group 3 showed a significant change in RAND-36 scores (p<0.01) when compared with Group 2 (p=0.23) over the six-week treatment period. The PSQ scores of the two groups showed a statistically significant difference (p=0.0093), suggesting that Group 3 had greater patient satisfaction with care. The outcomes suggest that the package of MMT in Group 3, delivered by an appropriately trained clinician may have added to therapeutic effect that extended beyond physical outcomes but also influenced psychological outcomes.

The results of this clinical outcome-based audit suggest that the addition of a package of chiropractic MMT to usual care may be of benefit over usual care with simple analgesics for residents of a TC with spinal pain. The results intimate that benefits may extend across both the physical and psychological components of the pain experience, although a confirmatory study is recommended to substantiate these insights.

As far as the authors are aware, this trial is the first of this type in a TC, with the insights and experience gained supporting a definitive trial.

This paper to examine full knowledge sharing (KS) and partial KS in order to test the proposition that they are separate behaviors with different characteristics, risks, and motivations for the informer and subsequently different predictors.

Employed knowledge workers completed two questionnaires over a two‐week period regarding their attitudes, situational factors, individual differences, and KS behaviors with their close colleagues in their workplace.

Results support the proposition that they are different albeit related behaviors. Full KS is enabled by intentions for full KS. Partial KS is enabled by the uniqueness of the knowledge, interpersonal distrust of close colleagues, and inhibited by perceived value of knowledge. Management support, interpersonal trust and distrust enable intentions for both full and partial KS, then propensity to share further enables full KS, and psychological ownership further enables intentions for partial KS.

The findings from the study suggest that researchers should specify which sharing behavior they are examining (full or partial). Future research should also examine the outcomes of these two behaviors to see whether the assumed benefits of sharing knowledge apply to both of them.

The findings of the study provide some insight for practitioners on what motivates full versus partial KS.

The study challenges the assumption that KS is a single behavior, and starts to parse out the complexities within the KS literature with respect to predictors of actual KS behaviors.