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Social impact bonds (SIBs) have become a favoured way to fund public services, including housing, prison and homelessness projects, in an era of austerity. In a growing critical literature on SIBs, a largely absent voice is that of the link worker. This paper aims to focus on the views of link workers in a SIB funded project which works with long-term entrenched rough sleepers in the East of England.

Interviews with link workers were conducted with a thematic analysis echoing many of the views expressed in the critical literature not only about the problems but also some of the advantages that SIBs offer to this type of project.

Three key themes were discomfort with the funding mechanism; flexible and innovative interventions that SIBs make possible; and problems with the outcome measures that trigger payments. This study concludes that if SIBs are to achieve their promise of providing funding which leads to effective solutions to deeply ingrained social problems, there needs to be more careful evaluation of their true benefits in comparison to publicly funded projects, adoption of more appropriate and project-specific outcome measures and a much clearer explanation and justification of the way in which SIB funding works.

Few studies have specifically explored the perceptions of front-line link workers in the homelessness sector. This study highlights not only the concerns but also the benefits associated with the use of SIB as a funding mechanism within the homelessness sector.

Staff who work with vulnerable people with multiple needs are known to experience high levels of stress and burnout, as well as high levels of job satisfaction. This paper aims to explore the experiences of staff working in a project with individuals experiencing long-term homelessness in Lincolnshire.

An evaluation of a project working with individuals experiencing long-term homelessness included a focus group set up to explore the experiences and well-being of front line staff and managers. One-to-one interviews with staff were also held to provide more in-depth data about the experiences of individual staff members.

Six key themes were identified from the discussions with participants. Decision latitude and the ability to follow service users on person-centred journeys over long periods were positive aspects of the work which were highly valued and seemed to contribute to high levels of job satisfaction. Things which also made a positive contribution were elements of support provided by the employer and a number of personal coping strategies. Themes identified which had a negative impact on well-being related to high workloads and to the multiple and competing demands from service users and other agencies.

Few studies of any kind have explored the experiences and well-being of staff working in the frontline of homelessness services. This small-scale qualitative study provides a number of suggestions for further research with this population. Findings cannot be generalised but match those of other recent studies which suggest high levels of stress but little evidence of burnout, and that carefully developed workplace support mechanisms play a key role in maintaining commitment to the role and preventing burnout.

The purpose of this paper is to focus on developing a deep understanding of the nature and impact of the workplace mentor role in degree apprenticeships (DAs). It investigates a theoretical model of DA workplace mentoring activity, with findings used to develop a set of principles for supporting the development of effective mentoring practice.

Data underpinning this paper were collected as part of the monitoring and evaluation of the first year of a Chartered Manager DA programme at a post-1992 university. Workplace mentors and mentees were interviewed to explore their experience of mentoring within this programme.

This study found there to be many positive benefits of workplace mentoring for apprentices, their mentors and the organisation. This understanding can be used to support the development of principles for effective mentoring practice.

The data support the validity of the proposed model for DA workplace mentoring activity. In order to become a helpful guide to mentors’ planning of areas of support, the model may need to be refined to show the relative importance given to each activity area. The findings of this small-scale study need now to be extended through work with a larger sample.

The set of principles offered will be valuable to workplace mentors of degree apprentices across organisational sectors to ensure the quality of delivery and outcomes.

This paper contributes to an understanding of the impact of mentoring as a social practice on mentor and apprentice development. Such an understanding has the potential to positively influence the quality of delivery, mentoring practice and thus apprentices’ learning.

This paper examines the critical importance of specific legal foundations common to economies that have developed and now enjoy high standards of living. It explains the economic cycle and identifies the importance of a legal system to all types of capital and to the operation of the cycle to satisfy human need fulfillment. The paper also addresses how one economy’s lack of rudimentary legal foundations can contaminate or adversely affect extant economies, including well‐developed economies. It offers a prescription for legal elements essential to all economies that aspire to a “free market” and argues why leaders, policy makers, and providers of capital should promote and even insist on such foundations in emerging and transition economies. This paper should appeal to a broad array of individuals with an interest in the role of law in emerging and transition economies, including researchers, policy makers, strategists, and analysts.

The purpose of this paper is to draw attention to the fact that there is reverse age discrimination in the field of librarianship.

Literature review and commentary on this topic that is now being addressed by our younger colleagues.

Younger librarians often referred to as “baby librarians” are frustrated by their colleagues in the library workplace.

The value is in addressing this issue that is quickly surfacing on blogs and listservs.

This chapter explores how early theorising about information behaviour and the emergence of conceptual modelling in information behaviour research had its beginnings in thinking that was taking place in the very late 1970s and early 1980s in Europe and the USA. Some of these ideas were presented in papers that are very familiar and much cited, but others in papers which may be less familiar and, consequently, may not be much cited, but which together contribute to explain why the rapid development in conceptual thinking about, as opposed to the simple empirical study of, information behaviour took place from that period to the present. Four dimensions are identified which together underpin the emergence of conceptual modelling in contemporary information behaviour research. The four dimensions are (1) the adoption of a social science perspective, (2) a qualitative as opposed to a quantitative orientation, (3) a focus on the modelling of information behaviour and (4) a concern with empirical validation and exemplification in the development of such models. These four dimensions came together to provide a tacit rather than explicit framework for subsequent theorising about information behaviour, and in particular underpinned studies involved the conceptual modelling of information behaviour. Information behaviour research then began to develop conceptual models very different from the empiricism of earlier studies, and, at the same time exhibited a strong concern for the exemplification or validation of these models in empirical studies. This combination of theoretically based conceptual modelling and empirical exemplification and validation together gave much of the character to information behaviour research from the later 1970s and early 1980s, an influence that extends to the present.

This study aims to investigate whether Brazilian companies have increased their reporting on biodiversity within the past decade and whether reporting practices are linked to the government's stance on environmental protection, media coverage and industry biodiversity risk.

Using content analysis and ordinary least squares regression models, the authors examine sustainability reports from Brazilian listed and non-listed companies from 2010 to 2020.

This study’s empirical analysis indicates that companies have decreased their reporting on biodiversity over the decade. Findings suggest that biodiversity reporting is associated with the level of scrutiny from external constituents, such as industry biodiversity and the president's own public policy agenda and partially by media coverage.

The literature seems to lack an understanding of how political factors may drive social and environmental reporting practices, especially biodiversity reporting. This study addresses this issue by examining the relationship between the government's stance on environmental protection. By focusing on biodiversity reporting in an emerging country like Brazil, this study also generates insights into a highly impactful yet under-researched context.

To connect students with the real world of management practice, the purpose of this paper is to extend and operationalize the situated cultural learning approach (SiCuLA) through five learning processes occurring within communities of practice. These include integration of cultural contexts, authentic activities, reflections, facilitation, and the construction of a collaborative learning community.

To investigate the complex processes and principles of cultural learning, a multi-method approach is applied to an extensive comparative study of default and intervened cases within three management classes. Evidence is drawn from multiple sources of qualitative data including class observations, meeting minutes, focus groups, and group interviews with students and instructors.

Results indicated that in default cases, little explicit attention was given to a situated perspective of culture, or to the rich sources of cultural knowledge available among members of the classroom community. In contrast, following the intervention cases where SiCuLA was applied, there was strong evidence that much more attention was given to enhancing student contextual knowledge. Nonetheless, there were some challenges in applying these processes within the classroom context.

This is the first study to extend and operationalize SiCuLA in a classroom setting. More importantly, the evidence forms the empirical basis for deriving theoretical principles for cross-cultural management (CCM) education and training. It contributes to studying cultural contexts as sources of knowledge for learning through active co-participation. It also contributes to positive CCM learning with an emphasis on human agency that encourages students to take more responsibility and ownership of their cultural learning.

In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and “high-performing” Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues.

The author analysed 18 months of qualitative fieldnotes that the author collected during participant observations and six semi-structured school leader interviews from both traditional district public schools in the area (n=4) and leaders from EMO charter schools (n=2).

School leaders’ decision-making processes were influenced by competitive pressures. However, perceptions of these pressures and leadership actions varied widely and were complicated by inclusive and exclusive social capital influences from stakeholders. District public school leaders felt pressure to package and sell schools in the marketplace, and charter leaders enjoyed the notion of markets and competition.

As market-based policies and practices become increasingly popular in the USA and internationally, a study that examines leaders’ behaviours and actions in a long-standing school choice system is timely and relevant.

This study uniquely highlights school leaders’ perceptions and actions in a deeply embedded education market, and provides data about strategies and behaviours as they occurred.

The average American child spends more time “playing”¹ than doing any other activity besides sleeping and attending school (watching television comes in next, with children gradually replacing play time with TV time as they grow older) (Hofferth & Sandberg, 2001a, b). In fact, free, unstructured time makes up between 20 and 50% of children’s waking hours² (Hofferth & Sandberg, 2001a, b; Larson & Richards, 1989). Nonetheless, sociologists currently know very little about how children’s free time use influences their well-being. Although scholars, teachers, and parents all have strong opinions about the types of free-time activities that they think are “best” for children, recent studies of the association between children’s time use and their well-being have failed to find consistent associations (Hofferth & Sandberg, 2001a, b; McHale, Crouter & Tucker, 2001).