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The purpose of this paper is to provide practical knowledge on how to repair trust within inter-organisational relationships (IORs), and to compare that knowledge to present academic research. IORs have an alarming failure rate upwards of 60 per cent. Although the breakdown of trust is a well-documented critical component of their failure, specific research on IOR trust repair is limited.

The research applied a ranked Delphi study utilising UK professionals’ expertise in IOR management.

The results provide two practical frameworks and several new methods for IOR trust repair; furthermore, they demonstrate consistency between professionally adopted IOR trust repair methods and those proposed academically.

The study ' s primary limitations resulted from being conducted at the lower end of its operating window, and only with panellists interested in trust repair. The implications for research are to direct investigations to the new IOR trust repair methods and to test when professionals would undertake trust repair methods.

The IOR trust repair frameworks can be utilised retrospectively as a tool kit to repair damaged relationships. Additionally, they can be proactively embedded in IOR contract documentation, whereby parties agree to enact and abide by the frameworks, should relations deteriorate, before proceeding down legal avenues.

This paper offers the first contribution from the UK professional community on IOR trust repair; they have provided new research areas for academics as well as practicable, pertinent frameworks for professionals.

In this chapter, we present a critical engagement with the methodology that each research team presenting a case study in this book from England, Arab Israel, Northern Ireland, Trinidad and Tobago and the United States adopted.

Education is a cultural project that consists of history, narrative and faith. The Black, Asian Minority Ethnicity (BAME) and senior leaders representing marginalised groups that we talked to in this research all stated that their faith, and religion was central to their service as an educational leader. The faiths represented in our research are Islam, Christianity, Sikhism and no faith where a humanitarian approach is taken. The chapter presents the scientific significance of what values underpin these leaders’ behaviours, and to understand how their values align with legislation, education policy and the values found in Education Governance Systems.

A constructivist comparative analysis approach was adopted to address four research questions. First, how do the senior-level leaders describe and understand how school governance systems and school commissioners empower them to develop school communities as societal innovators for equity and renewal for peace in our time? Second, how do they describe and understand the role mentors, and/or advocates play to support their navigation through the governance systems? Third, to what extent do they believe a cultural change is required to empower them in school communities to Empower Young Societal Innovators for Equity and Renewal for peace in our time? Finally, how can the findings be theorised to generate a theory of knowledge to action through impact strategies within an international comparative analysis framework?

Each of the five international cases collected the narrative biographies of up to 15 superintendents, or chief executive officers of multi-academy trusts of colour. In the Northern Ireland case, eight religiously divided key agents of change were selected as an equivalence for the governance structures in the other five case studies. The total number of senior-level leaders participating in the five case studies was 40.

Each author read their findings through Gross’ (2014) Turbulence Theory and typology to categorise the level and the impact of the challenges the key agents of change need to navigate as they mediate between the governance systems. Gross (2014, p. 248) theory of turbulence is used as a metaphor and states that ‘turbulence can be described as “light” with little or no movement of the craft. “Moderate” with very noticeable waves. “Severe” with strong gusts that threaten control of the aircraft. “Extreme” with forces so great that control is lost and structure damage to the craft occurs’. The chapter identifies the findings were read through the theory of turbulence to reveal the state of the Education Governance Systems and their impact on empowering cosmopolitan citizens to participate fully and freely in societal interactions and cooperation between diverse groups. The authors’ chapters are subject to a comparative analysis that took place at the European Conference for Educational Research Annual Conference in two large seminars (Taysum et al., 2017) in Denmark, further developed by the editors and committed to peer-review.

Serious questions have been raised regarding the necessity to continue focusing our research on what constitutes individual, or what the authors refer to as singular leadership. Although the authors consider these questions to be important to advancing the field of leadership theory, research, and practice, they also suggest that attempts to minimize the relevance of singular leadership may hinder progress in other domains of leadership research. In this chapter, the authors explore how and why singular leaders and their leadership matter, and how they may influence follower, peer, and organizational outcomes. The authors use a paradoxical framework to present a theoretical model and propositions that allow us to clarify the influence of different forms of singular leadership within organizations. In our examination of singular leadership, the authors consider both positive and harmful modes of attributes, cognitions, and behaviors.

IN 1946 there was in the British Isles a clear image of librarianship in most librarians' minds. The image depended on a librarian's professional environment which was of the widest possible range, not less in variation than the organisations, institutes or types of community which required library services. Generalisations are like cocoanuts but they provide for the quickest precipitation of variant definitions, after the stones have been thrown at them. A generalisation might claim that, in 1946, public librarians had in mind an image of a librarian as organiser plus technical specialist or literary critic or book selector; that university and institute librarians projected themselves as scholars of any subject with a special environmental responsibility; that librarians in industry regarded themselves as something less than but as supplementing the capacity of a subject specialist (normally a scientist). Other minor separable categories existed with as many shades of meaning between the three generalised definitions, while librarians of national libraries were too few to be subject to easy generalisation.

THE following list of contracts placed by the Air Ministry during March has been extracted from the April issue of The Ministry of Labour Gazette:—

IN making the suggestion, as some of my friendly critics have done, that the classes Fine and Useful Arts should be restored, as in Dewey, they rather miss the humour of the situation. The Subject Classification is not an amended Dewey or Cutter, but a humble attempt at an entirely new system, designed to meet the needs of popular libraries. It is not even a classification of knowledge, but, as experience has proved, a very practical and simple rearrangement of the factors of knowledge as set forth and preserved in books. The scheme is not indebted to any other system for aught but suggestions of main classes; all the details of the tables having been worked out independently, without reference to any classification save the Adjustable. It will be manifest, on reflection, that it would be fatal for the compiler of a new system to allow himself to be fettered or influenced by the schedules of other authors. I am one of those who decline to believe in the value of standardization of ideas or practice, save to a small degree in certain mechanical matters, and it would therefore be foolish to follow in the same rut as certain predecessors, simply because a longer existence has to some extent established their findings as settled conventions.