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The purpose is to introduce an innovative team model explaining the context and process of teamwork in an organization.

The paper illustrates a unique structure of teamwork as a transforming process in the organization.

The 3‐dimensional teamwork model is adapted from the Belbin Team Role model, Andia's team pyramid model, Thompson et al.'s team process evolution model, and original works of the authors as a doctoral learning team with the University of Phoenix.

The team model is supported with a narrative explanation in four research areas: relevant literature on the concept of team models; model qualities; model application; and a benchmark outline for leadership to adapt the 3‐dimensional teamwork model according to their organization need.

Introduces an innovative teamwork model.

This case involves the issues within an organization of growth, expansion, change, and a possible shift of focus from hobby to profit. The case also deals with important factors, which could potentially impact any company's operation. The owners are seeking to address two key issues. The first is a valuation issue prompted by one of the shareholders wishing to sell her interest in the railcar LLC. The second issue is one of expansion. A potential investment ($60,000-$135,000) would permit the company to lease the railcar to other operators who could run the railcar on Amtrak certified tracks nationwide but would remove the shareholders from the day to day operations of the train. The critical decision is whether the owners should invest more money in the business or maintain their current business model and operational structure.

The purpose of this paper is to respond to a recent article published in this journal by Stoll and Kools (2017) on the “School as a Learning Organisation” (SLO). It critiques Stoll and Kools’ integrated model of a SLO by investigating whether the model can be applied to a specific socio-cultural schooling context using the example of mainland China.

This paper reviews the extant published works on SLO with a focus on Stoll and Kools’ integrated model of a SLO. The paper also reviews the existing literature on schooling practices in China.

It is argued that the application of Stoll and Kools’ integrated model of a SLO in China needs to take into consideration and incorporate the prevailing centralised, hierarchical and collective characteristics in the country.

The paper questions the universal application of the seven action-oriented dimensions of the SLO for all schools regardless of socio-cultural contexts. It highlights the mediating and moderating effects of local histories, conditions and developments when promoting SLO in a specific learning site.

Policymakers, researchers and educators need to contextualise the ideal of the SLO by interpreting and appropriating it in ways that are compatible with the dominant socio-cultural norms and practices in a particular locality.

This paper fills a current gap by relating the notion of SLO model to the schooling settings in China. It offers a collective slant to SLO that is tailored for the educational realities and experiences in China.

The COVID-19 lockdowns (2020–2021) disrupted all aspects of usual functioning of the criminal justice system, the outcomes and impact of which are largely still unknown. The pandemic has affected individuals across the wider society, this includes a negative impact on the social circumstances of children and young people involved within youth offending services (YOS) (Her Majesty’s Inspectorate of Probation, 2020; Criminal Justice Joint Inspectorates, 2021). This population frequently represents those from marginalised circumstances and are rarely given the opportunity to participate meaningfully in the services they are involved in. The purpose of this study was to explore the experiences of the young people serving orders with the YOS during Covid19 lockdowns and requirements.

This paper outlines a creative methodology and method used to uncover the experiences and perceptions of young people undergoing an order within a YOS during the COVID-19 lockdowns. The arts-based approach entailed a novel and creative method using a lyric artist to engage with young people through a virtual platform, supporting them to create lyrics about their experiences of the YOS during this time.

The artist developed a successful rapport with young people based on familiarity with, and passion for, music. He promoted their strengths, improving their confidence which was perceived to elicit more in-depth perspectives that might not have otherwise been obtained using more traditional methods. As such, the method and methodology outlined developed the young people’s social and communicative skills whilst producing meaningful feedback that can contribute to the YOS recovery plan and thus future of the service.

This paper reports on a novel arts-based research methodology, implemented to capture meaningful data from participants during the COVID-19 pandemic.

This paper reports on a novel arts-based research methodology, implemented to capture meaningful data from participants during the COVID-19 pandemic.

This paper aims to investigate the impact of blogs on teaching English as a foreign language (EFL) to primary students. The study also explores educators’ perceptions of social media tools and digital literacy in school environments.

A three-step approach was used to collect both qualitative and quantitative data. First, the blogs of 23 fifth-grade students in an EFL class in Kuwait was analysed for one semester along with student perceptions and teacher observations. Second, a survey was distributed to the students at the end of the semester, and finally, four focus groups were conducted regarding educators’ perceptions on the use of social media, their skills and needs and problems encountered.

The findings showed that by the end of the semester, students were writing lengthy sentences, had fewer spelling and grammatical mistakes, were more motivated and independent and displayed a more positive attitude towards learning EFL. In addition, educators are enthusiastic about using Web technologies in their teaching practices but have several concerns such as digital literacy competencies, technology-use behaviour and lack of accessibility to digital content.

The number of questions on the student survey could be reduced. Also, it would be preferable in future studies to require all students to blog at least twice a week which could provide a broader representation of their writing abilities.

Little research has been reported in the literature on the use of blogs in teaching EFL to primary school students. Most literature focuses on teaching EFL to university students. By using a mixed-methodology approach, this study also highlights the needs of educators and students in technology learning environments and makes a good contribution towards offering pragmatic solutions.

The purpose of this paper is to explore the corporate requirements, benefits and inhibitors of scenario planning in strategic decision-making.

This paper is based on a sample of 15 case studies with executives in the South African context to reveal the perceived corporate requirements, benefits and inhibitors of scenario-planning.

From the cases, it is evident that industry-, organizational- and leadership-related factors enable or inhibit scenario planning. Requirements, benefits and inhibitors are revealed in strategic decision-making.

Further research to determine supportive tools and technologies for enabling scenario-planning across multiple contexts is needed.

This paper expands insights into the requirements, benefits and inhibitors of scenario-planning in strategic decision-making.

Given the increasing complexity of the business environment, a framework of scenario-thinking is presented and recommend greater emphasis on developing strategic decision-making competence, changed mindsets and organizational agility.

The theoretical value of scenario-planning as a strategic tool is well recognized in literature. The purpose of this study is to explore the corporate reasoning of formal and informal usage (or non-usage) of scenario-planning in strategic decision-making.

An overview of the relevant literature on scenario-planning as a strategic decision-making tool in the context of complexity and uncertainty is presented, in combination with 15 case studies on executives in the South African context.

The findings are based on a study in the emerging market context. From the case studies reported, it is evident that industry, organizational and leadership-related factors influence the effective use or non-use of scenario-planning.

Empirical findings are reported, contributing to an assessment framework to revisit the usage of formal and informal scenario-planning in strategic decision-making. Further research to determine which supportive tools and technologies should be used for scenario-planning across multiple contexts is needed.

The study expands upon previous insights into the formal and informal usage (or non-usage) of scenario-planning in strategic decision-making based on an emerging market context.

This study contributes to understanding the value of scenario-planning in complex contexts that require strategic adaptability and offers a hands-on toolkit and shortlist of assessment criteria to conceptualize the organizational reasoning and scholarly framing of formal, informal or non-scenario-planning in strategic decision-making.

This paper aims to explore young peoples’ authentic experiences of youth justice services (YJS) during the Covid-19 pandemic. By adopting the creative arts-based method of lyric writing, the research team sought to empower participants through collaboration and participation and to facilitate them leading the narrative (Deakin et al., 2020).

This research adopted a creative arts-based method in which participants worked alongside an artist to generate lyrics that captured their experiences within YJS. Such an approach demonstrated a commitment to participatory, child-first approaches.

Two main themes were identified: identity and relationships. The young people vocalised resistance to frequent labelling and their ambitions to move away from past criminal identity and behaviour. Relationships with practitioners could be a source of frustration within this but were also highlighted as valuable and supportive.

As data collection was remote, owing to the Covid-19 pandemic and associated lockdowns, the opportunity to develop relationships with young people within the YJS prior to conducting the research was restricted. This approach may have also impacted recruitment of participants. The sessions presented short-term interventions and whilst follow-up sessions were offered, many did not take them up. Although the research sample is small and cannot be considered representative, it allows for a valuable insight into the experiences of young people at a particularly challenging time.

Upon receiving our findings and recommendations, the first YJS research site has sought to further embed a relationship-based practice model and greater creative/participatory socially prescribed psychosocial therapeutic interventions, including music groups and spoken word artists to work with children and young people.

This research adds to the growing literature base surrounding creative arts-based research with children and young people for their value towards communication, pro-social identity and development.