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The aim of this paper is to explore the tensions and basis for conflict within relationships that embed and connect networked companies involved in the planning of advertising, with broader relevance for professional service organizations.

Framed within a social network perspective, this interpretive study draws on 22 in‐depth interviews to discuss the emergence and consequences of conflict within relationships shared by advertising creatives, account managers, researchers and media planners located in Scotland.

The paper identifies four dominant themes which contribute toward relational conflict: the intensity of involvement in advertising planning, the emergence of role ambiguity, cultural stereotyping, and conflicts of interest.

The paper provides a valuable antidote to studies reliant on dyadic client‐agency perspectives. Adopting a network perspective, it recognizes the importance of the multiple, simultaneous relationships involved in advertising planning. It offers a critical perspective on advertising relationships, considering the emergence, characteristics and consequences of tension and conflict inherent. The discussion reveals ongoing struggles for control over the process of advertising planning, and considers the implications of overt and covert actions on perceptions of network trust. The paper provides a spectrum of outcomes, ranging from collaborative tension to intra‐organisational conflict. This study is most relevant to academics and managers involved in professional services.

In March 2020, we opened our classrooms to students, parents, and the world. Zoom and Google Meet became the new spaces to gather as regular check-ins with students and families became the norm. Educators served students through a two-way window where we previously only saw them in the school setting and now with the use of technology, could literally see into their homes. It is evident to many that inequities exist among the students and families that we serve, and our efforts to care them focused on social-emotional learning and supporting their well-being. While many see the challenges that the pandemic brought, there were also many opportunities that came about, including the use of core values which helped guide us through uncertainty. The need for human connection became a clear factor when we were not able to be together physically. Connecting with students and families on an authentic, deeper level, shifted how we think about school leadership and improving schools. The mindset transitioning to our ability to teach in schools and communities, not just in a physical classroom, became one of our guiding principles. Across the United States, school districts’ instructional directives varied greatly. In our district, leaders came together to create virtual lessons to be available for all students. Our focus was to support educational equity and to give students opportunities to engage with grade level curriculum at any time of day (or night).

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

This chapter connects Black women’s histories of educational leadership after emancipation to the need for creative leadership in academia now. This chapter focuses on ways in which nineteenth-century educator and activists Lucy Craft Laney and Frances Ellen Watkins Harper, among others, addressed challenges of race and gender and how their stories offer opportunities to consider current needs in higher education. Contrary to the freedom that academia is supposed to promote, topics in gender and ethnic studies may be challenged or restricted as part of liberal political agendas. Additionally, this chapter considers ways in which academia has been used to limit freedom for students and the need for innovative and creative ways to promote academic freedom in educational settings.

This chapter focuses on the presence and accomplishments of Black women across the leadership spectrum within the context of historically Black colleges and universities.

This paper examines the way social class influences the relationship between business mentors and small business owner‐managers.

The paper is based on the author's experience of mentoring businesses with The Prince's Trust. Three businesses were selected as cases. The methodological approach involved participant‐observation over an extended period of time. These observations were supplemented by semi‐structured interviews.

The paper focuses on Bourdieu's concepts of habitus and cultural capital as key influences on the values and dispositions of owner‐managers. The working class owner‐managers in this study lacked a future orientation and as a result “lived for today”. They also had a fatalistic attitude to life arising from both their experience and an understanding of their “position” in society. Low aspiration levels were also evident in the way the owner‐managers in this study viewed ambition as “pretentious” and “getting above oneself”. In addition, they resisted the idea of being “rational” and preferred to utilise informal or “hot” information.

This paper concludes that professionals should resist adopting a “deficit model” that automatically assumes the values of the mentor are superior to those of the owner‐manager. In order to avoid this it is suggested that professionals should adopt a reflexive approach in their relationships with clients.

It could be argued that other factors besides social class will influence the owner‐manager/business mentor relationship and the way these businesses are run. However, a focus on social class was felt to be appropriate because of its neglect in small business research.

Bringing renewed attention to the anemic representation of Black women within the teaching profession, this chapter begins by chronicling the history of Black women in teacher education – from the Reconstruction Era to the 21st century – in an effort to highlight the causes of their conspicuous demographic decline. Next, it is argued that increasing the number of Black women in the teaching profession is a worthwhile endeavor although the rationales for such targeted efforts may not be obvious or appreciated by the casual observer. It is, therefore, important to illuminate the multiple justifications as to why it is essential to improve the underrepresentation of Black women in America’s classrooms. Lastly, it is asserted that serious attention is required to reverse the dramatic exodus of Black women from the teaching profession. In conveying this issue, the author shares special emphasis recruiting tactics, for the national, programmatic, and local school district levels, as promising proposals to enlist and retain more Black women in the teaching profession.

In this study, the authors evaluate the use of an election simulation game in the middle and high school social studies classroom. They consider how the game implementation reflected the practical use of constructivist and constructionist pedagogical principles. A brief explanation of the literature on the use of technology in social studies classrooms is provided and a practical explanation of how teachers implemented the game is offered. The ability to connect practice to theory afforded teachers important grounding and support for the use of technology in the social studies classroom. Students benefitted from the process of engagement in a form of media that is natural to digital natives. Challenges, with respect to the practical use of gaming in the social studies classroom, also are explored.

The principal rationale for this study is to investigate the implications of the introduction of radio frequency identification (RFID) tagging on suppliers. Emphasis concerns the impact it is likely to have on suppliers to the UK grocery retail market.

Primary research focuses on UK grocery suppliers' perception, with two specific research questions: “What are the implications of the introduction of RFID on suppliers?” and “How will these implications impact on the success of RFID in the future?” In‐depth interviews were conducted with a selection of different suppliers to gather attitudes towards RFID technology.

RFID is highly topical, and currently at the forefront of many supply chain managers' minds. This study focuses on business‐to‐business implications of RFID to the FMCG/perishable food sectors, notably in comprehension of an under‐researched area of supplier perspective. This study concludes that in order to keep costs of application of RFID to a minimum, retailers and suppliers need to develop standardized but flexible systems. Implementation of RFID must take into account the context of supply chain power imbalance.

Reviewed literature suggests existing focus has been on the operational benefits to be gained from implementation of RF‐technology, and a good deal of work conducted has concerned the issue of consumer privacy. There has been one major investigation (in the UK), conducted by the Institute of Grocery Distribution concerning implications for the retailing industry; however, there is still a gap in the literature concerning attitudes of suppliers (notably with regard to the grocery sector). This study redresses this balance by conducting field work with suppliers.

To prevent any future animosity retailers and suppliers must work together and costs need to be more equitably distributed. The FMCG/perishable food categories appear to offer a specific challenge to RFID introduction; however, future study is considered necessary to capture the diversity in these sectors.

The paper provides information of value to all those involved with methods of verification in the supply chain.