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5S is a commonly used Lean tool that focusses on creating an organized work environment, but the effects of 5S on safety climate are not as well studied. The purpose of this paper is to determine the impact of a 5S event on safety climate.

This pre-test post-test study examines the effect of implementing 5S on safety climate of the packaging area of a manufacturing plant. Two groups of employees (case and control groups) completed a safety climate questionnaire (Safety Climate Assessment Toolkit) prior to the 5S event, one month after, and two months after.

Total safety climate significantly improved for the case group but remained unchanged for the control group over the study period. Specifically, management commitment and involvement dimensions of safety climate improved for the case group.

These results show that two important aspects of safety climate (management commitment and involvement) can be significantly, positively influenced by successful 5S events, which may translate to improved safety overall.

Prior literature on 5S speculates a positive impact of 5S on safety and safety climate, but this assertion is not well supported with empirical evidence. This study provides quantitative measurement of positive safety climate changes that resulted from a successful 5S event. The results provide additional incentive for management to continue 5S and other Lean activities with the possibility of also improving safety.

As part of a larger study into the influence of a Writers in the Schools (WITS) professional development consultancy, this narrative inquiry began just as Hurricane Harvey, the second most costly hurricane to hit the United States, devastated the Texas Gulf Coast in August 2017 and drew to a close in late 2020 during the COVID-19 global pandemic. This chapter explores the 2017–2018 school-year interactions between WITS Collaborative writer, Mary Austin (pseudonym), and six writing teachers with whom she worked at McKay High School (pseudonym) in the aftermath of Hurricane Harvey. With record flooding and widespread damage causing school-opening delays, teachers, students, and WITS consultants navigated a rip tide of emotions as they strived to balance educational/professional needs and duties with personal loss and unexpected financial burdens. This inquiry examines how WITS teacher professional development was carried out in the midst of these trying circumstances.

The purpose of this study is to review and understand the dimensionality of hypercompetition, factors causing a hypercompetitive environment and the consequences of hypercompetition on markets. Thereby, the purpose of the study is to cover the main contributors in the research field of hypercompetition and explore their findings and different views on hypercompetition.

Systematically review 131 conceptual and empirical studies published or presented at a conference in the past 25 years, with the focus on the definitions, causes and consequences (or presumed effects) of hypercompetition. In the paper, I follow the well-known systematic literature review method by Tranfield et al. (2003).

The contribution of the study is to advance the knowledge of researchers and managers, in such a way that it becomes easier for them to select relevant variables to measure hypercompetition and identify strategies for gaining temporary competitive advantages in hypercompetitive environments. The construct of hypercompetition required a consolidation of commonalities in the definitions and characteristics used by scholars, to ensure that proper assumptions and variables are being used to measure hypercompetition in future research. Several ways to measure the effects of hypercompetition on firms, industries and individuals have been proposed, but the field still lacks of a clear definition on how to directly measure the construct.

In this paper, I highlight three managerial implications of hypercompetition as follows: action-based strategy, the determinants of hypercompetition and the importance for managers of accurately establishing their firm’s competitive situation.

Previous reviews in the area have either focussed on specific components or effects of hypercompetition. The present study collectively takes into consideration the definitions, causes and consequences of hypercompetition on firms, industries and individuals. The contribution of the paper is to indicate future opportunities and challenges within research on hypercompetition.

This chapter revolves around a Zoom conversation between Tim Martindell and Cheryl Craig to which Chestin T. Auzenne-Curl added field-based evidence and reflective comments. The exchange between Martindell and Craig had to do with how Tim facilitated the Writers in the Schools (WITS) writers in conjunction with Tina and Maryann who led the WITS Collaborative. The embedded snapshots and excerpts stemmed from the field notes we accumulated during the life of the project. The conversation discusses some of the fine points of facilitation as well as the boundary areas where what unfolds fringes on the unknown. Near the end, hope for the future is discussed.

Craig and Auzenne-Curl reflect on how their individual experiences and personal practical knowledge developed in context over time contribute to a collective review of the backdrop of the stories of experience shared in this volume. The chapter provides context for the study that inspired the collection and a preview of the chapters yet to come.

The purpose of this paper is to present a three-part framework of information engagement for situated gynecological cancers. These particular cancers intertwine with medicalization of sexuality and gender power dynamics, situating information behaviors and interactions in women’s socio-health perceptions. Using Kavanagh and Broom’s feminist risk framework, the framework establishes functional and temporal parameters for sense-making and information engagement.

This paper employs a structured, reiterative literature review with emergent thematic analysis. Nine indices from medicine, information studies, and sociology were searched using combinations of five terms on cervical cancer (CC) and 14 terms on information engagement in the title, abstract, and subject fields. Results were examined on a reiterative basis to identify emergent themes pertaining to knowledge development and information interactions.

Environmentally, social stigma and gender roles inhibit information seeking; normalizing CC helps integrate medical, moral, and sexual information. Internally, living with the dichotomy between “having” a body and “being” a body requires high-trust information resources that are presented gradually. Actively, choosing to make or cede medical decision-making requires personally relevant information delivered in the form of concrete facts and explanations.

The study covers only one country.

This study’s information framework and suggestions for future research encourage consideration of gender power dynamics, medicalization of sexuality, and autonomy in women’s health information interactions.

This chapter identifies the broad interdisciplinary ideologies of entitlement in order to situate and understand the potential theoretical informants of excessiveness in teacher entitlement. Although the authors' perspectives and experiences on the theme of entitlement are located in the US educational system, this is accompanied by an awareness of the need to examine the topic internationally since the topic needs to “be reconsidered in terms of contextual variables.”

Psychological and organizational entitlement were the prevalent strains of entitlement that emerged in the reviewed literature and “academic entitlement” specific to the field of education. Therefore, three strands, psychological, organizational and academic, form the thematic categories for this scoping literature review.

Most literature on “academic entitlement” deals with excessive entitlement amongst students. No reference to excessive teacher entitlement was found. However, specific gaps were found in: (1) what qualifies as excessive teacher entitlement, (2) research scholarship on teacher entitlement, and (3) entitlement studies specifically aimed at global reach and applicable to teachers.

The theoretical informants of teacher entitlement identified in this study indicate that the phenomenon goes beyond individual mindset to encompass the mediation of sociocultural and political factors in its construction, thus rendering a simple theory of excessiveness in association with teacher entitlement improbable at this time.

In our societal context, the neoliberal competitive and knowledge-oriented culture still exerts a stranglehold on teachers' sense of professional autonomy giving rise to a deficit image of them as ‘excessively entitled’. The purpose of this chapter is to eschew this deficit view of teachers by bringing their agentive side to the fore. First, it explores the concept of ‘excessive teacher entitlement’ in terms of the prevalent characteristics of the culture of teaching in schools and the nature of authority wielded by teachers in this culture and its negative consequence on student learning using an excerpt from an English as Second Language (ESL) classroom in India where this study is set. This episode helps expose the teacher's unawareness of the gaps between their intention and action, a hallmark of excessive entitlement. Second, it juxtaposes an alternative image of ‘teacher as researcher’ to foreground teachers' ‘transformative activist stance’ which revolves around their ideological becoming in agentively striving to realise their ‘best-loved self’. Framed within Vygotskian Cultural-Historical Activity Theory, the principle of ‘double stimulation’ provides a powerful analytical lens to unpack the complex discursive dynamics of their practice nested within historically developing contradictions. These contradictions work tacitly to drive a wedge between teachers' intentions and action making them feel excessively entitled to passively acquiesce with the existing order of things. This study provides some signposts for teacher education about creating an environment where teachers can reclaim their transformative agency freeing themselves from the ‘excessive entitlement’ that binds their practice to the status quo and diminishes their relationships with students.

The right of individuals to particular privileges or benefits is a natural expectation in any workplace. Yet, the concept and practice of “entitlement” is especially crucial in faculties of education where preservice teachers are being prepared to be fully-fledged teachers. In this context, academic administrators shoulder the responsibility of supporting the “well-being” of faculty members. The purpose of this study is to investigate faculty members' experiences of being exposed to excessive entitlement through the faculty well-being lens. The study group is composed of seven faculty members working in faculties of education at foundation universities (universities funded by philanthropies) in Turkey. Faculty members' narrative accounts related to their exposure to excessive entitlement were analyzed within the framework of three dimensions of faculty wellness: (1) thriving, (2) struggling and (3) suffering. The stories shared in this chapter provide unique insights for faculty members and academic administrators about work–life balance, which contributes to a culture of well-being among student teachers and faculty members.