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The purpose of this paper is to provide a narrative review of the literature on substance use/misuse within an intellectual disability (ID) population. The paper is focused on the prevalence, motivation and implications of substance use as well as the interventions for misuse.

Research focused on substance use and ID (IQ of 70 or less with onset in the developmental period) were considered.

The findings indicate a disparity between research findings regarding the prevalence of substance use/misuse within ID populations. Previous research indicates that individuals with ID may use/misuse substances as a form of relief or respite from negative experiences. Although there is a clear need for intervention, many of the ID population do not engage with generic interventions for substance misuse. Additionally, professionals responsible for the provision of interventions identify a lack of training and support to meet the needs of ID populations.

Minimal research in this areas, barriers to language and demographics being underreported.

Highlights problems with the current evidence base and barriers this poses indicates a need for further research and intervention.

Implications for the equality for individuals with an ID and their access to appropriate intervention. Focus on prevention of offending behaviour and intervention as appose to management.

In order to build a greater understanding of this issue, a shared universal language and definition of ID must be implemented. Further research to improve the understanding of why those with ID misuse substances is imperative before designing and implementing useful interventions.

David Peace’s Red Riding quartet ( 1974; 1977; 1980; 1983 ) was published in the UK between 1999 and 2002. The novels are an excoriating portrayal of the violences of men, focusing on paedophilia and child murder, the hunt for the Yorkshire Ripper and, predominantly, the blurring of boundaries between the activities of police officers, criminals and entrepreneurs. This chapter aims to examine the way in which the criminal entrepreneur draws on socially constructed ideas of masculinity and the capitalist ideal in order to establish identity. This will be achieved through an examination of John Dawson, a character central to the UK Channel Four/Screen Yorkshire’s Red Riding Trilogy, the filmed version of the novels, first screened in 2009. The central role of networks of powerful men in creating space for the criminal entrepreneur and the cultural similarities between police officers and criminal entrepreneur will be explored.

Using the research approach of bricolage, the chapter provides a reflexive commentary on the films, drawing on a number of other texts and sources, including news accounts of featured events and interviews with the author David Peace and the series co-producer Jamie Nuttgens – an analysis of the texts, using a framework suggested by van Dijk (1993) and McKee (2003) features.

The centrality of the idea of hegemonic masculinity to the activities of both police officers, and criminals and businessmen and Hearn’s (2004) assertion that the cultural ideal and institutional power are inextricably linked are examined through an analysis of the role of Dawson (and his three linked characters in the novels) in the Red Riding Trilogy.

The chapter provides an analysis of one film series but could provide a template to apply to other texts in relation to topic.

The social implications of the findings of the research are discussed in relation to work on the impact of media representations (Dyer, 1993; Hall, 1997).

It is intended that the chapter will add to the growing body of academic work on the criminal entrepreneur and the ways in which media representation of particular groups may impact on public perception and construction of social policy.

Corporate Social Responsibility.

This case is suitable to be used in advanced undergraduate and MBA/MSc level.

This case is about the conflict between Prof Bakar, the new Dean of Progressive Technical University (PTU), and the lecturers teaching the social innovation course. PTU was established in 1985 to provide opportunities for rural students to pursue technical education. Both parties had differing opinions over the suitability of projects in the social innovation curriculum. Dean Bakar was adamant that CSR is charity-based and therefore not suitable for the social innovation class. As the case unfolded, it was clear that each lecturer had different views about the course – indicating the wide-spectrum of views on the relationship between CSR and social innovation as well as social entrepreneurship. The case provides opportunities to deliberate on what constitutes “social purpose,” the 17 sustainable developmental goals, the global movement of social entrepreneurship and social innovation, impact investing and harvesting, as well as indigenous wisdom. The main trigger of the case is how to resolve the conflict and come up with an improved version of the course content, as well as a comparison framework for CSR, social innovation, and social entrepreneurship.

Using this case study, the students will be able to:

• compare CSR, social innovation, and social entrepreneurship;

• understand CSR activities and explain their main features based on the given case facts;

• analyze and solve the conflict between Dean Bakar and the six social innovation lecturers;

• propose solutions on how to review the social innovation course; and

• discuss how different perceptions could affect decision-making.

compare CSR, social innovation, and social entrepreneurship;

understand CSR activities and explain their main features based on the given case facts;

analyze and solve the conflict between Dean Bakar and the six social innovation lecturers;

propose solutions on how to review the social innovation course; and

discuss how different perceptions could affect decision-making.

While literature offers substantial evidence regarding both strengths and shortcomings of experiential learning for learners, far less is known about how educators reflect on, make sense of, and learn from experiential teaching, let alone address emotions that invariably affect the process (Pekrun & Linnenbrink-Garcia, 2012; Wright, Lund Dean, & Forray, 2021). The purpose of this chapter is to explore the dynamic nature of emotions in the context of experiential teaching, that is, the facilitation of experiential learning activities, by examining critical incidents from the educators’ perspective. The chapter begins by introducing literature on experiential teaching and emotion. The authors then present the empirical findings from a critical incidents study, noting how participants succeeded or failed to catch the waves of emotion that emerged while facilitating experiential learning activities. The authors connect the findings with the existing literature, taking into consideration both sensemaking and reflective practices during and after experiential teaching. The authors close by identifying ways educators can learn to surf the inevitable waves of emotion that can emerge within themselves and in learners, offering specific tools to maintain balance and develop further competence in the midst of experiential learning.

Faced with the existential threat of COVID-19, the College of Business Administration (CBA) at Princess Nourah Bint Abdulrahman University (PNU) decided to work toward the dual goals to achieve accreditation and an effective social and educational response to the pandemic. CBA’s quality improvement process was implemented synergistically with Seligman’s (2011) PERMA well-being model, namely positive emotions, engagement, relationship, meaning, and accomplishment/achievement. The case study methodology, which was based on direct observations, faculty and students’ interviews, surveys, feedback, documents, and archival data records, allowed to capture the context and lived reality of all the participants in QAA processes. Results showed that quality improvement was facilitated through three domains: (1) governance and academic leadership, (2) teaching and learning, and (3) digitalization and technology. Within each domain, specific programs, activities, human resources, and networks were enabled through a framework based on the PERMA well-being model. As a result of this hybrid QAA well-being implementation process, CBA achieved NCAAA accreditation for its offered programs, while experiencing high levels of well-being and commitment to teaching and learning by the staff members and students. The description of CBA’s accreditation journey might be insightful for other higher education institutions (HEIs).

The region's universities are “riding a tiger” of university rankings in East Asian higher education, in a race to gain in the list of the world's top 100 universities. While this race impacts universities throughout the world, it takes on particular importance in East Asia due to the stage of university development and the needs of regional societies. The purposes of this paper are to: To examine the emergent global emphasis on world university ranking as a driver of change in higher education, To discuss how the world university rankings are impacting East Asian universities, To assess consequences for higher education in the region, To explore options for leading universities in a more meaningful direction in East Asia.

This paper examines research and commentary on the impact of world university rankings on universities in East Asia.

This paper proposes that the world university rankings have, over a relatively short period of time, had unanticipated but potentially insidious effects on higher education in East Asia. This paper proposes that the “tiger” is carrying most East Asian universities towards goals that may not reflect the aspirations of their societies, or the people that work and study in them. Yet, climbing off the “tiger” often feels just as risky as hanging on to its back. Instead of seeking to lay blame at any one party, the paper suggests that the problem is systemic in nature. Multiple parts of the system need to change in order to achieve effects in the distal parts (e.g. faculty, students, and society). Only leadership can bring about this type of change. The scholarly community must gain some degree of input and monitoring over the rules of the rankings game. Only by joining hands can university leaders in the region change the “Ranking Game” to reflect the reality and needs of university development and social contribution in East Asia. Only by cooperation can the region's university leaders create reciprocal pressure on other parts of the system. In response to systemic problems, “I” may be powerless, but “we” are not.

The originality and value of this paper lie in its aim to elevate underlying dissatisfaction with the rankings into a broader and more explicit debate over the direction in which East Asian universities are riding on the back of the tiger.

The concept of fit is central to theories in both the fields of strategic management and organizational behavior. It is our contention that many key questions in the field of entrepreneurship might also be successfully addressed through a fit approach. For instance, why do entrepreneurs often make poor managers? And why must founders often be replaced by professional managers as their firms grow? The idea of misfit is implicit in both of these questions. A fit perspective may also be beneficial in better understanding specific entrepreneurial behaviors. For example, why does one entrepreneur start and grow multiple businesses over his or her career (serial) while another might be content with starting only one business (novice)? or Why does one entrepreneur continually strive to grow his or her firm while another is content to arrest development (lifestyle) at a certain level? All of these questions, and obviously many more, can be viewed and examined as questions of fit.

Women remain under-represented in leadership positions in both clinical medicine and medical education, despite a rapid increase in the proportion of women in the medical profession. This chapter explores potential reasons for this under-representation and how it can be ameliorated, drawing on a range of international literatures, theories and practices. We consider both the ‘demand’ for and ‘supply’ of women as leaders, by examining: how evolving theories of leadership help to explain women’s’ leadership roles and opportunities, how employment patterns theory and gender schemas help to explain women’s career choices, how women aspiring to leadership can be affected by the ‘glass ceiling’ and the ‘glass cliff’ and the importance of professional development and mentoring initiatives. We conclude that high-level national strategies will need to be reinforced by real shifts in culture and structures before women and men are equally valued for their leadership and followership contributions in medicine and medical education.