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Describes the development of Nicky and Adam Go on Holiday, a teaching pack commissioned by the Southampton and South West Hampshire Health Authority and created while the author was on a one‐day‐a‐week secondment to the advisory team for personal and social education (health). The pack deals with cancer education and is designed to be used with secondary pupils as a term’s module. It focuses, in a covert manner, on skin, breast, cervical and testicular cancer, and the information is presented in the style of a romantic teenage story. Summarizes the research and final materials and explains the aims and rationale of the pack. The pack utilizes a range of active learning techniques based on the fictitious activities and needs of the four young protagonists. It was piloted in two Southampton secondary schools, which reported positive responses from pupils and staff and it is now available on request.

Interim leaders often have little advance notice of their new assignments. Yet, they must skillfully lead their organizations, provide stability for staff and continue the direction of the mission and vision in a time of change. In addition, temporary leaders – often termed interim executive directors or interim chief executive officers (CEOs) – are frequently asked to guide the transition for a new and permanent leader.

This qualitative study presents the insights of 24 interim leaders, largely in the Chattanooga, Tennessee (TN) region, who participated in individual virtual interviews and a subsequent virtual focus group to address a protocol of questions concerned with all phases of carrying out the interim position.

The findings confirmed existing literature on how the interim was selected, the responsibilities of this leader and the costs and benefits for the organization of using an interim and extended findings with guidance for interim over their tenure.

The findings uncovered new insights into personal and career growth, along with unexpected personal and professional enrichment and satisfaction from the experience. The practical implications include providing detailed guidelines for interim leaders at each stage of their tenure, which can help them navigate the complexities of their roles more effectively. Additionally, the findings highlight the potential for significant personal and professional growth, offering interim leaders unexpected enrichment and satisfaction from their experiences.

The exploratory research validated the existing literature on interim leadership and added additional detail in practical guidance for beginning an interim position, carrying out the interim position and even ending the position. This study delineates practical guidelines at each stage of the interim lifecycle for both the temporary leader and the organization and provides areas for future research. Qualitative findings also identified key characteristics of an interim leader. This study also includes discussion of the political implications of interim CEOs.

The study presents original insights into the role of interim leaders by combining qualitative data from 24 participants in the Chattanooga, TN region with existing literature, thereby enhancing understanding of the challenges and successes these leaders face. It confirms previous findings regarding interim leadership and provides practical guidelines for navigating the interim lifecycle, highlighting aspects of personal growth and satisfaction that have not been extensively explored in prior research.

This article seeks to suggest that pedagogical forums published in two major professional associations' publications can contribute to the literature on collection for academic historians.

The author surveys the literature on historians' information needs and surveys articles published in the pedagogical forums for what they reveal about historians' use of electronic resources.

The forums provide useful bibliographic information regarding e‐resources for faculty and collection officers alike; additionally, they provide a useful starting point for discussions of desired learning outcomes, leading to better support for teaching/curricular needs.

Findings are limited to academic historians and are also skewed toward US historians, since more articles on e‐resources appeared in the forum dedicated to US‐historical pedagogy than in the forum encompassing historians of all areas.

Similar research could be done on pedagogical forums in other academic fields.

This paper examines a field's pedagogical methodology to draw conclusions about collections management for that field.

Investors are called to be good stewards/trustees of their investments, often on behalf of third parties. In light of this fiduciary responsibility, and the conundrum of public criticism potentially impacting on share price, this paper aims to use the basis of the UK governance code to explore what important dialogue investors really have with their holdings to support good governance.

Semi-structured telephone interviews with eight institutional investors explore governance issues and investor company dialogue, giving insights into the aspects of the importance of their part in the UK corporate governance code.

Rather than being sleeping lions, investors positively engage with companies, with regular communication being high on their agenda and not always via the annual general meeting. There is a preference to engage directly with the company rather than in public view or via share dumptin. Thus, we often do not see their actions around their fiduciary duties as often they avoid public criticism or any visibility that could do reputational harm and decrease company value.

This dialogue was just before the point of the exposure of the financial crisis; however, it shows the importance that investors give to taking their responsibilities seriously. Importantly, it provides a springboard for further debate following the financial crises and the updates of the financial environment.

Even though policy seeks engagement, the nuances of the investor dialogue are under explored compared to visible quantitative metrics. This dialogue assures that investors are active, even if their engagement is not public and can be deemed as hidden.

Complementing quantitative studies, this paper explores a qualitative approach, uniquely sharing insights into a hidden and little explored world of fiduciary dialogue.

This study aims to analyze how organization development (OD) practitioners develop corporate citizenship for the purpose of increasing their organization’s capacity to practice corporate citizenship. Research shows that very few corporations have the organizational capacity to practice corporate citizenship. Evidence exists that ever more corporations adopt programs of corporate citizenship development to increase this capacity. However, there still is a general lack of a strategic understanding of how corporate citizenship development occurs. The potential of OD frameworks and tools for developing corporate citizenship have been highlighted. Nevertheless, how OD practitioners develop corporate citizenship has not been studied empirically so far.

A sociomaterial case study design was used. The work of six OD practitioners when developing corporate citizenship in one of the largest pharmaceutical corporations was studied over several months, based on interviews, observations and document analyses.

The findings presented offer model practices of corporate citizenship development, in the form of five core strategies and five core behaviors that increase an organization’s capacity to practice corporate citizenship.

With this study, the notion of corporate citizenship development has become established as a distinct research area. The study might encourage further research in this important niche area.

The findings have direct practical implications for at least seven different stakeholder groups.

The findings shed new light on both the epistemological and practical foundations of the concept of corporate citizenship, and hint to a new role of the fields of OD and human resource development in the twenty-first century.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

This paper aims to describe how knowledge management (KM) in planning can support the sustainability of innovation in a hybrid, joint-use facility. The case study research studies ImaginOn, a 15 year-old children’s library and theater for young people in Charlotte, NC.

This research used KM model analysis of qualitative data about tacit-explicit knowledge, intellectual capital (IC) and cognitive modes of collaboration. Both historic documents and primary data (from field study observations, interviews and a questionnaire) were analyzed for informal KM practices. Semi-structured and unstructured interview questions about innovation were used.

This study found evidence of tacit knowledge sharing, the growth of IC and the operationalization of collaboration to promote innovation. Although traditional KM terms were not used by staff, an integrated model framework demonstrates how KM practices promote innovation in planning joint-use facilities.

Although a study of a diverse cultural collaboration rather than two libraries, the KM practices that supported innovation and collaboration in this hybrid, joint-use facility might be applied to libraries. Future KM model research on joint-use organizations could investigate merged businesses, government programs and non-profits.

The library and theater institutions in ImaginOn impact the lives of children and parents in meaningful ways that support community understanding, art, diversity and social interaction.

Research on joint-use libraries began in the 1960s. This case study provides unique model analysis of KM practices in a hybrid, joint-use facility (a library and theater). The innovative success and sustainability of ImaginOn illustrates the application of KM for strategic planning and aligning IC and business assets.

The purpose of this paper is to investigate the ways in which elementary school principals in Israel deal with teachers who are “challenging” in their behaviour, that is those who are perceived as under‐performing. This is an important and under‐researched area of educational management.

Interviews were carried out with 40 elementary school principals, every fourth school being sampled in the northern district of Haifa. They were asked to recall a particularly difficult teacher and their shortcomings and then asked about the measures they took, in chronological order, to solve the problem.

The findings indicated that the principals preferred supportive measures or making changes to the organization rather than confronting the teachers. More than half the principals had started by ignoring the difficulties. In the end most did discuss the situation with the teacher and that sometimes involved direct criticism. In half of the cases the teacher left the school by the end of the year.

The research findings are limited as they only relate to the views of the principals, leading to the possibility of researcher empathy with the principals. Further research might investigate the teachers perspective.

From a practical point‐of‐view, the current findings indicate that elementary school principals need to be better equipped with knowledge, managerial skills and sources of assistance to solve personnel difficulties.

This paper adds to the limited literature on the subject of under‐performing teachers and reveals the resulting personnel difficulties faced by principals.