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Psychologically Informed Planned Environments (PIPEs) are designed to support individuals to develop positive relationships. This can be achieved through social activities and engagement with committees. Developing understanding of diversity and inclusion (D&I) continues to be an area of need in criminal justice. A custodial PIPE therefore developed a D&I committee, which included the planning and delivery of community events. This study aims to explore the effectiveness of the committee and events in increasing understanding of protected characteristics, enabling individuals to raise D&I-related issues, developing positive relationships and increasing feelings of safety.

Eight participants residing on a PIPE engaged in semi-structured interviews to explore their experience of the D&I committee and events. Thematic analysis was used to explore the responses and to identify common themes within the data.

Four themes were identified: “you’re in a safe environment here”, connectedness, opportunities to learn and grow and “it could be better”. The research indicated that the D&I committee and events support several of the enabling environments standards and provide prisoners with an opportunity to build on their strengths and capabilities, in line with the Good Lives Model (Ward, 2002; Ward and Gannon, 2006), which underpins the ethos of PIPEs (NOMS and DoH, 2012; HMPPS and NHS, 2023).

There is scope for similar committees to be implemented in other psychologically informed environments, which could potentially be extended to other therapeutic environments and “standard wings” within prisons. However, future research should consider the influence of prisoners’ individual characteristics on their experience of such committees and events.

PIPEs provide a unique environment in which various committees can be implemented. A D&I committee has provided the space and opportunity for staff and prisoners to develop their knowledge and understanding and to build positive relationships. This research has evaluated the effectiveness of this and aims to promote the use of such committees in other services.

This chapter explores institution as a religious phenomenon. Institutional logics are organized around relatively stable congeries of objects, subjects, and practices. Institutional substances, the most general object of an institutional field, are immanent in the practices that organize an institutional field, values never exhausted by those practices, and practices premised on a practical belief in that substance. Like religion, an institution's practices are ontologically rational, that is, tied to a substance indexed by the conjunction of a practice and a name. Institutional substances are not loosely coupled, ceremonial, legitimating exteriors, but unquestioned, constitutive interiors, the sacred core of each field, unobservable, but socially real.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

While it is well known that leadership can play an important role in engendering effective knowledge management activity, relatively little is known about which styles of leadership are most appropriate for this task. The purpose of this paper is to contribute to theory by exploring dimensions of leadership as presented by Avolio and Bass (Transformational, Transactional and Passive‐Avoidance Leadership) and the dimensions of organisational knowledge management activity as presented by Maier and Mosley through a survey of primary knowledge managers from information and communications technology (ICT) organisations in the UK.

The paper presents the results of a quantitative survey of 111 primary knowledge managers from ICT organisations in the UK.

The key finding is that when primary knowledge managers within organisations adopt the Transformational and Transactional leadership styles, there is a notable increase in knowledge management activity. Given the results, the authors argue that organisations must be cognisant of the leadership style adopted by their knowledge managers and that it is important that both the Transformational and Transactional leadership styles are mastered and can be employed by knowledge managers within organisations.

The paper provides analysis of two well‐known leadership styles and a full range of knowledge management activity, providing insights for practitioners and theorists alike.

This chapter addresses the concern that much theory building in organization and management (OM) research suffers from de-contextualization. The authors argue that de-contextualization comes in two main forms: reductionism and grand theory. Whereas reductionism tends to downplay context in favor of individual behavior, grand theory looks at context only in highly abstract ahistorical terms. Such de-contextualization is problematic for at least two reasons. First, the boundary conditions of theories remain unexplored in ways that threaten scientific validity. Second, de-contextualization limits the potential of OM theory to fully understand the role of organizations in society and thereby address societal grand challenges. These claims are exemplified through critical reviews of four fields in OM research – gender, employee voice, corporate social responsibility (CSR), and institutional logics – and counterpoints that may help to overcome de-contextualized research are presented.

IN order to be able to discriminate with certainty between butter and such margarine as is sold in England, it is necessary to carry out two or three elaborate and delicate chemical processes. But there has always been a craving by the public for some simple method of determining the genuineness of butter by means of which the necessary trouble could be dispensed with. It has been suggested that such easy detection would be possible if all margarine bought and sold in England were to be manufactured with some distinctive colouring added—light‐blue, for instance—or were to contain a small amount of phenolphthalein, so that the addition of a drop of a solution of caustic potash to a suspected sample would cause it to become pink if it were margarine, while nothing would occur if it were genuine butter. These methods, which have been put forward seriously, will be found on consideration to be unnecessary, and, indeed, absurd.

The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).