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This paper aims to explore an adaptation of the National Science Foundation Innovation Corps (I-Corps^TM) program, which uses the Lean Startup methodology to help STEM scientists commercialize their research. The adaptation, known as I-Corps for Social Impact (I-Corps SI), extends the for-profit canonical model to include mixed revenue and non-profit business models, to help researchers generate social impact.

A research team of policy and non-profit experts observed and adapted a canonical I-Corps process, then interviewed academics who are scaling and sustaining socially impactful solutions from their research, including past I-Corps participants, to validate research team learning.

The paper describes limitations of the I-Corps model and modifications required to enhance social impact.

While the field of social entrepreneurship has grown rapidly over the past few decades, social scientists have lagged behind in translating evidence-based research into solutions that can be scaled and sustained to achieve social impact. The paper presents an evidence-based case for a pedagogical tool to close this gap.

A focus on validated learning and business model development supports a paradigm shift within the social sciences, which can help spur greater social innovation from evidence-based research.

The Improvement Foundation's Healthy Communities Collaborative (HCC) model combines community development and quality improvement, lay knowledge and professional support in an innovative community‐led approach aimed specifically at reducing health inequalities. This paper describes the key characteristics of the model and uses an outcomes framework to discuss indicative results from an HCC initiative to promote earlier identification of people at risk of cardiovascular disease, implemented in nine spearhead local authorities.

The focus of this chapter is upon workplace coaching, one of the deepest forms of communication where true understanding is formed between two people in rich dialogue.

Two domains of personal learning are presented: the inner theatre, which includes multi-source feedback, and the outer theatre, which includes action-learning projects (Callan & Latemore, 2008).

Two transformative learning strategies are considered in detail: the therapeutic metaphor (Atkinson, 1995) and the intensive journal (Progoff, 1992). Four case studies are then examined where clients engage in transformative change.

The chapter concludes with cautions for the professional coach and insists that coaching needs to be deeply respectful. Authentic coaches facilitate change with their clients, not to do things to them.

Despite the popularity of facilitating coaching cultures, very little is known about this phenomenon, especially from the perspective of different organisational stakeholders. We aim to add the enacting practitioner perspective in developing coaching cultures that has not yet been explored through empirical research.

We interviewed 20 organisational development and coaching practitioners who work in or with organisations to develop coaching cultures.

We apply Braun and Clarke’s reflexive thematic analysis (TA) and unpack four intersecting themes: (1) “It flows through the veins of the organisation”; (2) “More powerful than anything else is having that one-to-one time”; (3) “The roadmap emerges”; and (4) “Means to an end and an end in itself”. We construct a coaching culture as an ever-evolving, psychologically safe, and empowering dialogic “container” or subculture that is developed and sustained by change agents with first-hand experience of coaching.

The findings add to our understanding of coaching cultures by offering a conceptualisation of coaching culture based on practitioners’ perspectives and constructing a framework of assumptions, values and behaviours that underpin them. We conclude by setting an agenda for further research in the advancement of coaching culture theory and practice in coaching psychology.

The purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level employment for undergraduate students, at two UK universities. In addition, to offer recommendations to enhance coaching and mentoring success within higher education (HE).

Two similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the business school. The second study is a mentoring programme involving over 250 students over a ten-year period within the business school at a different institution.

The two programmes have been compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision and robust evaluation and record keeping.

The research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships. In addition, to test the assumptions and recommendations beyond these two institutions, and to validate the reach and application of these best practice recommendations further afield.

The results identify a number of best practice recommendations to guide HE institutions when offering coaching and mentoring interventions to support career progression of their students.

There are limited comparison studies between universities with undergraduate career-related coaching and mentoring programmes and limited research offering best practice recommendations for coaching and mentoring programmes in HE. The top ten factors offered here to take away will add value to those thinking of running similar programmes within HE.

This paper aims to provide an annotated bibliography of literature on diversity initiatives for 2010-2015 in academic libraries, both in USA and internationally. It aims to help librarians interested in fostering a welcoming and supporting environment for all individuals and engaging library community in discussions about diversity.

The authors conducted literature review using EBSCOhost multidisciplinary databases and Google Scholar, using the terms “divers*” and “academic librar*” and limiting search results to 2010-2015 dates.

The literature reviewed in this annotated bibliography is a solid start to assist librarians with diversity initiatives from planning collections to wider organization planning purposes.

No other annotated bibliography currently exists for those interested in conducting vital work of ensuring a respectful and inclusive library environment.

Role-taking is a basic social process underpinning much of the structural social psychology paradigm – a paradigm built on empirical studies of human interaction. Yet today, our social worlds are occupied by bots, voice assistants, decision aids, and other machinic entities collectively referred to as artificial intelligence (AI). The integration of AI into daily life presents both challenges and opportunities for social psychologists. Through a vignette study, the authors investigate role-taking and gender in human-AI relations.

Participants read a first-person narrative attributed to either a human or AI, with varied gender presentation based on a feminine or masculine first name. Participants then infer the narrator's thoughts and feelings and report on their own emotions, producing indicators of cognitive and affective role-taking. The authors supplement results with qualitative analysis from two open-ended survey questions.

Participants score higher on role-taking measures when the narrator is human versus AI. However, gender dynamics differ between human and AI conditions. When the text is attributed to a human, masculinized narrators elicit stronger role-taking responses than their feminized counterparts, and women participants score higher on role-taking measures than men. This aligns with prior research on gender, status, and role-taking variation. When the text is attributed to an AI, results deviate from established findings and in some cases, reverse.

This first study of human-AI role-taking tests the scope of key theoretical tenets and sets a foundation for addressing group processes in a newly emergent form.

The purpose of this paper is to explore multiple perspectives on managerial coaching: why and how managers engage, employees and human resource development (HRD) professionals’ perspectives on the use and how HRD and managers can better support each other with it.

This study used secondary analysis of empirical data already collected through a transnational study from 20 different medium-size to large organisations in the Netherlands, the UK and the USA. For this study, 58 interviews referring to coaching were analysed from 18 of these organisations, from these 3 different countries and from 3 stakeholder groups: managers, employees and HRD professionals.

Findings show that managers perform a variety of “on the job” informal coaching roles and that HRD professionals lead the more formal aspects. Managers felt that HRD support was limited and hoped for more. A limited number of employees mentioned coaching, but those that did highlighted the different types of coaching they received in the workplace, referring to managers but with little recognition of HRD’s role. HRD professionals shared how they support managers through both informal and formal coaching approaches, but this was not fully acknowledged by neither managers nor employees.

The findings of this study contribute to the literature on devolved HRD practices, highlighting that managers are engaging more in managerial coaching with their teams, that potentially employees are not that aware of this and that managers and employees are not fully aware of HRD’s contribution to supporting coaching and feel they could do more. As a result, this study suggests that HRD professionals have a clear role to play in creating and leading the supportive organisational culture for coaching to thrive, not only in setting the “coaching scene” for managers to work within but also through offering support for long-term capacity building for all employees.

Through the diffusion of key HRD activities into managerial roles, and while internal coaching is gaining more momentum, managers now step up when coaching their teams. This study extends the limited prior research on managers’ and others’ (employees and HRD) beliefs about the coaching role in the workplace. This study highlights the changing role of the manager, the need for HRD to offer more support for the joint role that managers are taking (manager and coach) and the partnership potential for HRD professionals to include all stakeholders including employees.

This paper aims to contribute to the regionalisation–globalisation debate in international business (IB) by providing a longitudinal analysis of firm-level multinationality. The analysis uses a unique hand-collected data set of both accounting (sales) and non-accounting (subsidiaries) data. The percentage of foreign sales is also used as an additional measure of multinationality.

This paper categorises constituent firms of the Financial Times Stock Exchange 350 index over an 18-year time period from 1998 to 2015. Firms are categorised using the multinationality classification system developed by Aggarwal et al. (2011). The paper also conducts an industrial analysis across ten industries.

The evidence shows increasing multinationality over time that suggests a “trans-regional” operational strategy rather than a global or regional one. The results also show that UK firms are more multinational based on subsidiaries than sales. This contradicts the traditional stages theory of internationalisation where firms first expand sales, then subsidiaries. While some support for triad regions is found, there is also evidence of firm-level operations expanding beyond the triad regions of North America, Asia and Europe to non-triad regions such as Africa, Oceania and South America. The industrial analysis shows that non-service firms are more multinational than service firms.

To the best of the authors’ knowledge, this is the first paper to provide an in-depth longitudinal analysis of the geographical dispersion using both sales and subsidiaries data for UK firms. This paper provides a unique perspective on the regionalisation–globalisation debate in IB and presents evidence contrary to traditional stages theories of firm-level internationalisation.