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We studied seven hydropower license consultations to examine the role of a sense of urgency to reach agreement. Hydropower licensing consultations were studied because the statutory requirement for consultation encourages negotiation, all such consultations are similar, and a negotiated settlement is not a foregone result. Cases selected for analysis met screening criteria. Structured interviews were conducted with participants after the negotiations had been concluded. Respondent recollections were checked against the documentary record. A sense of urgency to reach agreement was a significant factor in the completion of these negotiations; where there was no shared sense of urgency, purposeful delay adversely affected the negotiations. Although a sense of urgency was experienced by at least one party in each case, only a shared sense of urgency at the end of the process proved significant. Delay did not prevent ultimate agreement but a shared sense of urgency brought speedier agreement and greater satisfaction with the negotiation.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

Purpose – Emergency situations are known to have significant effects on public attitudes toward the police. However, little is known about these effects over prolonged periods of time, and how they vary across different types of attitudes. Moreover, it is unclear what the root causes of fluctuations in public sentiments of the police in emergency situations are. The present chapter reviews the findings of a research project designed to address these questions.

Methodology/Approach – A three-wave panel survey carried out in Israel in the first three peaks (and corresponding lockdowns) of the COVID-19 pandemic: April, September and December, 2020.

Findings – Following what appears to be a rise in support for the police at the first peak of the pandemic, the authors find a significant drop in numerous types of attitudes in the second peak. Between the second and the third peaks, broad evaluations of the police (not directly related to the pandemic) stabilized, while some pandemic-specific attitudes continued to deteriorate. The drop in diffused support for the police was associated with participants’ assessments of the government’s performance in handling the pandemic.

Originality/Value – Beyond shedding light on fluctuations in public attitudes toward the police over the course of the COVID-19 pandemic, these findings add to our more general understanding of what happens to the relationship between the police and the public in emergency situations.

Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to definitional overlap with other constructs such as global leadership and cultural intelligence. This overlap has created complexity for research that attempts to understand GM in isolation. Lack of clear boundaries in defining and conceptualizing this construct challenges researchers who are attempting to capture fully what constitutes GM. Our work seeks to better understand and explain what underlines the individual GM construct and how does this impact the development of global competencies in individual managers.

We systematically review and analyze the individual GM literature thematically to provide an overview of the extant research from a broad array of scholarly sources dating from 1994 to 2017. Our work offers a thematic analysis that provides a visual guide to GM by tracking the corpus of individual-level GM studies. We categorize the research according to its theoretical groundings and basic concepts and proceed review how GM has been operationalized at the individual level and measured. Next, we integrate major dimensions in the GM research and propose a framework to enhance understanding of the phenomenon. Finally, we discuss the implications of our review for the development of GM for practitioners, coaches and trainers.

Wicked problems require holistic and systemic thinking that accommodates interdisciplinary solutions and cross-sectoral collaborations between private and public sectors. This paper explores how public relations (PR) – as a boundary-spanning function at the nexus of corporate and political discourse – can support societies to tackle wicked problems.

This conceptual paper synthesizes literature on PR with a service ecosystem perspective. The authors use the service ecosystem design framework to structure the PR literature and develop a model of service ecosystem shaping for social change, which highlights the important role that PR can play in shaping processes.

The authors explicate how PR can (1) facilitate value cocreation processes between broad sets of stakeholders that drive positive social change, (2) shape institutional arrangements in general and public discourse in particular, (3) provide a platform for recursive feedback loops of reflexivity and (re)formation that enables discourse to ripple through nested service ecosystems and (4) guide collective shaping efforts by bringing stakeholder concerns and beliefs into the open, which provides a foundation for collective sense-making of wicked problems and their solutions.

This paper explains the complexity of shaping service ecosystems for positive social change. Specifically, it highlights how solving wicked problems and driving social change requires reconfiguration of the institutional arrangements that guide various nested service ecosystems. The authors discuss in detail how PR can contribute to the shaping of service ecosystems for social change and present a future research agenda for both service and PR scholars to consider.

Integrated service models aim to simplify access, enable effective delivery, remove duplication and provide a holistic and person-centred approach. This project explored the development of integrated well-being services in two local authorities in North-East England. The purpose of this paper is to address this issue.

Underpinned by public health and co-production approaches, the project utilised a mixed-methods approach. Data were collected via online surveys (n = 95), virtual interviews with members of the local population (n = 8) and practitioners and commissioners (n = 8) to explore needs for a new service. Thematic analysis was used to identify key themes and issues.

Several benefits of an integrated service were highlighted by both staff and service users, with a central anticipated benefit being the provision of holistic care. Improvement in information sharing was also seen to increase the efficiency of services and communication barriers between services. Beneficial aspects and barriers related to the COVID-19 pandemic on current service provision were reported that have informed our future recommendations.

The authors’ findings provide a much deeper insight into function, care, social inclusion and ongoing support needs, from both the perspectives of staff and service users. Service users and staff saw value in an integrated model for themselves, as well as the wider community. The authors’ findings indicate that the integrated service model is a promising one for the development of services within local authorities.

This chapter addresses the National Association for the Education of Young Children’s ethical principle of “First Do No Harm” from the perspective of racial equity issues that seemingly are not obvious to educators or often overlooked in the education of Black children. Two complementary points are made. First, many educators tend to view discrimination in terms of intentional and overt actions, but may not realize how they can and do inadvertently harm children during everyday classroom routines, instructional practices, policies, and curriculum that position African American culture invisible or abnormal. Second, even though teachers might not be cognizant or aware of institutional racism that is endemic in policies, instruction, curriculum, practices, and routines, their involvement in these practices represents an ethical problem and violates the “do no harm” principle. While most P-12 teachers and teacher educators agree in theory with the idea of valuing cultural and linguistic diversity, changing actions, and deeply-seated teaching practices and dispositions can only be accomplished by challenging and disrupting normalizing discourses in the policies that inform instructional practices, curriculum, and the pedagogies used in teacher education programs and in P-12 schools. This chapter suggests that teacher education programs use decolonizing frameworks for addressing equity academic and social issues for African American students. A discussion of institutional levels of oppression and praxis are included. Examples of barriers and promising practices are shared. An overarching theme is that early childhood teacher educators must unapologetically, thoughtfully, intentionally, and comprehensively advance issues concerning educational equity for African American students.