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This article, based on a presentation given at the First National Personality Disorder Congress, provides a brief descriptive overview of the occupation‐based intervention group programme, the Journey day service, with contributions from a former group member, Rachel, of her experience of participating in and completing the programme.

This paper aims to address issues surrounding the revitalising of organisations in turbulent environments.

The paper contains a discussion of relevant issues and presentation of research which considers how leaders today are choosing to function in a very uncertain environment, that of higher education.

The characteristics of urban and edgy organisations were all found to be evident in the leaders style in higher education. However, it was identified that this type of leadership rests on two critical axis–Knowledge management (shared and open) and the overarching style of leadership (empowerment and encouragement).

This work is introductory and used a small sample as a pilot–further more extensive work is needed in this area.

This paper has introduced the idea of a new label for organisations which find themselves to be so full of diversity and differences that they can be characterised as being “on the edge” of danger–yet these organisations have found a way to be something which is separate from that of the urban character–important, flexible, dynamic, and playing a central role in development of new ideas.

The contribution made to the discipline of leadership is the introduction of a new way of looking at organisation–the work offers new ways of looking at established ideas, through new lenses which may assist leaders and all who work in large organisations.

Confidentiality in adoption has been the norm in this country since the 1930s. Traditionally, it has been perceived as beneficial to all sides of the adoption triangle: the adoptive parents, the adoptee, and the birth parents. Adoption agencies have supported the policy of confidentiality, and as a result the practice of concealment is almost universal in the United States. Alaska, Hawaii, and Kansas are the only states that allow adult adoptees access to their birth and adoption information.

Reviews important contemporary theoretical approaches to the understanding and management of change in organizations, and then proposes an alternative framework for integrating the major themes encountered in organizational change management. Reports on results from an assessment instrument measuring agreement with key principles and concepts from this framework. Analyses results for trends indicating differences according to gender, culture, function, level, industry and other demographic and organizational variables. Discusses implications for change agents and human resources professionals.

Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) individuals face an elevated level of prejudice in various social settings like sports. These biases can relate to internalized stigma, which might prompt LGBTQ+ athletes to implement numerous identity coping strategies. Muslim LGBTQ+ athletes are likely to experience these dynamics more than others. However, there remains a dearth of scholarship on understanding how Muslim LGBTQ+ athletes employ different identity development coping strategies to tackle the prevalent stigma against them and use their visible identity development process as a means of social activism. Hence, in this book chapter, the authors explore the development of Muslim LGBTQ+ sportspersons' visible identity by defining the forces that shape their identity. The first author of the book chapter sheds light on his experiences while working with the LGBTQ+ community in the Islamic Republic of Pakistan and his recent interactions with the Muslim LGBTQ+ community in North America. The authors then highlight how Muslim LGBTQ+ athletes might use different identity coping strategies to show personal agency against the heteronormative system. Furthermore, the authors elucidate how sexual orientation intersects with religion within the sociocultural domain in shaping the identity and present global Muslim LGBTQ+ identity typology. Finally, the authors argue that Muslim LGBTQ+ athletes' visible identity depends upon two factors: religious negative/positive self-beliefs about religion Islam's openness toward LGBTQ+ rights and social acceptance, bounded by time and space.

This paper presents a methodological analysis of the co-creation and evaluation of “Biobot Academy” social marketing program to promote socio-emotional skills and prosocial behaviour in children, using a Living Lab method. This paper aims to identify how using a Living Lab method can enhance the co-creation and evaluation of a gamified social marketing program with users and stakeholders. To the best of the authors’ knowledge, this paper is the first to apply and further develop a Living Lab framework to guide social marketing program design.

Using a case study method, the Living Lab process was applied during the development of the gamified social marketing program for promoting socio-emotional skills and prosocial behaviour in children. In total, 28 online and in-person sessions over a two-year period led to program co-creation. Guided by a mixed method approach, testing was conducted in a non-randomised waitlist control trial, while qualitative data from in-game data capture, classroom observations and recordings were collected.

The application of the Living Lab method warranted improvements, specifically to the front-end and back-end steps of the existing process. While the non-randomised trial indicated effectiveness of the social marketing program across all outcome measures (self-awareness, empathy and prosocial behaviour intentions) compared to control, qualitative findings showed program improvements were needed on three specific aspects, namely, interactivity, user experience and comprehension.

This study provides methodological guidance for the application of the Living Lab method in other social marketing settings to help co-create innovative social marketing solutions with diverse stakeholder groups.

The purpose of this paper is to explore whether and how entrepreneurs in the cultural and creative industries develop an entrepreneurial identity. It also aims to expand research on cultural and creative entrepreneurship.

The study is based on longitudinal qualitative cases and analyses the potential entrepreneurial identity development of eight cultural and creative entrepreneurs from Germany. The researchers create a framework to ascertain whether and, if so, how cultural and creative entrepreneurs develop an entrepreneurial identity.

The findings suggest that cultural and creative entrepreneurs do develop an entrepreneurial identity and incorporate their cultural and creative identity into that entrepreneurial identity whereas self-reflection is a key driver in the development.

Cultural and creative entrepreneurs are a key driver of economic development. Hence, it is important to generate a more detailed understanding of their entrepreneurial mind-set and their behaviour.

The study suggests that cultural and creative entrepreneurs actively develop an entrepreneurial identity and that self-reflection, communication with other entrepreneurs and entrepreneurial experience are the main drivers of their identity development. Nevertheless, their cultural and creative identity does have an influence on their entrepreneurial identity. In addition, the study demonstrates how such entrepreneurs develop their identity.

This chapter provides an introduction to the problematic notion of teaching excellence in higher education, which is a focus of this collection. It draws on an extensive review of relevant literature to explore how teaching excellence is defined and conceptualised and what factors underpin different conceptions. It notes that definitions are disparate, often context-specific and are influenced by a range of different ‘players’. It then examines how different conceptualisations play out at the macro, meso and micro levels and highlights the tensions between performative and transformative notions of teaching excellence. It notes the move from ‘surface’ to ‘deep’ excellence and efforts to articulate a more holistic conception of teaching excellence that emphasises the relational, emotional and moral dimensions of teaching. It suggests that, rather than seeking singular definitions and conceptions, it may be more useful to talk of ‘teaching excellences’, to reflect a stratified and plural sector, a diverse student body and different disciplinary families. Equally, it argues for further investigation of the intersections of teaching excellence with other key drivers of institutional change, such as student engagement and well-being, inclusion and diversity, widening participation and retention and success.

Entrepreneurship is a social role, suggesting that different communities and societies will hold different typical expectations for who the entrepreneur should be (i.e., personal characteristics) and how an entrepreneur acts (behaviors). In this chapter, we describe the results of two studies that elucidate the content of the entrepreneur’s role and assess its generalizability and cultural uniqueness in three cultures: the United States, China, and Taiwan. We do so by examining the prototypes, or culturally shared implicit theories or schema that individuals hold about the attributes and behaviors characterizing the entrepreneur’s role. We suggest that the entrepreneur prototype has overlapping content across these three cultures, and that they also reflect cultural uniqueness due to different political, economic, and social histories and conditions. First, we conducted an initial inductive study designed to elicit a comprehensive list of representative characteristics and behaviors that are commonly recognized in each society as typical of an “entrepreneur,” resulting in an inclusive list of 87 prototypical/anti-prototypical items. These items were subsequently used in a survey-based study to assess the specific content that each culture endorses as prototypical of an entrepreneur, the extent to which those prototypes varied across the three cultures, and relationships of prototype evaluation with individuals’ personal values and exposure to entrepreneurship. Results showed that prototypes were distinct in each culture, but with some overlap of attributes, especially between China and Taiwan. Results showed some support for the relationship between top-ranked prototypical attributes and individuals’ exposure to entrepreneurship as well as openness-to-change values and conservation values, but also interesting differences in these relationships in the three cultures. The findings highlight that role prototype formation processes across these cultures were etic, but that the content of the role may well be emic or culturally specific.