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The purpose of this paper is to present the findings of a short research project, conducted in 2010 as part of a larger EU funded action investigating the participation and impact of doctors in management. The authors sought to compare the ways in which hospital doctors in the UK and Poland – countries with distinct histories – participate in management; whether they are converging and whether the type of participation found results from changes in the governance and management of these systems.

First, a review of existing evidence and an analysis of policy documents and healthcare statistics were conducted. Identifying a lack of empirical data in the Polish context, and a potentially changing situation in the UK, the authors proceeded to collect some exploratory data in Poland, via interviews with expert informants, and to draw on data collected alongside this study in the UK from qualified doctors participating in research on management and leadership development.

Hospital doctors currently hold similar types of management role in both systems, but there are signs that change is underway. In Poland, different types of medical manager and role are now emerging, whereas in the UK younger doctors appear to be expecting greater management responsibility in the future, and are starting to take up the management training now on offer.

The potential implications of these changes for the profession and policymakers in both Poland and the UK are discussed, with opportunities for further research highlighted.

The paper provides a comparison of how medical engagement within two systems with different histories is occurring, and also of the changes underway. It provides some much needed initial insight via interviews with expert informants within the polish system, which has been under-researched in relation to the involvement of medicine in management.

This chapter explores how direct-to-consumer advertisements (DTCA) for major depression and anxiety disorders use contemporary gender scripts to sell medications and disease definitions to consumers, and in the process reflect and reinforce those scripts for both men and women. Between 1997 and 2006, antidepressant DTCA in popular magazines overwhelmingly depicted depression as a (white) female disorder, as did anti-anxiety DTCA, although not to such an extreme extent. In addition, DTCA often alerted men to the benefits they might reap if the women in their lives sought treatment, while suggesting that women had a responsibility to seek such treatment for the sake of their loved ones. Moreover, DTCA disproportionately encouraged women to monitor their emotions while encouraging men to monitor their physical sensations. Finally, DTCA suggested that medication would yield benefits for women primarily in their close relationships and for men primarily in their work lives, thus reinforcing the binary sex divisions implicit in hegemonic masculinity and emphasized femininity. At a broader level, DTCA studied for this article suggest to both women and men that individuals should monitor themselves and others for a wide variety of common emotions, behaviors, and physical sensations, thus individualizing social problems and encouraging the expansion of medical authority over everyday life.

This paper is a commentary which aims to address themes arising from the article by Bunning et al. entitled “Empowering caregivers of children with learning and developmental disabilities: from situation analysis to community-based inclusive development in Kilifi, Kenya”.

This commentary provides discussion stimulated by the paper by Bunning et al., including important areas for consideration when developing and evaluating care pathways or solutions to providing support to families of children with disabilities in low- and middle-income countries.

This commentary highlights issues such as: the value of transported and home-grown approaches; the importance of empowerment and advocacy; and the benefits of equitable collaborative partnerships between researchers in low- and middle-income countries and those in high-income countries.

This is the personal perspective of two collaborators who have been working in the field of service delivery of complex interventions for children with developmental disabilities in high- and low-income country settings.

The accounting profession has consistently called for educators to assist in developing accounting students' skills beyond technical knowledge. As a result, our institution has emphasized professional skills such as oral and written communication, teamwork, research, and time management alongside technical content. Yet, our students have had difficulty making the transition from school to work, that is, from backpack to briefcase. Specifically, they lacked a sense of professional identity and an awareness of the accounting profession's roles in business and society. To address this issue, we created a professional development program to transform students from uninformed freshmen to graduates who understand what it means to be an accounting professional. The chapter describes activities that encourage the development of a sense of professional purpose. Limited assessment of the innovation suggests increased student enthusiasm for the major as well as improved perceptions of professional success. The chapter also suggests means by which other accounting programs might reevaluate and revise their own activities to assist students as they transition to accounting professionals.

This chapter explores the parallels between the recruitment and retention of students from marginalized backgrounds, and efforts with similarly identifying faculty and student affairs administrators. Higher education institutions target specific student populations to increase access, thus leading to an increase of students of color, low-income students, and first-generation students on college campuses (Chen & Nunnery, 2019). This welcome development proves inadequate on its own, as the critical support structures necessary for student success are not in place. Students' lived experiences are not attended to in a manner that fosters thriving (Jack, 2019; Nunn, 2021).

Research underscores the significant positive impact on marginalized students of having faculty and student-facing administrators from similar backgrounds on their campus (Braxton et al., 2014; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007). The intentional recruiting of these college personnel provides a vital means of attending to the needs of underrepresented students. Yet, the student experience is not instructive for the work with underrepresented college employees. The lived experiences of the faculty and administrators from marginalized identities are not being addressed either, similar to that of underrepresented students (Orelus, 2020). When these college personnel leave institutions unexpectedly or stay but are not thriving, this impacts students, colleagues and the college as a whole. In many respects, institutions are replicating inequities they commit to substantively dismantle, limiting the racial justice work they promised, and effectively thwarting their own Diversity, Equity, and Inclusion (DEI) efforts.

Using an autoethnographic approach, this chapter will explore these parallel issues, and propose recommendations for future research and institutional policy and practice for retention of underrepresented faculty and student-facing administrators.

Service research holds that as services become more technology dominated, new service provider roles emerge. On a conceptual level, the potential impact of different roles has been discussed with regard to service provider readiness, job performance and overall experience. However, as yet, there is sparse empirical support for these conceptual interpretations. The purpose of this paper is to provide an understanding of the new service provider roles that emerge due to the increase of technology mediation in services.

This study follows a qualitative methodology. Insights are drawn from in-depth interviews with 32 junior and senior health-care service providers (across 12 specialties) and 5 information governance/management staff.

This analysis illustrates that new service provider roles include those of the enabler, differentiator, innovator, coordinator and sense-giver. By adopting these roles, health-care service providers reveal that they can encourage, support and advance technology mediation in services across different groups/audiences within their organizations (e.g. service delivery level, peer-to-peer level, organizational level). This paper further shows the relationships between these new service provider roles.

This study contributes to theory in technology-mediated services by illustrating empirically the range of activities that constitute each role. It also complements prior work by identifying that service providers adopt the additional role of sense-giver. Finally, this paper provides an understanding of how by taking on these roles service providers can encourage, support and advance technology mediation in services across different groups/audiences in their organization.

This study aims to examine how being part of a WhatsApp community of doctoral researchers over a five-year period influences the author’s well-being, learning and professional development.

This study adopts a digital autoethnographic approach, using the author’s own contributions to a WhatsApp group of doctoral researchers as data.

For the researcher, WhatsApp plays a significant and positive role in fostering community. The group engenders a sense of connection in a “backstage” community, where feelings can be shared honestly and reassurance received, thus supporting well-being. In this community, it is easy to seek advice about research. It also provides a low-stakes environment in which to learn how to offer advice to others, the experience of doing so contributing to professional development as a doctoral supervisor.

The insights gained will be useful for doctoral researchers considering the potential value of peer support and also for those supporting and supervising them.

This paper provides a rare glimpse into a peer-led WhatsApp community of doctoral researchers. It adds to the literature that uses rhizome theory as a theoretical lens, showing how rhizomatic principles and ideas around assemblages can be helpful in analysing multiple aspects of WhatsApp groups and other similar online communities.

The support given to prisoners when they leave prison has a bearing on their success in starting a new life and on community safety. This paper aims to examine the community re‐entry experiences of ten people with an intellectual disability in Queensland, Australia.

The findings in this paper are part of a wider study on the life stories of ex‐prisoners with an intellectual disability. Seven male and three female participants with intellectual disability were interviewed using a semi‐structured life story method. Interviews were respectful of the communication styles of participants and involved multiple interview sessions, ranging from two to nine interviews per person. Data were analysed using narrative and thematic analysis with the assistance of NVivo 8 software.

Participants found the process of leaving prison an emotional event, often clouded with both confusion about when release was to occur, and uncertainly as to what they could expect on the outside. The need for concrete information and coordinated hands‐on assistance in negotiating supports in the community have significant implications for correctional and community services.

This study captures the perspectives of people with intellectual disability on community re‐entry. These perspectives are often overlooked in policy and practice developments in the field of corrections. Yet without understanding this group, the field is unable to address their particular needs.

This paper aimed to examine the role of social factors and individual factors on alcohol drinking in a licensed premise.

An unobtrusive covert systematic observational study of 632 licensed premise patrons was conducted during May 2015.

Convergence between genders was observed with females drinking as much and as long as males; 57.9 per cent of patrons drank two and more servings, exceeding daily recommended amounts. Social factors such as group size are more influential on drinking than individual factors such as gender and smoking status. Serving practices such as straws and buying drinks in rounds influence the quantity of alcohol consumed.

The study focussed on one licensed premise. Replication of the method outlined in the current study in different licensed venues, states and countries will permit the role of policy, drinking environments and drinking cultures to be understood.

Drinking patterns of both genders are converging. Thus, intervention efforts should target both genders.

This paper contributes a structured observation protocol that extends our understanding of alcohol drinking beyond quantity by incorporating observation of duration of consumption for each serve, permitting identification of social and environmental factors that can be used to lower licensed premise alcohol drinking.