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After many years working with mentors for beginning teachers, both through a formal, Ministry-sponsored program, known in Ontario as the New Teacher Induction Program (NTIP) and through a university-based Faculty of Education practicum, the authors cultivated an understanding of the value of both mentoring and the communities that foster it. The authors observed that pre-service mentors are not offered the same level of support as their induction mentor counterparts. The purpose of this paper is to explore the aforementioned gap by bringing together a small group of pre-service mentor teachers with several highly trained induction mentors from the NTIP program in two full days of professional development: one day of learning and community building among mentors, and the second day of collaboration by pre-service mentors alongside their teacher candidates (TCs). The authors learned that pre-service mentors need and desire professional learning and community mentoring support to develop foundational understandings about the role of mentors and the skills and strategies that support an effective mentoring practice. As a result, the authors advocate for sustainable professional development that leverages existing programs and the clarification of the pre-service mentoring role through continued study and collaboration over time.

This qualitative study was designed to explore, understand, and interpret pre-service mentor teachers’ experience of professional learning about mentoring and the role of the mentor, including their responses to participating in a like community of learners. This study brought together educators serving as pre-service and induction mentors to engage them in formal professional learning about mentoring, within an environment that created the conditions for collaboration and community in the context of learning about mentoring.

This study surfaces the insights related to the types of knowledge and skills that mentors developed in this study in addition to pointing toward the knowledge and skills they perceive to be necessary to their effective participation in their roles as mentors. The study also identifies both the value that pre-service mentors perceived as a result of being invited into a learning space and the dynamics of professional learning and dialogue in collaboration with their induction mentor counterparts and their pre-service mentees.

This research study explores a research gap in the area of mentoring as it relates to pre-service mentors or cooperating teachers. Its unique feature involves bringing together two previously segmented groups of mentors: pre-service mentors supporting developing TCs and induction mentors supporting novice teachers. It describes the value and impact of mentoring as understood by pre-service mentors, in particular identifying the reciprocal benefits they experienced. The authors also investigate and shed light on the value and impact of pre-service mentor participation in a community that is intentionally created to support their professional learning about their role. It provides recommendations for practice and indicates areas of potential research.

This study surfaces the potential benefits of professional learning and community for pre-service mentors who play an integral role in supporting TCs in the completion of their education degrees. It makes practical recommendations which point to uniting pre-service and in-service mentors as participants in learning communities that build leadership capacity and advance mentoring knowledge and skills to impact the mentoring relationship. This study advocates for a restructuring existing practice in the area of pre-service mentoring to encourage professional learning and interaction that connects the work of pre-service and in-service mentors, bridging two currently separate mentoring communities.

This study offers a re-visioning of mentoring as a community endeavor. It advances the notion that, supported by a targeted program of professional development and participation in communities of inquiry, knowledge creation and mobilization, mentors can build their mentoring and leadership capacity and extend their professional impact.

The purpose of this paper is to describe how an Academic Health Science Centre, providing pediatric rehabilitation services, research, and education, developed a Centres for Leadership (CfL) initiative to integrate its academic functions and embrace the goal of being a learning organization.

Historical documents, tracked output information, and staff members’ insights were used to describe the ten-year evolution of the initiative, its benefits, and transformational learnings for the organization.

The evolutions concerned development of a series of CfLs, and changes over time in leadership and management structure, as well as in operations and targeted activities. Benefits included enhanced clinician engagement in research, practice-based research, and impacts on clinical practice. Transformational learnings concerned the importance of supporting stakeholder engagement, fostering a spirit of inquiry, and fostering leaderful practice. These learnings contributed to three related emergent outcomes reflecting “way stations” on the journey to enhanced evidence-informed decision making and clinical excellence: enhancements in authentic partnerships, greater innovation capacity, and greater understanding and actualization of leadership values.

Practical information is provided for other organizations interested in understanding how this initiative evolved, its tangible value, and its wider benefits for organizational collaboration, innovation, and leadership values. Challenges encountered and main messages for other organizations are also considered.

A strategy map is used to present the structures, processes, and outcomes arising from the initiative, with the goal of informing the operations of other organizations desiring to be learning organizations.

The purpose of this study was to examine the relationship between micronutrient intake and coronary heart disease (CHD) in middle-aged Jordanian participants.

A case-control study was conducted among patients referring for elective coronary angiography. A total of 400 patients were enrolled in this study. Face-to-face interview was used to complete food frequency questionnaire from which the authors derived usual daily intake of micronutrients. The mean age of participates was 52 years and their average BMI was 30.7 kg/m². Multinomial logistic regression model and linear logistic regression model were used to calculate odd ratios (OR) and its 95 per cent confidence interval (CI) and p-value for trend, respectively. The association between the risk of CHD and micronutrients intake was adjusted for the age, gender, BMI, smoking, physical activity, total energy intake, occupation, education level, marital status and family history.

The study results showed no significant differences between cases and controls for dietary intakes of micronutrients, except for the intake of calcium (p < 0.005), magnesium (p < 0.025), phosphorus (p < 0.023) and potassium (p < 0.006) which were lower in cases than controls. Although no significant trend was observed between most of the dietary intake of micronutrients and the risk of developing CHD, a significant protective effect of magnesium [OR 0.52; 95 per cent CI (0.29-0.95)], phosphorus [OR 0.44; 95 per cent CI (0.24-0.80)] and potassium [OR 0.41; 95 per cent CI (0.22-0.74)] against the risk of CHD was detected.

The findings from this study provide strong evidence that the intake of micronutrients such as calcium, magnesium, phosphorus and potassium has no significant associations with the risk of CHD.

The purpose of this paper is to examine to what extent service delivery in the Canadian federal government actually improved after a decade of reform efforts, and how employee empowerment accounted for any improvements that arose.

Five focus group interviews were conducted in 2002 with federal government employees involved in service delivery. Interview transcripts were content analyzed. The employee empowerment and service quality literatures, including critical perspectives, provide the theoretical underpinnings of the study.

Productivity and service enhancement did materialize, but little empowerment occurred. Work intensification was revealed. The shortcomings of applying private sector‐style definitions of productivity to the public sector were identified.

Study findings have limited generalizability due to small sample size. Findings must be verified through additional research. Comparative findings from countries that introduced service reforms more comprehensively than did Canada would be of interest.

Public sector efforts to improve service delivery should address possible material barriers affecting service delivery and pay more attention to employee needs. The efficacy of quantitative performance targets should be re‐examined.

The outcomes of a public service reform initiative intended to improve service quality by allegedly empowering front‐line workers are presented from an employee perspective. As there is limited empirical research done on this topic from that perspective it should be of general interest to researchers in the fields of public policy and human resources management.

Employers' lack of understanding of neurodiversity, coupled with a mismatch between job skills and workplace demands, contributes to this employment gap. In response to these challenges, neurodiverse individuals often consider entrepreneurship, with research indicating a propensity for entrepreneurial alertness and innovative benefits within the neurodiverse population.

Applying a strategic management lens, this chapter argued that neurodiverse entrepreneurs should adopt a strategic approach to enhance the success of their ventures. It introduced propositions emphasizing the importance of strategic management, strategic positioning, and various drivers such as formalization, entrepreneurial venture size, strategic level, industrial type, organizational leadership, and the strategic positioning implementation mix.

The strategic position was highlighted as a crucial aspect for neurodiverse entrepreneurs, advocating for the adoption of a strategic positioning mindset to navigate uncertain environments. Specific propositions suggest that strategic positioning can lead to enhanced financial wealth, personal satisfaction, and individual strengths among neurodiverse entrepreneurs. Additionally, this chapter explored strategic positioning drivers such as formalization, entrepreneurial venture size, strategic level, industrial type, organizational leadership, and the strategic positioning implementation mix.

In conclusion, this chapter highlighted the importance of strategic positioning for neurodiverse entrepreneurs seeking success in the competitive business landscape. Theoretical and practical implications were discussed, emphasizing the need for further research on factors contributing to a strategic mindset and metrics for monitoring the effectiveness of strategically positioned enterprises. Overall, adopting a strategic approach can empower neurodiverse entrepreneurs to overcome barriers, legitimize their businesses, and increase their chances of entrepreneurial success.

This paper presents a reflection in memory and tribute to the work and life of Professor Barbara Czarniawska (1948–2024).

We invited those colleagues whom we knew to be close to Barbara to submit reflections about her contributions to academia alongside their memories of her as a person. We present these reflections in the order we received them, and they have only been edited for minor grammatical and punctuation issues to preserve the voice of the contributing authors.

The reflections in this paper represent different translations of Barbara’s academic and theoretical contributions. However, she also contributed to people. While we can count the number of papers, books and book chapters she published, we must also count the number of co-authors, Ph.D. supervisions, visiting professorships and conference plenaries she touched. This (ac)counting tells the story of Barbara reaching out to work and interact with people, especially students and early career researchers. She touched their lives, and the publications are an artefact of a human being, not an academic stuck in an ivory tower.

A paper in Barbara Czarniawska’s honour where some of her closest colleagues can leave translations of her work through a narrative reflection, seems to be a fitting tribute.

Focusing on an international trainee- and internship programme, this paper aims to propose a new framework that links organisational strategies regarding ethnic diversity with career competencies of the programme participants.

The paper adopts a case study design. It examines the interplay of the perspectives of the organisation, which is an Austrian bank, and of the programme participants, who are university graduates from South-Eastern Europe. It draws on the typology of diversity strategies by Ortlieb and Sieben (2013) and the categorisation of individual career competencies by DeFillippi and Arthur (1994).

The bank benefits from the programme participants’ competencies with regard to South-Eastern Europe and increased legitimacy gained from the public. Programme participants acquire many knowing-how, knowing-why and knowing-whom competencies, especially if the bank pursues a so-called learning strategy towards ethnic diversity. On the other hand, individual knowing-how competency supports an organisation’s antidiscrimination strategy, whereas knowing-why and knowing-whom competencies benefit the organisational learning strategy.

Although the paper builds on a single case study and the ability to generalise is limited, the findings imply that future human resource development concepts should jointly consider the perspectives of both organisations and individuals.

Owing to their high strategic relevance, organisations should look into the competencies of skilled migrants and evaluate the critical resources they offer. Both organisational learning and an organisation’s strategic development are key concerns. The proposed framework helps to effectively design trainee- and internship programmes and simultaneously anticipate organisational and individual consequences thereof at an early stage.

The proposed framework concerning the interplay between organisational and individual perspectives as well as the regional focus on South-Eastern Europe present novelties.

The purpose of this research was to conduct an environmental scan describing publicly available resources focussed on working with an episodic disability and providing information and advice about communication and accommodation to support working people living with episodic disabilities.

The authors conducted an environmental scan of English language, freely available, online resources relevant to episodic disabilities in the workplace. The authors used Google™ to conduct structured keyword searches. Resources were reviewed and data extracted about episodic health condition(s) addressed, intended audience(s), resource format and content about health, legal rights, workplace issues, and accommodation and communication needs.

Searches yielded 5,300 links to websites which was supplemented by 101 links identified by partners. Screening for relevance found 210 resources for which data were extracted. Of them, 158 addressed specific episodic disabilities or episodic disabilities generally. Most resources provided useful information addressing communication and accommodation of episodic disability. However, information specific to the episodic nature of disability was not consistently available. The resources generally lacked interactivity which could potentially limit users in applying the information to their personal circumstances.

The findings suggest there are good resources to help workers and managers/supervisors navigate accommodations for episodic disabilities. Research should aim to improve the interactivity of information to personalize resources to worker and workplace needs, as well as formally evaluate resources and their outcomes. Practitioners may wish to recommend resources that specifically address workplace challenges for their clients.

The authors believe this is one of few studies that examined publicly available resources relevant to working with episodic disabilities.

The purpose of this paper is to identify the relative importance of factors affecting quality. This is important where great expenditures of time, money, and resources are wasted each year due to inefficient or non-existent quality levels.

An exploratory approach is employed. After a literature review, six interviews are initially conducted with construction experts and then a simple survey of 328 questionnaires was administrated through structured personal interviews among contractors and architects in the Jordanian housing sector.

The findings suggest that contractors and architects combined agreed that the highest important factors affecting quality are: human resource management, customer satisfaction, and construction specific factors. The findings also suggest that strategic planning, continuous improvement, resources are the lowest important factors. A conceptual framework encompassing the key quality factors is also developed.

This research has important implications for different level managers at construction companies. By understanding the quality factors, managers can focus on the highest factors and catch up with their lowest important factors in order to maintain a balanced and integrated quality approach.

This is one of few studies that investigate the importance of quality factors. To the authors’ knowledge, this is the first paper providing empirical evidence of the quality factors in construction management in a developing country.