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The purpose of this paper is to discuss how aspects of leadership development can be used to enhance the coaching experience and how leadership skills can be applied to the process of personal change.

The concept of “leadership in action in your own life” is being used by the author to promote positive attitude to change during the process of coaching. Reflections on this are shared here.

Leadership is a role that can be taken on by anyone when they embark on personal change and having leadership attitudes can considerably aid the coaching process. Leadership should not be thought of as something that “only other people do”.

Coaches should be prepared to specifically call a client to leadership in their own life, offering leadership attitudes as a way of meeting the challenge of personal change.

This paper describes the value of explicitly using leadership and leadership attitudes in any area of personal change and development, not just in leadership development.

The purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.

The authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.

Socratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.

The authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.

The authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.

The authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.

The purpose of this paper is to review the 16 published non-student Recovery Heroes and Remarkable Lives accounts published in Mental Health and Social Inclusion, using the connection, hope, identity, meaning and empowerment (CHIME) framework.

All 16 accounts were rated independently by four researchers and evaluated in terms of whether each account met the five criteria for the CHIME model.

All accounts met the criteria for the CHIME model, with the exception of one, which still met four of the five criteria. Evidence was presented which suggests that the model can be extended to creativity, connectedness, hope, identity, meaning and empowerment (C-CHIME), to incorporate creativity.

While a certain level of subjectivity is required in deciding how each account meets the CHIME criteria, there were high levels of inter-rater reliability within the research team. Creativity had a central place in all the accounts.

The revised C-CHIME model can be used by practitioners to examine accounts of recovery in a more focussed manner and may also help in devising recovery action plans.

The recovery model privileges both professional and lived experience perspectives on recovery. The current review highlights how much we can benefit from the wisdom contained in first person accounts.

This review adds to the existing literature and highlights the importance of creativity for mental health recovery.

What is Electronic Publishing? Electronic Publishing (EP) is the application of communications technology to distribute information. In the context of libraries, it typically means large, often textual databases, stored on powerful computers, from which information is selectively retrieved using terminals linked to the computers via the telephone system.

The purpose of this study is to examine the influence of an urban folktale on the purchasing intentions and buying behaviour of the consumer. Specifically, it examines a rumour involving fashion designer Tommy Hilfiger, in which he purportedly made disparaging statements about African‐Americans. A survey of African‐American generation Xers revealed a relationship between the rumour and the decision to purchase Tommy Hilfiger clothing. Implications of the findings are discussed.

Nonprofit organisations (NPOs) are an increasingly fundamental part of our society. Meeting rising demand requires NPOs to attract enough resources, especially volunteers, to enable service delivery. This paper aims to adopt a novel theoretical lens to reframe this marketing challenge to inform practice and extend theory.

Practice-based exploration of a volunteer-enabled NPO, parkrun, through in-depth interviews and secondary source analysis.

The research identified that the brand community connects volunteers through three inter-connected levels. The big idea of parkrun, the focal brand, resonated with people through being “on their wavelength”, something they believed in. The local, physical event meant engagement was “on their patch”, anchored in place. Finally, the brand community enables people to volunteer “on their terms”, with fluid roles and flexible levels of commitment.

Not all NPOs have service beneficiaries who are able to volunteer, services with different volunteering roles, or operate through a local physical presence. However, taking a focal brand approach to consider the brand community through which people volunteer for an NPO, the practices that reinforce that community, and how to offer volunteers significantly greater flexibility in both role and commitment presents an opportunity for NPOs to rethink how volunteering works for them in the future.

Clear recommendations for practice include the opportunity to integrate service beneficiary with service delivery enabler (volunteer) to strengthen the implicit social contract, increasing participation to deepen the social identity felt towards the brand, and key practices that reduce barriers to volunteering.

The paper extends volunteering theory from the traditional individual needs approach to a focal brand community perspective. The marketing challenge of attracting volunteer resources to NPOs is understood through rethinking the boundaries between service beneficiaries and service enablers, anchored in social identity theory. It provides clear recommendations for practice through reframing the recruitment challenge.

The purpose of this paper is to question the usefulness of Euro-Western concepts of principled ethical behaviour for school leaders in non-Euro-Western countries by examining the dilemmas faced by Kenyan educational leaders.

A single, multi-site case study methodological approach was used, and data gathered by means of semi-structured interviews with stakeholders: school principals, boards of governors, heads of department, school bursars and parents.

Findings highlighted the importance of contextual variables in influencing leaders’ decisions, indicative of the tension between liberal and communitarian ethical approaches. Although similar dilemmas were encountered to those working in euro-western contexts, Kenyan educational leaders faced the additional challenge of working with cultural values of Ubuntu: care for the whole community, harmonious working relationships, loyalty to one’s kin and respect of seniority. Furthermore, the problems they encountered were often life-threatening resulting from poverty, and HIV/Aids.

This paper contributes to the literature on ethics in educational leadership by proposing that the adoption of euro-western ethical standards and perspectives in non-Euro-Western countries is problematic, unless mitigated by a dialogic approach.

Facing the challenges posed by the pandemic of COVID-19, this paper aims to contribute to the resilience of businesses through the development of a real options approach (ROA) that provides alternatives and opportunities for a decision process under situations when future events and outcomes are unknown and not capable of being known from current information.

This paper involves a stochastic modelling process in generating a set of absolute option values, using available data and scenarios from the COVID-19 pandemic event. The modelling and simulations using ROA suggest how strategic portfolios resolve the growing problem during the endemic to all but in the most isolated societies.

This study finds the emergent correlation between circuit breakers and lockdowns, which have brought about a “distorted gravity” effect (inverse growth of global businesses and trades). However, “time-to-build” real options (i.e. deferral, expand, switch and compound exchange) start to function in the adaptive-transformative capabilities for growth opportunities of both government and corporate sectors. Significantly, some sectors grow faster than others while the compound exchange remains primarily challenging. Clearly, the government and corporate sectors are entangled, inevitably, the decoherence allows for the former to change uncertainty in the latter; therefore, government sector options change option values in the corporate sector.

The ROA by empirically focusing on both government and corporate sectors demonstrates under conditions of uncertainty how options in decision-making generate opportunities that hitherto have not been recognised and exercised upon by research in the immediate context of the COVID-19 pandemic. Importantly, the ROA provides an insightful concatenation (capability–behaviour approach) that drives resilience.

This paper comes from workshop activities and structured reflection by a group of artists and researchers who have been using artistic practice within research projects aimed at enabling researchers to collaborate with communities. The paper aims to discuss these issues.

Three out of four in the group have a practicing creative background and their own studio/workshop space.

Artists are often employed – whether in schools or research projects – to run workshops; to bring a distinctive set of skills that enable learning or collaboration to take place. In this paper the authors reflect on the different meanings and connotations of “workshop” – as noun (as a place where certain types of activity happen, a bounded space) and a verb (to work something through; to make something together). From there the authors will then draw out the different principles of what artistic practice can offer towards creating a collaborative space for new knowledge to emerge.

Key ideas include different repertories of structuring to enable different forms of social interaction; the role of materal/ality and body in shifting what can be recognised as knowing; and the skills of “thinking on your feet”, being responsive and improvising.

The authors will conclude by reflecting on aspects to consider when developing workshops as part of collaborative research projects.

An important aim of this paper is to ascertain the extent to which students held realistic expectations about the work cultures they were soon to enter. The paper also aims to investigate the link between value congruence (in relation to both work and work‐family values) and “expected” job satisfaction and organisational commitment, in the case of the students, and “actual” job satisfaction and organisational commitment, in the case of the professionals.

A questionnaire was used to survey a sample of final year BCom students from the University of Adelaide (n=52) and accounting professionals from the same city (n=50).

Significant person‐culture fit discrepancies, in relation to both work and work‐family values, were observed for both groups. For accountants, these were negatively associated with job satisfaction and organisational commitment. Students also expected to enter organisational cultures that supported work values that were significantly more supportive of these values than were the actual organisational cultures described by the accountants. For work‐family values, students' expectations, surprisingly, fell significantly short of what the accountants' actual experience suggested they would be likely to encounter.

A life stage interpretation of the findings for work‐family values is offered and consideration is given to their implications for a broadening of traditional conceptualisations of reality shock.