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Based on authentic leadership (AL) theory and research on lesbian, gay, bisexual and transgender (LGBT) workplace experiences, this study proposes that AL explains variance beyond transformational leadership (TL) in attitudinal outcomes for LGBT managers compared to non-LGBT managers. It is further predicted that core self-evaluations (CSEs) bound relationships between AL, LGBT status and outcomes.

A time-lagged survey of 193 LGBT and 218 non-LGBT (i.e. heterosexual and cisgender) managers was conducted. The first survey assessed respondents' evaluations of their leadership behavior and CSEs whereas the second survey, conducted one month later, assessed role engagement and career satisfaction.

Regression and moderation analyses revealed support for the hypotheses. AL seems especially relevant for LGBT leaders, particularly at low levels of CSEs.

Leadership development programmes emphasizing AL could be particularly beneficial for LGBT managers, especially those low in CSEs. Harnessing a leader’s sense of identity could help those who have been marginalized.

The current study proposes, explains and demonstrates that relationships between AL and leader outcomes will likely be different between managers with and without stigmatized identities, in this case those who are (not) LGBT.

This study aims to draw upon entrepreneurial network resource and social identity theories to advance the understanding of LGBT entrepreneurial behavior. The authors focus on what resources are acquired by LGBT entrepreneurs from LGBT-specific networks, such as entrepreneurs’ associations or chambers of commerce, and why they might engage with them.

As an initial scoping exercise, Study 1 quantitatively examined the different resources acquired via a survey of 109 LGBT entrepreneurs from the UK, mainland Europe and North America. Building on these findings, Study 2 qualitatively explored why LGBT entrepreneurs acquire resources from and engage with LGBT-specific networks via interviews with 23 LGBT entrepreneurs (with representation from the UK, Mainland Europe and North America).

Study 1 indicates that being more involved in LGBT-specific networks is associated with stronger resource acquisition, particularly those that are relational and psychological in nature. Study 2 reveals that such networks can act as psychologically safe holding environments where resources that fulfil needs for belonging and uniqueness are acquired. However, certain challenges and issues arise when trying to meet all members' needs.

The findings underscore the need for LGBT networks that are run for, and by, LGBT entrepreneurs. Such networks allow LGBT entrepreneurs to be more authentic about, and empowered by, their LGBT identity in their business such that they can develop a stronger sense of individual and collective pride in being part of an LGBT entrepreneurial community. Yet, there is a need to understand the variety of identities and needs across the LGBT community.

The authors advance our understanding of LGBT entrepreneurs by connecting knowledge on entrepreneurship with that on applied psychology. The authors develop an original contribution by focusing on how LGBT entrepreneurs use LGBT-specific networks to meet important psychological and relational needs, thus speaking to the importance of developing an LGBT entrepreneurial community that enables LGBT entrepreneurs to express their LGBT and entrepreneurial identities.

When teaching in or around the subject of care-experienced young people, it is important for information to be presented in a way that not only creates an understanding of the prevalence of care experience but also emphasises the myriad of life challenges associated with experiences of being involved in the care system.

It is known that out of the 12 million children living in England, just under 400,000 (3%) are known to the social care system at any one time and just over 82,000 of these children are ‘looked after’, under the legal guardianship of local authorities in England.

It will not be unusual for students to come to university with little or no exposure to or understanding of children in care, their lives or what it means to be care experienced. Therefore, teaching in this area needs to draw attention to the reasons as to why care experiences result in hardships, this can be done by identifying why care experience is a sensitive subject area. This chapter identifies some (but not all) of the common adversities that care-experienced young people often face inclusive of changes in accommodation and placement instability, insecure relationships, poor mental health, disrupted education, substance misuse, and poverty.

The purpose of this paper is to provide a response to a recent government-commissioned review of residential care (Narey, 2016), and the subsequent government response (Department of Education (DfE), 2016), which minimises the correlation between the experience of being looked after and becoming involved in the youth justice system. The Narey review emphasises on the role of early adversity in looked after children’s offending behaviour but minimises the significance of experiences during and after care, and downplays the effect of policies and practices that may exacerbate looked after children’s involvement in the youth justice system.

The paper builds upon a systematic literature review conducted for the Prison Reform Trust (Staines, 2016) to demonstrate the extent of current knowledge about how risk factors, adverse experiences during and after care and the criminalisation of looked after children combine to increase the likelihood of involvement in criminal proceedings. The paper also highlights gaps in the research evidence, particularly in relation to gender and ethnicity.

The findings suggest that the Narey review (2016) and the government response (DfE, 2016), are misguided in their attempts to minimise the role of care in looked after children’s disproportionate representation within the youth justice system. The paper cautions against the over-simplification of a complex relationship and emphasises on the importance of recognising the intersection between different factors.

The paper uses secondary sources to develop an original argument to rebut claims within a recently published review.

Examines the issue of unobtrusive power in organizations by applying a poststructuralist lens to Lukes′ third dimension of power in order to highlight the relationship between ideology, discourse and organizational experience. After identifying the advantages and limitations of this perspective, offers suggestions on how a poststructuralist view of power can inform organizational practice.

The purpose of this paper is to investigate how trustees of small English registered charities understand and own the reporting and accounting requirements with which their charities must comply.

The research described is a multi-pronged qualitative and inductive study of three small Yorkshire charities as they approve their annual accounts. The case studies are based on observations of trustee meetings and interviews with a range of trustees and their independent examiner or auditor. The use of a practice lens focuses on the behaviours of individuals to understand the sense that they make of their charity’s accounts.

Trustees' understanding of their financial statements is limited; they tend to rely on key individuals who have knowledge. Group responsibility creates a shared way of understanding the financial statements. Treasurers and independent examiners simplify information for the trustees even resorting to corner cutting and rule bending. Narrative reporting is given very little attention. Trustees read their financial statements as a report to them not by them; accountability notwithstanding, thus ownership of their financial statements is conferred not intrinsic.

The findings are drawn from three specific case studies and therefore cannot be generalised, but they offer rich qualitative insights into small charities’ accounting and reporting.

This research provides a unique multi-viewpoint analysis of charity practices, and through its use of a practice lens dives deeper into examining trustees’ understanding and behaviour.

This article explores how within a climate characterised by a national moral panic and an institutionalised imperialist xenophobia school history textbooks in the early years of the 20th Century came to present an intensely hostile discourse of Germans and Germany. The approach is multi‐disciplinary as a single discipline approach would not provide a full and coherent understanding of the development of Germanophobia within school history textbooks. Consequently, the evidence base for this analysis is drawn from a variety of representations including political perspectives; popular culture; children’s literature; newspaper and magazine depictions. The purpose is to provide a framework through which to link cultural depictions of Germans and Germany with how history was taught, what was to be learnt and how this was mediated through school history textbooks.

In the past 40 years, both health policy and educational policy in England have adopted commitments to reducing socially created inequalities. However, an inequalities perspective has only begun to emerge in relation to child protection, and child welfare services more widely. The purpose of this paper is to chart evidence of these green shoots of a new policy direction which focusses on two aspects: equalising service provision and outcomes for looked after children.

The paper provides an analysis of trends in policies as expressed in official documents, research studies and policy statements.

The paper outlines the argument for a more comprehensive approach to addressing inequalities in child protection and child welfare services, and concludes by suggesting some implications for policy and practice.

The paper develops the concept of an inequalities perspective in child protection and outlines key implications.

Linked data can provide unique insights into both the need for social care services and the outcomes of intervention. Crucially, these insights will be based on much more representative coverage of the population of people receiving social care than is achieved by surveys and they are not subject to the reporting bias that can arise in relation to stigmatised services.

The opportunities are expanding for linking together routine administrative data from different public services, e.g. health care, social care, education and criminal justice. These linked data can be used for research in trusted research environments which are very secure and where no researcher can identify individuals. Work is rapidly developing using children’s social care data.

Much of the data linkage research using children’s social care data is being conducted by data scientists and medical researchers without knowledge of the sector, and very few social care or social work specialists who have that knowledge are involved in these studies.

This viewpoint piece argues the need for social care and social work research to embrace data linkage. What is needed is an integration of methods expertise in linked data and substantive knowledge of children’s social care work. The arguments are illustrated with reference to some recent research in Wales.