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The UK has been participating in the European Network of Health Promoting Schools (ENHPS) since 1993. One of the main concerns identified by participating schools has been the provision of food on their premises. This paper looks at some of the ways the ENHPS project schools have moved towards developing a whole school approach to food and nutrition. Key themes identified by the schools include: linking the school curriculum with the school dining room and other food outlets; involving pupils and parents; improving the design and environment of the school dining room; and collaborating with the school’s catering service. Argues that, through such initiatives, schools have the potential to make a significant contribution to dietary change and the health of their pupils.

The UK has been participating in the European Network of Health Promoting Schools (ENHPS) since 1993. One of the main concerns identified by participating schools has been the provision of food on their premises. This paper looks at some of the ways the ENHPS project schools have moved towards developing a whole school approach to food and nutrition. Key themes identified by the schools include: linking the school curriculum with the school dining room and other food outlets; involving pupils and parents; improving the design and environment of the school dining room; and collaborating with the school’s catering service. Argues that, through such initiatives, schools have the potential to make a significant contribution to dietary change and the health of their pupils.

This study aims to examine the textual performance of the Ocean Ranger Disaster inquiry, thus responding to recent calls to “practice context” in historical writing. This study goes beyond the epistemological assumptions about the grounds for knowing about the past as the authors explore how history is produced in the context of power relations.

This paper imagines history-making as a storytelling performance. The authors combine critical historiography and critical sensemaking because these qualitative perspectives help us to understand the composition of the Ocean Ranger Royal Commission Report.

This case study makes a contribution within the genre of disaster inquiry reporting. The study explains how a formal historical record (the public inquiry report) may be created and how the report is related to aspects of power embedded in a writer’s sense of reality.

The Ocean Ranger Disaster continues to be of tremendous importance to the people of Newfoundland, Canada. There have been numerous studies of the disaster, but these have been overwhelmingly focused on technical matters. To authors’ knowledge, this study is the first to consider the inquiry from an historical context perspective.

The study site enables reflection on a question not often asked in the management history literature: How can we critically understand the composition of an official disaster inquiry report in the context of its power relations?

Contends that in addition to the role of leadership as a fundamental organizational competence, leadership may be defined in terms of vision and shared values. Vision is conceptualized in holistic terms. Defines vision as an imagined or perceived but consistent pattern of communal possibilities to which others can be drawn, and whose values they will wish to share. Explains visionary leadership and analyses implementation within the context of social architecture and trust. Describes Collins and Porras’ (1996) analysis of the visionary company. Concludes with a summary of Hickman’s (1992) analysis of the relationship between the visionary capacity of the leader, and the practical implementation approach of the manager, as the two opposite ends of a spectrum. Concludes that a basic holistic objective should be to blend strong visionary leadership with effective management into one integrated whole, in which the strengths of both combine synergistically to the advantage of the enterprise.

Alisha, a native of the United States, has lived in Kampala, Uganda, for 12 years leading a team of Ugandan teachers daring to impact their community for good. She and her team birthed an organization that educates, develops leaders, and creates opportunities. One hundred children and youth train at Terra Nova Soccer Club and Academy, and 50 have earned athletic scholarships to attend high school. In 2013, they opened a preschool with 32 students and now serve 250 students from nine countries and their families.

This chapter explores the fiery transformation of a founder and her staff from a collective yet leader-centric culture to a power-with culture in which multiple leaders follow the invisible leader of common purpose. Other theoretical lenses include the expatriate transformation process and intercultural communication competence, the impact of white fragility on cultural dialog, integrative conflict, four skill sets of courage, and collective courage as a predictor of a successful organizational culture, leadership, and mission fulfillment.

Alisha’s courage grew as she waged war with realities of her outsider status and her white body privilege in an African context, and the harm that can inflict on a community. She learned that it was in staying but not staying the same that allowed her to integrate her blended marriage, her responsibility as a mother to three daughters of color, and her passion to lift young women on their journeys of community development and leadership into her truest self.

This article examines personal performances of vicarious trauma (VT) related to the Ocean Ranger Disaster. It investigates the extent to which the self is at stake in passionate storytelling about tragic consequences of extreme work.

Dramaturgical concepts of self-presentation and impression management are used as a qualitative lens to provide an alternative view of published trauma stories arising from emotional research interviews.

The catastrophic disaster created secondary traumatization for families and friends of extreme workers lost at sea. This article shows that research interviews of these disaster survivors are opportunities for participants to engage in dramatic storytelling. The paper also reflects on related (problematic) storytelling by the trauma researcher.

The article provides a theory illustration using dramaturgy as an alternative theoretical perspective to document previously under-appreciated aspects of the Ocean Ranger case. The discussion causes us to think about research interviews in a way that past research would not normally suggest.

The Ocean Ranger Disaster continues to be a remarkable source of sorrow for the people of Newfoundland. This research provides a needed contrast to the numerous positivist, and overwhelmingly technological, studies of the disaster.

The research tradition of dramaturgy is a useful lens to apply to the expanding field of trauma studies. VT is rarely a subject of direct discussion in the management and organization studies (MOS) literature. This paper is among the first to consider storytelling interviews from a VT perspective.

Companies must leverage the full spectrum of innovation, from the incremental to the revolutionary.