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In a rapidly changing world, organisations are constantly presented with threats and opportunities and the need to be responsive and resilient. This necessitates developing risk and uncertainty management capabilities within organisations. This article aims to consider risk and uncertainty competence, knowledge, skills, attitudes and the behaviours required by contemporary managers to protect their organisations from threat and harm, whilst seizing opportunity and reward.

This article presents answers to three fundamental questions: (1) Do all managers (those not specialising in risk management) need to be competent in risk and uncertainty management? (2) What does risk competence mean? and (3) How can managers develop the capabilities to become risk competent? The content can be used by practicing managers or educators to develop individual and ultimately organisational risk competence.

All contemporary managers should have some degree of risk competence. Risk competence behavioural indicators and requisite risk knowledge and skills are identified and discussed.

This article provides a contemporary view on risk and uncertainty management competence, drawing on relevant competence frameworks and the existing risk literature.

The purpose of this paper is to consider how to form and compose work‐groups for teaching and learning in diverse classrooms comprising internationally mobile students.

This study uses survey data from 150 MBA students from 25 countries.

The way members are allocated to a group impacts on both affective and performance outcomes.

For educators and trainers, these results emphasize the importance of group allocation and composition methods for affective and performance outcomes.

This paper aims to report on the findings of a qualitative study that explored the views and experiences of young people leaving care during the first phase of the Covid-19 pandemic in Northern Ireland.

A qualitative approach was adopted involving semi-structured interviews with 24 care leavers 18–25 years old from across the region. Interviews were conducted remotely online or by telephone and explored young people’s lived experiences during the pandemic including their views on the formal support services and how best to provide ongoing for support care leavers during the pandemic.

Study findings highlight how known adversities for care leavers are exacerbated during the pandemic, having a detrimental impact, particularly on their emotional well-being. The response of the state as a corporate parent in mitigating the impact of the pandemic was found to be inadequate; with a need for much clearer communication, transparent and prompt decision-making and targeted specialist mental health services. The account given by the young people also highlighted the importance of participation and relationship-based practice to build on the young people’s resilience in the context of high levels of social isolation and limited access to informal support systems.

This research, based on the views of care experienced young people themselves, is the first study in Northern Ireland to report on the impact of the Covid 19 pandemic on care leaving. As such it makes a contribution to this emerging international field of study and, given the persistence of the pandemic, provides empirical findings and a social justice perspective of ongoing relevance to policy and practice with young people leaving care.

This chapter discusses the contribution of the narrative and interpretive work of Dianne Ferguson (and Phil Ferguson) to the discourse of inclusive education research and practices. The chapter explores the concept of authentic inclusion that accepts a discourse contextualized in a needs-based, individualized focus within a perspective of diversity. The chapter continues to reiterate Ferguson’s call to mesh general and special education even within our present day, and emphasizes the need for a genuinely inclusive yardstick – not only to beat the inclusion drum, but also to focus on what authentic inclusion actually looks like.

A series of projects is reported which focus on various aspects of white‐collar trade unionism, and which had to confront the theoretical limitations of some of the conventional ways of studying white‐collar trade unions.

Established corporate brand research has two significant weaknesses. The first is the lack of empirically based research behind the theory. The second is the “over‐quantification” of research methods to deal with marketing topics concerning consumers” beliefs, perceptions and values. Additionally, high‐tech corporate brands are rarely the basis of brand research. This study explores consumer reactions to technical brands to draw inferences and build more effective brand strategies. The mobile phone market is selected to represent a high‐tech consumer market. In‐depth interviews guided by the principal of personal construct theory and using the laddering technique (Kelly, G.A., The Psychology of Personal Constructs, Norton, New York, NY, 1955) are used. Two polar groups of consumers are selected as respondents. The findings reveal three shared key dimensions of brand value that are relevant in this type of market. The nature and relative importance of these dimensions are outlined. The evidence indicates that perceptions of corporate “credibility” are based on emotional and experiential associations rather than on more obvious, rational ones.

The article seeks to show that companies should and can build winning cultures.

A total of 365 companies in Europe, Asia and North America were surveyed for links between financial out‐performance and winning culture. Three dozen high performers were analyzed in in‐depth case studies; one from each region that has transformed its culture is presented.

Findings were that building a winning culture – which fewer than 10 per cent of companies succeed in doing, despite broad recognition that culture provides the greatest source of competitive advantage – requires five key steps: setting expectations, aligning leaders, accountability for delivery, organization‐wide consistency and communication/celebration. Winning cultures tend to display six key behaviours: high aspirations, external focus (customers and competitors), attitude of ownership, bias to action, valuing collaboration and striving for the exceptional. These can be measured through the daily performance of the company's front line.

By definition, out‐performance is rare, but further insights into winning cultures may result when the survey of companies is extended to new regions, such as Latin America.

Practical implications are the winning culture key behaviours, key building steps and performance measurement identified. The article also shows that challenges and even crisis can help, rather than hinder, the transformation of a corporate culture into a winning one.

The article will help focus company leaders on the opportunity and challenges in building a winning culture. It identifies the key behaviours of winning cultures, key steps in building them, and how to measure their progress. It should be of value to all management levels from the chief executive to front‐line staff.

This paper focuses on accessing the experiences of three boys who are on the autism spectrum to identify what using a voice output communication aid (VOCA), within a classroom setting, means to them. The methods used to identify the boys' perspectives are described and evaluated. Establishing these through direct methods of engagement proved problematic but working with parents and school staff as ‘expert guides’ provided a rich insight into what using a VOCA appeared to mean to the boys. The findings suggest that using a computer‐based VOCA can be viewed by children with autism as a pleasurable and motivating activity. This technology also seems to offer the potential for a much broader developmental impact for these children than that currently recognised within the research literature.

This paper provides a detailed survey of the greatest dangers facing humanity this century. It argues that there are three broad classes of risks – the “Great Challenges” – that deserve our immediate attention, namely, environmental degradation, which includes climate change and global biodiversity loss; the distribution of unprecedented destructive capabilities across society by dual-use emerging technologies; and value-misaligned algorithms that exceed human-level intelligence in every cognitive domain. After examining each of these challenges, the paper then outlines a handful of additional issues that are relevant to understanding our existential predicament and could complicate attempts to overcome the Great Challenges. The central aim of this paper is to constitute an authoritative resource, insofar as this is possible in a scholarly journal, for scholars who are working on or interested in existential risks. In the author’s view, this is precisely the sort of big-picture analysis that humanity needs more of, if we wish to navigate the obstacle course of existential dangers before us.

Comprehensive literature survey that culminates in a novel theoretical framework for thinking about global-scale risks.

If humanity wishes to survive and prosper in the coming centuries, then we must overcome three Great Challenges, each of which is sufficient to cause a significant loss of expected value in the future.

The Great Challenges framework offers a novel scheme that highlights the most pressing global-scale risks to human survival and prosperity. The author argues that the “big-picture” approach of this paper exemplifies the sort of scholarship that humanity needs more of to properly understand the various existential hazards that are unique to the twenty-first century.