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An initiative to help facilitate a more genuine partnership between the participants of the Leeds Compact is described. Emphasis has been placed on the development of a team of Compact Associates drawn from education, careers and business to take ownership and responsibility for the training requirements of the Compact. The training for Compact Associates is described, together with an evaluation of progress to date.

According to Clark (1935a, b), if the various studies on the secondary effects of public works expenditures are examined, two main approaches to the analysis of the problem are revealed: “one via successive cycles of income and spending by ultimate recipients of income” – which the Columbia economist termed the “Kahn-Keynes” approach – “the other via the volume of money and its velocity of circulation.” As is well known, in the first approach, business fluctuations are seen primarily as a consequence of fluctuations in current investment. Accordingly, the amount of the secondary effects is determined by: (a) the amount of the net increase in investment; (b) the marginal propensity to consume; and (c) the length of the income propagation period. As it appears from the above, in the “Kahn-Keynes” analysis of the secondary expansion, money plays only a passive role.

Leader credibility is often discussed in literature. Although the literature discusses many facts related to building leader credibility, organized and structured knowledge of how leaders build leader credibility is missing. The present study's purpose is to begin closing that gap by drawing concepts from the literature related to building leader credibility, categorizing them into relevant constructs and building a model. The present study provides a foundation, built from items drawn from peer-reviewed literature, for future research on how leaders build credibility.

The authors reviewed 66 articles discussing or exploring building leader credibility. From those articles, they drew potential leader credibility antecedents. They analyzed the antecedents, seeking to group them into understandable constructs that provide a building leader credibility model. Seeking nomological validity (evidence that our building leader credibility constructs reflect real-world thinking), they conducted an open-ended survey to compare what practitioners say builds leader credibility to our model.

The leader credibility antecedents the authors drew from the literature fell into two dimensions: competence and character. The competence antecedents fell into three subdivisions: interpersonal competence, technical competence and leader competence. The character antecedents fell into two subdivisions: character behaviors and character attributes. Responses from our open-ended survey fit our five subdimensions for building leader credibility, providing some nomological validity for our model.

The authors’ model may help practitioners see the big picture of building leader credibility, develop specific tactics for building leader credibility and provide a basis for assessing their building leader credibility approach.

Although leader credibility is vastly researched and leader credibility antecedents are discussed or explored, a big-picture model of building leader credibility is lacking. This study pursues a path previously not taken, developing a credibility-building model drawn from concepts presented in the literature.

The global call to ‘leave-no-one behind’ cannot be achieved without tacking the intractable social issues faced by the most excluded people. There is increasing interest in using visual methodologies for participatory research in contexts of marginalisation, because they offer the potential to generate knowledge from people’s lived experience, which can reveal subjective, emotional, and contextual aspects missed by other methods; alongside the means for action through showing outputs to external audiences. The challenge is that the perspectives of those in highly inequitable and unaccountable contexts are – by definition – rarely articulated and often neglected. The author thus begins by assuming that there are unavoidable tensions in using visual methods; between perpetuating marginalisation by inaction, which is ethically questionable; and the necessary risks in bringing unheard views to public attention. Many experienced practitioners have called for a situated approach to visual methods ethics (Clark, Prosser, & Wiles, 2010; Gubrium, Hill, & Flicker 2014; Shaw, 2016). What is less clear is what this means for those wanting to apply this practically. In this chapter, the author addresses this gap through the exemplar of participatory video with marginalised groups. Drawing on cases from Kenya, India, Egypt, and South Africa, the author contributes a range of tried-and-tested strategies for navigating the biggest concerns such as informing consent; and the tensions between respecting autonomy and building inclusion, and between anonymity and supporting participant’s expressive agency. Through this, the author provides a resource for researchers, including prompts for critical reflection about how to generate solutions to visual ethical dilemmas in context.

The purpose of this paper is to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master's level student who served as research assistants (RAs). This paper documents a process of ongoing reflection, which was used to gain insight about the personal selves, the professional selves, the role of being a RA, and concepts, ideas, and frameworks that might be useful in fulfilling the work inside and outside of the collaborative research project.

A Faculty of Education within a Canadian university provided the context for the study. A large-scale, pan-Canadian document analysis research project served as the context for mentorship activities. The Adaptive Mentorship© model (Ralph and Walker, 2010) was the tool used to document and analyze experiences of working on the research project. Completion of individual mentoring session reflections, as recommended by the Adaptive Mentorship© model, provided a means for documenting the process and experiences within the triad.

Findings indicated that the enhancement of working environment and the professional growth of all three members of the research triad were primarily achieved as a result of the commitment to collaborative mentoring for the duration of this project rather than as a direct result of application of the model. Nonetheless, the application of the Adaptive Mentorship© model within the research project triad proved to be a valuable tool for supporting the social competence-based and experiential needs.

In the context of this study, collaborative mentoring led to professional growth and an enhancement of the working environment due to multiple contact-points and exposures to specific tasks or skill-sets. The establishment of the mentoring culture and continued identification of individual needs within the triad allowed for adaptive support, appropriate skills development, and an increase in confidence necessary for both students to be successful in their RA positions and in turn, successfully support the university professor to complete the project. The experience suggests that the Adaptive Mentorship© model, if further refined, could be applied to graduate RAships with multiple participants, increasing the potential to enhance research experiences through its focus on one or several specific tasks or skill-sets around which the work is organized.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Ralph Simm, chairman of Hoechst UK's Industry Division and chairman of Harlow Chemical Company, T. R. Oil Services and of Hoechst Fibre Industries, retired at the end of March 1985. He is succeeded by David D. Green.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

The purpose of this paper is to address an overarching question: Does matching consumer place–brand associations with stereotype-consistent messaging affect consumer perceptions of an advertisement?

This paper presents two experiments that examine participants’ differing evaluations of advertisements under various experimental conditions. Study 1 examines the match of place–brand warmth versus competence stereotypes and the use of symbolic versus utilitarian advertising messaging for both new foreign and domestic brands. Study 2 examines this match for global brands.

The paper reveals that stereotype-consistent messaging increases the perceived fit between the advertisement and the brand for new foreign brands but not for new domestic or global brands. Furthermore, in a post-hoc analysis, this congruence is found to improve attitude towards the brand, purchase intentions and brand response, through the mediating effect of attitude towards the ad.

Place–brand stereotypes impact consumer attitudes and opinions regarding brands from different countries. This paper applies two universal social judgment dimensions from social psychology—warmth and competence—to the novel context of advertising messaging to examine previously unexplored facets of the place–brand image.