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Despite many years of academic research into organisational integration and effectiveness, organisations still struggle to successfully implement strategy and achieve competitive advantage. However, the rapid evolution of marketing technologies such as big data, marketing analytics, artificial intelligence and personalised consumer interactions offer potential for an integrated marketing communication technological capability that aligns and integrates an organisation. Programmatic advertising is one such integrated marketing communication (IMC) technology capability, applying and learning from customer information and behaviours to align and integrate organisational activity. The literature on programmatic is embryonic and a conceptual framework that links its potential to organisational effectiveness is timely. This paper aims to develop a framework showing the potential for programmatic advertising as an IMC technology capability to enhance organisational integration and performance.

An exploratory methodology gained insight from 15 depth interviews with senior marketing executives from both organisations and external advertising agencies.

Four elements of a programmatic integrated organisation were identified and aligned with seven marketing activity levers to deliver firm performance measures.

This research contributes to theory, affirming IMC as a capability and positioning programmatic as a means of organisational integration.

The model also offers guidance for practitioners looking to integrate programmatic into their organisation.

To the best of the authors’ knowledge, this is the first paper to look at programmatic from an IMC perspective and as a means of organisational integration. It is also the first to apply Moorman and Day’s (2016) model to explore organisational integration and programmatic, developing a new model, specifically contextualised for programmatic advertising.

The purpose of this paper is to explore the process of involving students and staff on school action groups, and staff and student experiences of reviewing local data and initiating school-level changes, to address bullying and other aggression.

The authors draw on qualitative, process data collected at four purposively sampled pilot intervention schools in England via semi-structured interviews with school managers, action group members and facilitators (n=33), focus groups with students (n=16) and staff (n=4), and observations.

School staff used multiple methods to recruit a diverse range of students onto school action groups. Locally tailored data reports were an important catalyst for action groups to identify priorities and plan whole school change – both through the process of “validation” (whereby existing concerns were confirmed) and “discovery” (whereby new problems were identified). An unexpected benefit of providing schools with these data was that it triggered analyses of other data sources, including routine monitoring data. External facilitators were important in promoting student voice and ensuring the intervention retained integrity as a whole-school restorative approach.

It was feasible to involve young people using action groups, and there was evidence of school-level actions led by students, including in disadvantaged school contexts. Future Health Promoting Schools interventions could incorporate this approach to support locally appropriate, school-level change.

The micro-level processes that were observed, whereby action groups interrogated feedback reports and collected additional data, suggest the responsiveness of such youth-involvement interventions to local needs. Contrary to many public health interventions, implementation appeared to be facilitated rather than hindered by features of the secondary-school “market” whereby parents have some choice between schools.

This study is an extension of an etic‐emic analysis of the individualism‐collectivism construct at the sociopsychological level to an organizational context. At the first level of comparison, strong and weak etics were extracted to permit comparability of values. At the second level, emic elements were produced to provide a basis of intercultural comparisons. Purely individualistic, purely collectivist and multidimensional factors emerged for the ten nations under consideration.

It is important students learn about leadership. The purpose of this study was to assess whether a leadership course for sport management graduate students led to gains in knowledge of leadership and understanding of themselves as leaders. Using quantitative (pre- and post-surveys) and qualitative (email interviews) data, this study found a one-semester course in sport leadership led to gains in theoretical and applied knowledge of leadership. Additionally, students grew personally as leaders and felt more comfortable practicing leadership in their current jobs and more prepared for future professional lives. Teachers should consider using a mix of active learning, case studies, and writing assignments to help students learn leadership concepts, practice making leadership decisions, and reflect on their leadership capabilities when educating effective leaders.

David Punter and Glennis Byron note how the Gothic novel has been divided into two categories: the ‘Male’ and ‘Female’ Gothic. Where the former emphasizes violence and ghosts, the latter focuses on female representation and the disavowal of the supernatural. The Hollywood Gothic films of the 1940s can be said to translate this aspect of the Female Gothic onto the cinema screen: Rebecca (1940), Gaslight (1944) and Secret Beyond the Door (1947) all feature narratives stressing the haunting nature of domestic spaces but there are no actual ghosts present. Robert Zemeckis’s What Lies Beneath (2000) breaks this convention. The film clearly draws on the Female Gothic lineage, situating Claire as a Gothic heroine, and yet there is an important difference: the supernatural is now an integral – and acknowledged – part of the story. This chapter explores this twenty-first century change, arguing that whilst the inclusion of the supernatural can be said to break with previous definitions of the Female Gothic, What Lies Beneath’s depiction of a ghost actually re-imagines and re-emphasizes the concerns at the centre of this tradition: the dramatization of marital and domestic experiences; an interrogation of feminine perception; and the reality of male violence against women.

In Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.

Using in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.

The authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.

This research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.

The shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.

We examined the impact of a leadership support training intervention implemented prior to the coronavirus (COVID-19) pandemic on support behaviors specific to COVID-19 during the pandemic. Primary intervention targets (i.e. family-supportive supervisor behaviors and sleep leadership behaviors) were explored as mediators between the intervention and supportive COVID-19 leadership behaviors.

A cluster randomized controlled trial intervention was implemented with service members and their supervisors in the Army and Air National Guard throughout 2017–2019. Follow-up survey data were collected after the intervention, including during the COVID-19 pandemic in 2020. Direct and indirect intervention effects were tested.

A pre-COVID intervention targeting leader support for family and sleep health had a direct effect on leader support specific to the COVID-19 pandemic. Additionally, sleep leadership, but not family-supportive supervisor behaviors, mediated the intervention effects on supportive COVID-19 leadership. These findings suggest that certain leadership training interventions can transfer across knowledge domains and time.

Findings from this study demonstrate that training leaders on support behaviors improves their ability to support employees during the COVID-19 pandemic and may translate to crisis leadership in other contexts.

We examined the long-term effects of an intervention that was implemented approximately 1–2 years prior to the COVID-19 pandemic on leadership support behaviors specific to the pandemic. Our findings contribute to the leadership, training, and organizational intervention literatures, and have implications for how leaders can support employees during crises.

Colorectal cancer (CRC) screening saves patient suffering and health system expenses if the pathology is found in its early stages. Utilizing rapid process improvement cycles, the purpose of this paper is to improve the rate of CRC screening in a rural community in the USA.

Data were gathered from the authors’ electronic medical record. Non provider staff were trained to do the majority of the work utilizing population health, clinic visit checklists, and standard work. The two tests used were colonoscopy and fecal immunochemical test testing.

Dramatic improvement in the rates of colorectal screening were achieved. The base rate of documented CRC screening was 22 percent, with the rate two years later being 62.7 percent.

This work is of interest to those working in primary care, gastroenterology, general surgery, or if interested in designing standard work.

This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971).

Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices.

Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues.

Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies.

Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies.

Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.