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To provide an overview of a model for clinical governance in the National Health Service that incorporates continuous improvement and innovation as a core theme.

The paper considers the core functions of clinical governance and how these are related to established structures and roles within the modern NHS. A case study approach is used to describe the implementation of a theoretical model in a large teaching NHS Trust.

A clinical governance cycle is described that comprises three functional domains: accountability, assurance, and innovation. For each domain there is a definable outcome and a key role. Critical success factors for implementation of the model are described.

This paper introduces a new model for clinical governance that focuses on continuous improvement. The paper will be of particular interest to managers and lead clinicians responsible for the development of robust systems for clinical governance and modernisation in the NHS.

This paper develops a practice approach to institutional ambidexterity. In doing so, it first explores the ‘promise’ of institutional ambidexterity as a concept to address shortcomings with the treatment of complexity in institutional theory. However, we argue that this is an empty promise because ambidexterity remains an organizational level construct that neither connects to the institutional level, or to the practical actions and interactions within which individuals enact institutions. We therefore suggest a practice approach that we develop into a conceptual framework for fulfilling the promise of institutional ambidexterity. The second part of the paper outlines what a practice approach is and the variation in practice-based insights into institutional ambidexterity that we might expect in contexts of novel or routine institutional complexity. Finally, the paper concludes with a research agenda that highlights the potential of practice to extend institutional theory through new research approaches to well-established institutional theory questions, interests and established-understandings.

This paper develops a practice approach to institutional ambidexterity. In doing so, it first explores the ‘promise’ of institutional ambidexterity as a concept to address shortcomings with the treatment of complexity in institutional theory. However, we argue that this is an empty promise because ambidexterity remains an organizational level construct that neither connects to the institutional level, or to the practical actions and interactions within which individuals enact institutions. We therefore suggest a practice approach that we develop into a conceptual framework for fulfilling the promise of institutional ambidexterity. The second part of the paper outlines what a practice approach is and the variation in practice-based insights into institutional ambidexterity that we might expect in contexts of novel or routine institutional complexity. Finally, the paper concludes with a research agenda that highlights the potential of practice to extend institutional theory through new research approaches to well-established institutional theory questions, interests and established-understandings.

This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.

The case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.

Through a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.

Our case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.

The deadhead subculture – centered around the band Grateful Dead – has been active for 50+ years. Despite its longevity, academic work is sparse compared to other music subcultures. Given its durability and resilience, this subculture offers an opportunity to explore subcultural development and maintenance. I employ a contemporary, symbolic interactionist approach to trace the development of deadhead subculture and subcultural identity. Although identity is a basic concept in subculture research, it is not well defined: I suggest that the co-creation and maintenance of subcultural identity can be seen as a dialectic between collective identity and symbolic interactionist conceptions of individual role-identity.

Role-taking is a basic social process underpinning much of the structural social psychology paradigm – a paradigm built on empirical studies of human interaction. Yet today, our social worlds are occupied by bots, voice assistants, decision aids, and other machinic entities collectively referred to as artificial intelligence (AI). The integration of AI into daily life presents both challenges and opportunities for social psychologists. Through a vignette study, the authors investigate role-taking and gender in human-AI relations.

Participants read a first-person narrative attributed to either a human or AI, with varied gender presentation based on a feminine or masculine first name. Participants then infer the narrator's thoughts and feelings and report on their own emotions, producing indicators of cognitive and affective role-taking. The authors supplement results with qualitative analysis from two open-ended survey questions.

Participants score higher on role-taking measures when the narrator is human versus AI. However, gender dynamics differ between human and AI conditions. When the text is attributed to a human, masculinized narrators elicit stronger role-taking responses than their feminized counterparts, and women participants score higher on role-taking measures than men. This aligns with prior research on gender, status, and role-taking variation. When the text is attributed to an AI, results deviate from established findings and in some cases, reverse.

This first study of human-AI role-taking tests the scope of key theoretical tenets and sets a foundation for addressing group processes in a newly emergent form.

Organization development is focused on implementing a planned process of positive humanistic change in organizations through the use of social science theory, action research, and data-based feedback methods. The role of personality in that change process, however, has historically been ignored or relegated to a limited set of interventions. The purpose of this chapter is to provide a conceptual overview of the linkages between personality and OD, discuss the current state of personality in the field including key trends in talent management, and offer a new multi-level framework for conceptualizing applications of personality for different types of OD efforts. The chapter concludes with implications for research and practice.