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This case talks about the role that can be expected to be played by a disabled woman in an organization and shows how a disabled woman can assume a leadership position and be a role model.

This case identifies the qualities that help a person from a minority group succeed in the corporate environment; examines the contribution that a disabled person, especially a woman can make to an organization; analyzes transformational leadership; assesses the importance of inclusive design in today’s products; and recognizes the corporate role in ensuring an inclusive culture that encouraged disabled people.

The case “Sumaira Latif at P&G: pioneering inclusive design and accessibility to all” provides an in-depth look at the efforts of Sumaira “Sam” Latif (she), Accessibility Leader at P&G, to incorporate inclusive design in the company’s product packaging. Sam – a blind woman and mother of three – had always struggled to use various everyday products. Her personal struggles drove her to find ways to fix such problems for people with disabilities. So, after a decade of experience at P&G, when she got an opportunity to interact with the top management, she convinced them that catering to the disabled was not charity, but a smart business move. Sam also put forth the role she could play in helping P&G make products with an inclusive design. Impressed with her, P&G made her Special Consultant for Inclusive Design, a position specifically created for her. Sam created the widely lauded tactile indicators which helped the blind differentiate between shampoo and conditioner bottles. P&G then promoted her to the position of Company Accessibility Leader, wherein she played a pivotal role in bringing inclusive design to more of P&G’s products. Sam also played a critical role in making P&G adopt certain technologies to help the blind shop for the company’s products independently, apart from ensuring that all P&G ads were audio-described. However, Sam had an ambitious vision to infuse inclusive design into all products, which required her to bring about a culture change in the CPG industry. She was also faced with the predicament of how to ensure that audio-described ads became a media buying standard, considering the wide-scale resistance to it. How can Sam succeed in making the CPG industry develop inclusive design, the way she convinced P&G to do it?.

Graduate and post-graduate programs.

Supplementary materials Teaching Notes are available for educators only.

In discussing what a firm’s competence is all about and how that is developed over time, the focus has been on how a firm develops its “core” or “distinctive” competence all by itself. The imbeddedness of a firm in networks of exchange relationships and how that impinges on the development and nurture of a firm’s competence has attracted very scant study. The purpose of this study is to deepen our understanding of the extent to which a firm’s networks of exchange relationships influence its competence development. Two empirical case studies have been conducted in that regard. One important conclusion is that a firm’s network(s) of exchange relationships is an asset that can be exploited to develop its competence. An important implication of the study is that it takes a long time and many resources to build exchange relationships that last in our integrated markets. Many resources and skills will be needed to handle relationships, once established.

The chapter pays specific attention to the organizing and reorganizing process of the embedding of new technology. The aim is to increase the understanding of how a focal technology is incrementally aligned into a customer’s different business settings. Embedding becomes subject to intense organizing efforts. It becomes a struggle with activating different features of the focal technology by forging and modifying the resource interfaces between the focal technology and customer resources.

The organizing efforts are about seeking, in an explorative mood, for resource interfaces between the focal technology and the customer resources. This organizing process enables the identification of new adaptation opportunities for technology embedding processes, whereby the focal technology obtains certain feature and values.

A systematically developed knowledge of resource interfaces is a key for activating different features of the focal technology and thereby facilitating its embedding into the customer’s various business settings. This is described in a single case study in the chapter. This case and the analysis show how a supplier and a customer struggle with developing resource interface knowledge to activate the different features of the focal technology, thereby facilitating its embedding process. The first part of the chapter establishes a theoretical framework, followed in the second part by the case study and analysis. The concluding discussion emphasizes the importance of understanding and managing various interfaces as part of the organizing processes.

Nearly half of 18–24-year-olds report drink spiking on themselves or someone they know. However, this is an under-researched topic and nearly all previous studies have focused on women. This study aims to help understand a possible spiking incident from a male perspective.

An individual case study methodology, using a reflective account from a young male university student, was used to provide a personal interpretation of an incident at the university.

Abnormal changes in behaviour and cognition were out of character and corresponded with spiking but were explained by paramedics and some friends as a result of excessive alcohol.

For the first time, this paper explores and helps understand the very personal and individual responses of a young male who was a likely spiking victim, providing the confusion, embarrassment and uncertainty of the situation. In addition, this situation highlights the need for personal vigilance while on a night out, as well as the training needs for emergency responders and nighttime staff and the understanding from friends and observers.

This study aims to explore the dynamics enabling strategic account management (SAM) to function as a value co-creation selling model in the pharmaceutical industry.

Using an inductive qualitative research design, data are collected within 11 industry customers in Canada. This work focuses on hospitals as strategic accounts of pharmaceutical companies, exploring SAM value co-creation in the “hospital-pharmaceutical company” relationship.

The findings suggest the presence of two key dimensions that can enable a value co-creation SAM model in the hospital-pharmaceutical relationship: “customer-tailored value-added initiatives” and “relationship enhancers”. Customer-tailored value-added initiatives explain the activities that are central to the hospital-pharmaceutical company relationship and can lead to the provision of value added that is unique to the hospital. Relationship enhancers explain the activities that can help strengthen hospital-pharmaceutical company relations in the pursuit of enhanced value-added interactions between the two parties. The research demonstrates a cyclical relationship between “customer-tailored value-added initiatives” and “relationship enhancers”, leading to value co-creation through a SAM model.

The study informs pharmaceutical industry practitioners on how to improve their value proposition through new, more sustainable selling practices. It offers information on implementing a value co-creation SAM model, which can enable pharmaceutical companies to sustain long-lasting value-added relationships with key accounts such as hospitals.

The study contributes to the field of SAM by conceptualizing SAM as a value co-creation system. It introduces new knowledge in pharmaceutical marketing by offering empirical insight on the applicability and use of SAM in the hospital-pharmaceutical company dyad.

There is a need to evaluate an adapted Equipping Youth to help One Another (EQUIP) programme for people with intellectual disabilities and forensic needs. The purpose of this paper is to explore a service user’s experience of completing the intervention as part of their transition into the community.

A collaborative case report was used. Following hospital discharge and completion of the adapted EQUIP programme, one service user with mild intellectual disability was supported to share their treatment experiences using participatory action research.

Findings suggest that while the adapted community EQUIP group can support skills acquisition (e.g. problem-solving), discharge processes and community reintegration, professionals need to maintain a person-centred approach mindful of participants’ complex emotional journeys.

The design allows for tentative conclusions to be made about the service user’s journey and is not necessarily generalisable.

There is a pressing need to develop the evidence base for interventions offered in the community to people with intellectual disabilities and a history of offending. This report provides some evidence that EQUIP can be adapted to support this population.

This is the first coproduced publication exploring the experience of a service user with intellectual disability who completed an adapted EQUIP programme.

Purpose – This chapter investigates an episode where a supervising teacher on playground duty asks two boys to each give an account of their actions over an incident that had just occurred on some climbing equipment in the playground.

Methodology – This chapter employs an ethnomethodological approach using conversation analysis. The data are taken from a corpus of video recorded interactions of children, aged 7–9 years, and the teacher, in school playgrounds during the lunch recess.

Findings – The findings show the ways that children work up accounts of their playground practices when asked by the teacher. The teacher initially provided interactional space for each child to give their version of the events. Ultimately, the teacher's version of how to act in the playground became the sanctioned one. The children and the teacher formulated particular social orders of behavior in the playground through multimodal devices, direct reported speech, and scripts. Such public displays of talk work as socialization practices that frame teacher-sanctioned morally appropriate actions in the playground.

Value of chapter – This chapter shows the pervasiveness of the teacher's social order, as she presented an institutional social order of how to interact in the playground, showing clearly the disjunction of adult–child orders between the teacher and children.

This paper aims to explore how varsity football athletes and coaches negotiate meanings when faced with the unmet expectations of a new head coach brought into lead a turnaround process. It also aims to pay particular attention to the role of history in this meaning making process.

This paper draws on semi‐structured interviews with players and coaches at two points in time. To preserve the richness of their experiences and illuminate the historical aspects of change, it focuses on the stories of three players and one supporting coach.

Numerous symbols of change emerge that have multiple and contradictory meanings. The meanings around success and failure are renegotiated over time as individuals struggle with the unmet expectations of change. Moreover, individuals are unable to shed the failures of the past and move forward.

Change is a complex and messy process of managing multiple meanings. Understanding change entails more than a snapshot picture of an organization. New leaders have no control over the past, yet they need to be aware of how individuals experienced the past in order to increase the likelihood of success in the present.

Success and failure are experienced as an ongoing process as athletes and coaches experience, reflect on and interact with others. In illuminating the role of history in how change is experienced in the present, the paper demonstrates that the past can serve as both an immobilizing force, as well as a comparative point enabling individuals to rationalize their emotions.

Individualised budgets or self‐directed support allow people to design their own community care package and choose how they get support. Direct payments offer a cash payment in lieu of a community care service. These initiatives signal a move away from established services. At the same time, they may also involve transferring management responsibility from services to the individual service user or family carers ‐ or in some cases, could involve setting up an unmanaged service. This article is based on experience of supporting my son who has learning disabilities to move from our family home into a supported living scheme, though since I also work in learning disability services I get to see another side of the picture too. I've looked at some potential consequences of current policy, and highlighted issues that users and family carers may need to consider when they are developing a support package for themselves or a family member or friend.

This research examines the influence of parents on students studying the science, technology, engineering, and mathematics (STEM) disciplines and entering STEM careers. Participating youths were awarded scholarships from large funded US grant programmes. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education program; the third is enrolled in computer science. National reports emphasizing the importance of parents on their children's education are presented, along with diverse international literature. The use of narrative in STEM curriculum and narrative inquiry in STEM research are also documented. Experience, story, and identity form the study's conceptual frame. The narrative inquiry research method employs broadening, burrowing, and storying and restorying to elucidate the students' academic trajectories. Incidents of circumstantial and planned parent curriculum making surfaced when the data were serially interpreted. Other noteworthy themes included: (1) relationships between (student) learners and (teacher) parents, (2) invitations to inquiry, (3) modes of inquiry, (4) the improbability of certainty, and (5) changed narratives = changed lives. While policy briefs provide sweeping statements about parents' positive effects on their children, narrative inquiries such as this one illuminate parents' inquiry moves within home environments. These actions became retrospectively revealed in their adult children's lived narratives. These small stories, while not generalizable, map how students, shaped by their parents' nurturing, enter the STEM disciplines and STEM-related careers through multiple pathways in addition to the identified pipeline.