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Police leaders have been set an objective to achieve an increase in efficiency and productivity in all the various functions that the police force carries out, while continuing to drive the focus on developing public confidence in their service. There is also a focus on sharing knowledge, especially with forces of similar size and demographics and an emphasis on making efficiency and productivity a core responsibility for all chief officers and other police managers (Home Office, 2009).Knowledge management is not currently viewed as a core competency within the police service, although the creation and sharing of knowledge has always been core to policing (intelligence, incidents, statements, papers, reports and so on). This paper argues that knowledge management (KM) offers the police service a mechanism through which change can be achieved. It is proposed that by employing KM frameworks that separate knowledge creation from knowledge transfer, blockages rooted in culture, structure and competencies become evident, and police leaders can circumvent blockages and mobilise change in their various functions.

The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy.

The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy.

By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom.

The role of emotion in entrepreneurship education is an emerging topic and the authors’ synthesis of research supports further investigation. The authors’ insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education.

The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional “ecology” of teaching environments and highlighting how this might support future research agendas.

The Research Directory: Older People & Housing provides the first comprehensive overview of current and recent research into older people's housing across the whole of the UK. The Directory should be an invaluable resource to housing associations, local government, health authorities, charities and social researchers. This article reviews the role of research in housing organisations, emphasising the need for research to be translated into practice, finding effective ways to promote it and facilitating future debate across the whole of the housing and care sector.

Commentators have claimed that business schools encourage unethical behavior by using economic theory as a basis for education. We examine claims that exposure to agency theory acts as a self-fulfilling prophecy, reducing ethical behavior among business students. We experimentally test whether economics coursework or a manipulated competitive vs. cooperative frame affects measured ethical behavior in simulated decision settings. We measure ethical behavior using established tasks. We also measure ethical recognition to test whether agency theory reduces recognition of ethical issues. Exposure to agency theory in either prior classwork or the experiment increased wealth-increasing unethical behavior. We found no effect on unethical behavior that does not affect wealth. We found no effect of exposure to agency theory on ethical recognition. Usual laboratory experiment limitations apply. Future research can examine why agency theory reduces ethical behavior. Educators ought to consider unintended consequences of the language and assumptions of theories that underlie education. Students may assume descriptions of how people behave as prescriptions for how people ought to behave. This study contributes to the literature on economic education and ethics. We found no prior experimental studies of the effect of economics education on ethical behavior.

With rising industry consolidation in the banking industry, it is unclear whether community banks may find more or less market opportunities. This paper aims to investigate how industry consolidation may affect community banks’ market share outcomes. The second goal of this paper is to establish the ways in which community banks may successfully manage market share growth goals that may be antithetical to the principles of being a local brand.

The empirical analysis is on the US banking industry, spanning the years from 1994 to 2018. This comprehensive panel data set includes county-year level granularity for more than 15,000 banks. Panel regression models that include bank-, county- and year-specific fixed effects are deployed.

It is found that local brands, operationalized as community banks in this study’s empirical context, are having the most success in consolidated market contexts. When pursuing market share growth, a distribution strategy to saturate a local market is found to be advantageous while expanding across geographies is less advisable for community banks.

The findings shed empirical light on the challenges and opportunities for community banks, thereby contributing to the banking industry literature and to an emerging stream of research on local brand management. By demonstrating the means of which growth can be successfully managed by local brands, the important and largely unanswered question of how a local brand can effectively grow is addressed.

Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to apply their learning. Refocusing attention on understanding the complex yet critical relationship between professional development (PD) facilitators and teachers offers one explanation.

Using a telling case from an interactional ethnography, this paper illustrates how through their language-in-use teachers and facilitators can productively resolve conflicts that, if left unaddressed, can prevent teachers from acting on their professional learning.

A set of discursive moves – flagging, naming, soliciting and processing – provide a toolkit for surfacing and successfully resolving conflict in PD interactions.

These moves offer a way of prioritizing the importance of teacher–facilitator relationships in future research aimed at addressing the longstanding conundrum of how best to support English teachers’ ongoing professional learning.

Teaching facilitators and teachers how to collaboratively address inevitable conflicts offers a needed intervention in supporting both teacher and facilitator learning.

Previous research has affirmed that facilitators, like teachers, need support for navigating the complexity of professional learning interactions. This paper offers a language for uncovering why teacher–facilitator interactions can be so challenging for teachers and facilitators as well as ways of responding productively in-the-moment. It contributes to a more capacious understanding of how these relationships shape diverse English teacher learning.

All entrepreneurs interact simultaneously with multiple entrepreneurial contexts throughout their entrepreneurial journey. This conceptual paper has two central aims: (1) it synthesises the current literature on gender and entrepreneurship, and (2) it increases our understanding of how gender norms, contextual embeddedness and (in)equality mechanisms interact within contexts. Illustrative contexts that are discussed include entrepreneurship education, business networks and finance.

This conceptual paper draws upon extant literature to develop its proposed conceptual framework. It provides suggestions for systemic policy interventions as well as pointing to promising paths for future research.

A literature-generated conceptual framework is developed to explain and address the systemic barriers faced by opportunity-driven women as they engage in entrepreneurial contexts. This conceptual framework visualises the interplay between gender norms, contextual embeddedness and inequality mechanisms to explain systemic disparities. An extra dimension is integrated in the framework to account for the power of agency within women and with others, whereby agency, either individually or collectively, may disrupt and subvert the current interplay with inequality mechanisms.

This work advances understanding of the underrepresentation of women entrepreneurs. The paper offers a conceptual framework that provides policymakers with a useful tool to understand how to intervene and increase contextual embeddedness for all entrepreneurs. Additionally, this paper suggests moving beyond “fixing” women entrepreneurs and points towards disrupting systemic disparities to accomplish this contextual embeddedness for all entrepreneurs. By doing so, this research adds to academic knowledge on the construction and reconstruction of gender in the field of entrepreneurship.

There is a growing interest on how critical perspectives can help us understand family businesses. Current literature suggests that critical reflection is needed in aspects such as conflict, fear, and emotions. In this chapter, we argue that the use of a critical perspective illuminates the intricate complexities of family business behavior and that a critical discussion around fear, which is conceptualized as both an inhibitor and a motivator for business, plays a significant role in the dark side of family business. To advance understanding, we review recent conversations that can help us understand better the role of fear; how does this impact on resilience? And, how do feelings and emotions impact family firms? In our review, we argue that perspectives that focus on specific tangible resources (e.g. financial) are limited to explain how families in business may deal with fear. A critical perspective suggests that three areas merit further attention: fear of failure, effects of failure, and the intersection between entrepreneurial learning and the effects of fear in the dark side of family businesses. By contextualizing critical approaches, we provide insight for researchers, policymakers, and those operating family businesses alike.