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This paper aims to explore a multi-stakeholder perspective on brand meaning co-creation in the context of the Olympic Games as a unique mega sports event brand with a strong brand identity, to understand how the brand manager may integrate such co-created meanings in a negotiated brand identity.

Using a qualitative methodology, the paper provides a tentative framework of co-created Olympic brand meanings by exploring the narratives of stakeholders’ brand experiences of the brand. Sixteen semi-structured interviews with a purposive sample of Olympic stakeholders were conducted and analysed to identify key meanings associated with the Olympic brand.

Through their transformational and social experiences of the Olympic brand, stakeholders co-create brand meanings based on Olympic values of excellence, friendship and respect. However, at the same time, they offer their own interpretations and narratives related to competing meanings of spectacle, exclusion and deceit. Alternative brand touchpoints were identified, including blogs; fan and sports community forums; educational and academic sources; and historical sources and literature.

The brand manager must become a brand negotiator, facilitating multi-stakeholder co-creation experiences on a variety of online and offline engagement platforms, and exploring how alternative brand touchpoints can be used to access co-created brand meanings.

The study contributes to tourism branding literature by providing exploratory evidence of how brand meanings are co-created in the relatively under-researched multi-stakeholder sports mega-event context.

This paper aims to identify the ethical foundations and principles underpinning the learning organization (LO) concept.

By interviewing one thought leader in the field, Professor Robin Snell, this paper traces how his early days in academia shaped the development of an ethics-driven research agenda on LO.

An ethical perspective advocates the importance of establishing a covenant or constitutional foundation of rights that would enable and empower organizational members at all levels to enact the processes of LOs, thus signifying the importance of employee development and a more sustainable approach for developing LO.

A personal reflection of Robin Snell on his own academic career development and research trajectory offers some insights into how an ethical perspective of LO evolved and flourished as a field of study.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.

In recent years, practitioners have identified a number of problems with traditional performance management (PM) systems, arguing that PM is broken and needs to be fixed. In this chapter, we review criticisms of traditional PM practices that have been mentioned by journalists and practitioners and we consider the solutions that they have presented for addressing these concerns. We then consider these problems and solutions within the context of extant scholarly research and identify (a) what organizations should do going forward to improve PM practices (i.e., focus on feedback processes, ensure accountability throughout the PM system, and align the PM system with organizational strategy) and (b) what scholars should focus research attention on (i.e., technology, strategic alignment, and peer-to-peer accountability) in order to reduce the science-practice gap in this domain.

This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.

The purpose of this paper is to explore the relationship between television viewing time, physical activity level, food consumption patterns, and academic performance of adolescents in a large urban school district in the USA where health disparities are prevalent, particularly among minority residents.

The 2010 Youth Risk Behavior Survey was used to analyze the relationship between academic grades and physical activity patterns and food consumption in a large urban school district serving over 77,000 students.

Results indicated that students who self-reported grades of As and Bs had higher levels of physical activity and less screen time compared to students who reported grades of Ds and Fs. Further, as grades decreased the consumption of soda and fast food increased.

Higher grades track significantly with improved physical activity and lower intake of soda and fast food. These findings provide additional support for the role of regular physical activity and its positive effect on academic performance.

Strong leadership in primary care is necessary to coordinate an effective pandemic response; however, descriptions of leadership roles for family physicians are absent from previous pandemic plans. This study aims to describe the leadership roles and functions family physicians played during the COVID-19 pandemic in Canada and identify supports and barriers to formalizing these roles in future pandemic plans.

This study conducted semi-structured qualitative interviews with family physicians across four regions in Canada as part of a multiple case study. During the interviews, participants were asked about their roles during each pandemic stage and the facilitators and barriers they experienced. Interviews were transcribed and a thematic analysis approach was used to identify recurring themes.

Sixty-eight family physicians completed interviews. Three key functions of family physician leadership during the pandemic were identified: conveying knowledge, developing and adapting protocols for primary care practices and advocacy. Each function involved curating and synthesizing information, tailoring communications based on individual needs and building upon established relationships.

Findings demonstrate the need for future pandemic plans to incorporate formal family physician leadership appointments, as well as supports such as training, communication aides and compensation to allow family physicians to enact these key roles.

The COVID-19 pandemic presents a unique opportunity to examine the leadership roles of family physicians, which have been largely overlooked in past pandemic plans. This study’s findings highlight the importance of these roles toward delivering an effective and coordinated pandemic response with uninterrupted and safe access to primary care.

Quality management (QM) practices have long been suggested as a package to improve the quality performance of a company. Yet, empirical studies offered little support of this perspective as only a small set of QM practices were found to be conductive to quality improvement. By taking a new approach, the purpose of this paper is simultaneously evaluate the individual and synergistic effects of several key quality practices on operations performance.

Survey data were collected and used to test the proposed hypotheses. Hierarchical regression analyses were performed to assess the magnitude of synergistic effects and individual effects.

It is found in this study that the synergistic effects across QM practices are substantial in enhancing all operations performance dimensions whereas individual effect varies for different performance goals.

This study makes theoretical contributes to the field of QM by providing empirical support of the interdependence assumption of QM practices and resolving the inconsistent findings. Practically, the results suggest that in-depth implementation of various QM practices simultaneously can be highly effective to achieve performance improvement on all accounts. In addition, the positive additional individual effects also open up a firm’s strategic choices of where to focus the resource investment in the adoption process as long as the strategic focus can justify its contribution toward the desired performance goals.

While “generic” community teams for adults with learning disabilities (CTs) are well-established in the UK, very little recent evidence is available about any aspect of their work. As part of a larger project about the role, structure and functioning of CTs, the purpose of this paper is to provide data about referrals.

Over three months, the authors obtained data about 270 consecutive new referrals to five CTs in a countywide integrated health (NHS) and care management (local authority) service.

The 270 referrals related to 255 individuals, mainly already service users, with almost a third (30 per cent, n=204) described as people with severe or profound disabilities. Consistent with the reported living arrangements (residential accommodation or with one or more family members (87 per cent, n=270)), referrals were most often made by social care staff, General Practitioners or carers. The referrals related to a wide range of issues including mental health and/or behavioural needs, physical health and skills, and independence. The major group, however, were requests about a person’s entitlement to specialist learning disability services and/or reviews of an existing social care package.

The focus on new referrals and the exclusion of intra-team referrals mean that the data are not representative of a CT’s caseload and cannot be used as a basis for resourcing. Nevertheless, the findings emphasise the heterogeneity of the population, and the long-term and varied nature of their needs, meaning that CTs require access to a range of expertise and, often, an inter-agency approach. The implications for service design are considered.

This is the first empirical study of referrals to specialist integrated (health and care management) community learning disabilities teams in England.