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Most of my work focusing on educational systems – including universities, public elementary schools, private schools, and training programs in organizations – was supported by Stanford University centers and grants separate from the Training Program, for example, the Stanford Center for Research and Development in Teaching (1968–1977) and the Institute for Research on Educational Finance and Governance (1979–1986). Faculty collaborators in these studies included Elizabeth Cohen and Terrence Deal in the School of Education, and John W. Meyer, my colleague in Sociology. A number of NIMH trainees participated in these studies, including Andrew Creighton, Margaret Davis, and Brian Rowan. Other doctoral students involved in this research included Sally Cole, Joanne Intili, Suzanne E. Monahan, E. Anne Stackhouse, and Marc Ventresca.

Post-event information (PEI) may distort eyewitness memory and lead to erroneous eyewitness testimonies. This paper aims to explore whether factors such as volitional engagement with PEI (e.g. choice to engage with a co-witness) and memory distrust influence misinformation acceptance and the perceived credibility of a co-witness.

Participants (n = 223) completed the Memory Distrust Scale and then watched a short mock crime video. Thereafter, two-thirds of the participants were asked whether they would prefer or not to listen to a co-witness’ account of the witnessed event (choice condition), and one-third of the participants did not have the choice (control condition). Every participant listened to the co-witness account (which contained items of misinformation); thus, those who preferred to listen to the testimony were in the choice-yes (i.e., volition) condition and those who preferred not to listen were in the choice-no (i.e., non-volition) condition. Finally, participants completed a cued recall task assessing their memory of the video and acceptance of misinformation. They also provided ratings to establish the perceived credibility of the co-witness.

The results indicated that neither volition nor memory distrust influenced misinformation acceptance. However, those who preferred to listen to the testimony (i.e., the choice-yes condition) perceived the co-witness as more credible than those in the choice-no or control conditions.

The findings suggest that witnesses are susceptible to misinformation regardless of their willingness to engage with or avoid PEI. Further implications and future research directions are discussed.

To the best of the authors’ knowledge, this study is the first to investigate the role of volition and memory distrust as a trait in eyewitnesses tendency to engage with or avoid post-event information. The research explores whether these mechanisms impact upon memory conformity and perceived co-witness credibility.

There is increasing emphasis on caring for people with intellectual disabilities in the least restrictive, ideally community settings. Therefore, the purpose of this paper is to explore the risk factors considered by clinicians involved in discharging people from secure services.

The views of five senior clinicians were sought in semi structured interviews. Data were analysed thematically.

Themes related to risk assessment, risk management, and multidisciplinary and multiagency working. Illustrative quotes are used to evidence themes.

This study described the risk assessment and management factors considered during the discharge of patients from secure to community services, which are of direct relevance to multiple stakeholders post-Winterbourne.

Challenges when facilitating discharge were highlighted, such as ongoing risk management issues, or unexpected discharge from tribunals, and how these were addressed, via the development of extensive risk assessment and management processes, and interdisciplinary and interagency working.

Canada's population is becoming increasingly diverse and the recent recognition of the need for inclusivity and diversity has led to conversations in undergraduate and graduate medical programs across the country. The intended outcomes of these conversations around representation are actions that better prepare medical graduates to meet the needs related to caring for a diverse Canadian population. It is paramount that learners see this progress toward equity, inclusivity, and diversity reflected in the leadership of their medical training programs. Actions toward this goal may be more impactful from a new understanding of leadership. This chapter focuses on a postcolonial reimagining of leadership that expands qualities that are valued, resulting in a natural diversification and increased inclusion among medical leaders. The authors write from their personal viewpoints and provide suggestions on revisioning leadership and curriculum, throughout. It is hoped that a paradigm shift in the way leaders are identified, recognized, and supported will address current challenges in medical culture and subsequent socialization of learners that influence their professional identities and ideas about who and what makes good leaders.

This is a conceptual paper. I argue that knowledge-construction, or learning in a profession, has changed with the introduction of professional doctorates, though the divide between these new forms of doctoral study and the older and more established forms such as the PhD are now not as wide as they once were. In particular, three elements of the knowledge-construction process are implicated here. The first of these is a move towards learning environments which prioritise situated-theoretical applications of the theory-practice relationship at the expense of technical-empiricist, technical-rational, multi-methodological and multi-discursive variants. The second is movement towards different sites of learning, so that instead of the knowledge-construction process taking place exclusively in universities or institutes of higher education, the workplace is now central to the construction of learning environments. And the third is the development of new types of knowledge-construction, and these are now acting to reframe relationships between the professions and the state. This has resulted in forms of deprofessionalisation, with some professions in the United Kingdom and other parts of the world experiencing significant losses of autonomy and independence in relation to ownership of their specialized bodies of knowledge and skills, control of the means for credentialising these bodies of knowledge, and renegotiated professional mandates, leading to restrictions on their capacity to determine for themselves these specialized bodies of knowledge and those learning environments in which practitioners acquire them.

This chapter investigated how pre-existing ideas (i.e., prototypes and antiprototypes) and what the eyes fixate on (i.e., eye fixations) influence followers' identification with leaders from another race. A sample of 55 Southeast Asian female participants assessed their ideal leader in terms of prototypes and antiprototype and then viewed a 27-second video of an engaging Caucasian female leader as their eye fixations were tracked. Participants evaluated the videoed leader using the Identity Leadership Inventory, in terms of four leader identities (i.e., prototypicality, advancement, entrepreneurship, and impresarioship). A series of multiregression models identified participants' age as a negative predictor for all the leader identities. At the same time, the antiprototype of masculinity, the prototypes of sensitivity and dynamism, and the duration of fixations on the right eye predicted at least one leader identity. Such findings build on aspects of intercultural communication relating to the evaluation of global leaders.

The English sector is characterised by an expanding and increasingly differentiated set of higher education providers (HEPs) and an ever-more diverse student body. As a consequence, HEPs are as differentiated in their widening participation (WP) approaches as they are in every other aspect of the business of HE, and this has led to tensions between why and how they should go about the business of WP. Are HEPs driven by the desire to enhance social justice or merely responding to regulatory pressure? This chapter discusses how changing market regulatory regimes have interreacted with, and often conflicted with, institutional missions as they try to respond to the dual policy imperatives discussed in earlier chapters: the economic, human capital expansionary dynamic and the desire to enhance social justice through access to the HE system.

Outlines the aims, purposes and contents of the various reference guides to the manuscripts, poems and novels of Sir Walter Scott, to the dramatizations of the novels, to contemporary and subsequent reviews and critiques of his literary work, and to bibliographical studies.

Against the prevalent assumption that the United States is and has been a nation-state, this article proposes to reconceptualize it as an empire-state, a state encompassing hierarchically differentiated spaces and peoples. In addition to being descriptively more apt, an empire-state approach provides a firmer basis for understanding the United States as a racial state, a state of white supremacy. Drawing on evidence from constitutional law, I examine the early development of the U.S. empire-state, the long 19th century. The article demonstrates how U.S. state formation has always entailed the racial construction of colonial spaces, specifically “territories” and American Indian lands. Through an extended consideration of Dred Scott v. Sandford, the 1857 Supreme Court case associated almost exclusively with African Americans and hardly ever with empire, I argue for a unified framework to analyze the different but linked racial subjections of colonized and noncolonized peoples. The article concludes with several implications of an empire-state approach to the United States.

This instrumental case study sought to determine how collegiate-level students changed throughout a personal leadership development course. Document analysis of an archived course assignment was employed to analyze the students’ perceptions of their personal leadership development. Four themes emerged from the analysis: (a) self-evolution, (b) cognitive gain, (c) perceived self-awareness, and (d) framework confusion.