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This study aims to uncover managerial representations of achieving competitive advantage in architectural practices operating within the United Kingdom (UK).

A sequential qualitative methodology is applied, underpinned by nine managerial interviews in five architectural practices, which are analysed using computer-assisted qualitative data analysis software.

In all, 108 representations are identified, with highly rated concepts including reputation, client satisfaction, fees and staff resources discussed in detail. The need for architectural practices to develop a competitive advantage within their sector is increasingly apparent, particularly during times of market turbulence. A total of 20 themes identified are clustered into four main groups focused on People (including Calibre of Staff, Attract Graduates; Qualified Staff); Product (including Emphasis on design, Specialisation, Competitive Fees): Process (including Low Overheads, Office Efficiency) and Potential (Reputation, Ability to Undertake Large Projects, Repeat clients, Ability to expand, Parent Company, Market Understanding and New Offices).

Despite numerous studies conducted on this subject, there has been no research to date documenting managerial representation on achieving competitive advantage in the context of architectural practices in the UK. This paper closes this gap in knowledge by contributing to underlying research on competitive advantage, focusing on the managerial representations within UK architectural practices.

This paper sets out in the context of three strands of knowledge; disaster management, strategic management and project management and builds upon the authors’ (2009) theory for the delivery of post-disaster reconstruction (PDR) projects. With the expected increase in the magnitude and frequency of natural disasters in coming years, more people than ever will be faced with PDR scenarios. In many cases, non-government organisations (NGOs) are in a position to make interventions to improve conditions for people facing the impacts of disasters and it is essential that responding agencies deploy appropriate configurations of competencies to mitigate project barriers. Using a mixed-methods approach, a study incorporated four case studies in post-tsunami Sri Lanka and four case studies in post-cyclone Sidr Bangladesh. Exploratory interviews with expert NGO participants were combined with direct observations and the collection of quantitative survey data. The mechanisms and phenomena observed within the case studies contributed to the development of a conceptual theoretical framework. The study reveals that NGOs face barriers in seven key areas and that they must deploy certain configurations of organisational and operational competencies in order to effectively develop and implement strategies to address these barriers. The theoretical framework demonstrates how the utilisation of these competencies, deployed in targeted clusters, has the potential to create positive outcomes for beneficiaries as measured by PDR Project Success Indicators (PDRPSIs). If dynamic tools can be developed that effectively model competency and predict success, all organisations involved in disaster response and recovery could benefit. In addition, the knowledge is highly transferable to other sectors and environments.

Literacy has been one of the most publicized societal problems of the past decade, and it is likely to continue as such for some time to come. Like many problems of modern society, it involves a variety of educational, social, and economic factors, and will therefore not be easily solved.

Leaders are needed in all areas of life. A question arises, “Where do leaders come from and how do they develop the skills necessary to be effective?” Colleges and universities have been developing leadership skills since their inception (Astin, 1996). This study examined students in a college of agriculture to determine if students’ perceptions about leadership skills varied based on participation in collegiate organizations and whether a participant held a collegiate officer position. Results indicated 55% were active in collegiate organizations and 23% held an officer position. For the most part student perceptions related to the impact on leadership skill development did not vary between the groups and were “positive” in nature. It was noted that approximately 36% of all responses were “negative” toward the collegiate organizations’ ability to develop leadership skills. Therefore, recommendations include that individuals in leadership positions should examine their organizations’ ability to develop members’ leadership abilities.

With heightened national attention placed on race and gender identity, the ability and preparedness of students to engage in critical conversations on such topics and with diverse groups is of much concern to educators. High school student-athletes are frequently thrust into the spotlight on topics related to race and racial identity, due to their hypervisibility and role as representatives of their schools. This chapter uses current events involving Black girl, high school, student-athletes to demonstrate how racialized and gendered experiences may shape how they understand themselves as well as their school and non-school environments. Further, this chapter includes a study that highlights the narratives of two Black female college athletes who, when prompted to discuss racialized and gendered experiences, shared stories that highlighted their primary and secondary educational experiences. These narratives identify school diversity and fitting in, and the coach as influencer as salient themes from the study. This illuminates the influence of early racialized encounters and the salience of those occurrences in shaping the way Black girls think about their own racial and gender identity development. In closing, this chapter calls on educators to prepare themselves to facilitate conversations about race through the use of equity audits, effective programming for Black girls, and a call for education advocates for Black girls in preK-12 environments.