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This article aims to contribute to a clearer understanding of the importance of mentor preparation and provide recommendations for effective mentor preparation programmes based on the literature.

A narrative review of a range of literature focussing on the importance and characteristics of effective mentor practice and preparation.

Many mentors working in educational contexts lack adequate preparation, and a shift in mentoring practice from a mentor as expert approach, which mentors are likely revert to without training, to a more collaborative relationship in line with educative mentoring is recommended. Relationship building, working collaboratively and encouraging critical reflection are essential mentoring capabilities, and can be supported by participation in effective mentoring preparation programmes. Characteristics of these programmes include: providing time for mentors to reflect on their personal capabilities and attitudes; strengthening their knowledge about mentoring and learning a range of approaches and tools.

Implications for mentor preparation include consideration of curricula that focus on the nature of effective mentoring relationships, provision of effective observation-based feedback and the facilitation of critical reflection. Blended learning models appear to have potential and organisational leaders need to recognise and value mentoring to ensure that it is prioritised.

This article makes a valuable contribution to our understanding of the nature of effective mentor preparation programmes.

The purpose of this paper is to explore the educational leadership capacity of mentors working with new teachers and to identify factors that support and hinder the development of this leadership capacity.

The author conducted a qualitative case study of mentors with connections to the New Teacher Center in California. Data were collected through an online survey of mentors, focus group interviews with mentors, and interviews with programme leaders.

Mentors in the study view themselves as educational leaders and were able to identify enablers and barriers to the development of their leadership capacity. Enablers include: their selection and experience as mentors, mentor preparation and ongoing professional support, and the support and encouragement of skilled programme leaders and of some principals and districts. The main barrier to mentors having a positive impact is the culture of the schools and districts in which they work.

Findings from this small-scale study of mentors with connections to the NTC cannot be transferred to other contexts, however, the factors supporting and hindering the development of educational leadership capacity may be of interest and relevance to other mentoring programmes.

There is a lack of empirical research that considers the benefits of mentoring for the mentors and in particular the educational leadership capacity that mentors develop in their roles.

The purpose of this paper is to explore the impact of a shadowing/mentoring component of a post-graduate programme designed to prepare deputy and assistant principals for the principalship.

The research design is a qualitative evaluation of the shadowing/mentoring component of a principal preparation programme. The experiences of 13 individual aspiring principals who had taken part in the programme were explored using semi-structured interviews.

The shadowing/mentoring component of this programme allowed the aspiring principals to gain an understanding of the complexity of a principal’s role by shadowing and being mentored by experienced principals in a range of New Zealand schools. In addition to providing them with a network of effective principals, the experience led the aspiring principals to reflect on their leadership development.

The study drew on a small sample of 27 students enroled in the programme, 13 of whom were included in the data collection process.

This study presents the views of aspiring principals who valued the opportunity to relate theory to practice as part of a post-graduate programme.

Studies of marketplace cultures emphasize the benefits of communal consumption and explain the ways that brand managers can leverage subcultures and brand communities. The ephemeral and often non‐commercial nature of consumer tribes means that they are more difficult to manage. This paper, aims to suggest that a necessary pre‐requisite for understanding how to engage with consumer tribes is to identify how consumers become members of tribes.

Data are drawn from a five‐year ethnographic study of the archetypical club culture tribe that utilized a variety of data collection methods including participant observation and in‐depth interviewing.

The paper identifies “learning to be tribal” as a communal practice that occurs through three interconnected processes of engagement, imagination and alignment.

This paper makes three contributions: it clearly distinguishes between the three main forms of communal consumption found in the marketing literature; it identifies how consumer tribes are formed; and it questions received wisdom and shows how tribal theory can guide managers to offer products and services as learning resources that facilitate tribal practices.

The purpose of this paper is to introduce readers to the special issue on “middle space” education leaders (those individuals who are second-in-command in schools). The special issue contains papers pertaining to mentoring those preparing for and aspiring to the assistant school leader role, as well as papers on programs that support new assistant principals/vice-principals through mentoring and coaching. The authors provide background on middle space leadership and mentoring from existing research literature, introduce the international papers selected for the issue, and identify unifying themes across the papers.

The authors provide highlights of relevant research literature on the importance of mentoring for school leaders in general, but also specifically address the need for mentoring for middle space leaders from the scant literature that exists on the topic. After reviewing the relevant literature, the authors provide an overview of the seven papers that were chosen for the issue through a rigorous peer-review process.

The co-editors of this special issue identify common themes that emerged from the papers chosen for the issue. In general, authors note that middle space leaders have unique mentoring and coaching needs, and there are few formal programs that address their needs. However, there is a growing awareness of the need to support assistant principals through structured mentoring programs, as well as preparing and mentoring those who aspire to the position.

The seven papers chosen for the special issue represent a variety of research methodologies. A limitation is that the majority of the studies are qualitative, with small sample populations. However, even with small sample sizes, commonalities can be seen across the studies and across international contexts.

This review summarizes the issues facing middle space leaders in education and how they can be effectively addressed. The global audience that can benefit from engaging with the papers in this special issue includes educational leadership faculty, educational governing bodies, policymakers, school district central office personnel, senior principals, and assistant principals themselves.

This paper and the seven that follow extend the scant research literature in the realm of middle space leaders in education. They provide unique insights – from different international contexts including the USA, Canada, Hong Kong, and New Zealand – into the need for and potential benefits of mentoring and coaching aspiring and new middle space leaders.

The purpose of this paper is to investigate the effects that local interpretation and the glocalisation of the Australian Hip Hop culture have on the consumption practices of members, exploring the reasons for such effects, and drawing marketing implications.

Three principal methods of ethnographic research were used: participant observation, informal conversations, and semi‐structured in‐depth interviews.

The findings suggest that symbolic representation within the Australian Hip Hop culture takes the form of consumption of brands congruent with the values of authenticity and self‐expression at the core of the Australian Hip Hop culture. Many mass‐produced Hip Hop brands originating in the USA were not perceived as authentic as their meanings were associated with commercialisation and artificiality by cultural members. Furthermore, members of the Australian Hip Hop culture appear to express authenticity by being true to themselves, refusing to imitate African‐American Hip Hop style and rejecting what they perceived as “black” Hip Hop brands. Finally, members of the Australian Hip Hop culture also represented their geographical place via consumption, and used symbolic consumption as a form of subcultural capital.

This paper fills a gap in the literature by providing a detailed analysis on the effects of interpretation and the glocalisation of the Australian Hip Hop culture on consumption.

The purpose of this paper is to examine how, and by whom, institutional logics are determined in the action of sustainable organisation. The authors analyse a supply chain network structure to understand how multiple stakeholders' perceptions of sustainability emerge into a dominant logic and diffuse across an organisational field.

Stakeholder network theory provides novel insights into emerging logics within a chocolate supply chain network. Semi-structured interviews with 35 decision-makers were analysed alongside 269 company documents to capture variations in emergent logics. The network was mapped to include 63 nodes and 366 edges to analyse power structure and mechanisms.

The socio-economic organising principles of sustainable organisation, their sources of power and their logics are identified. Economic and social logics are revealed, yet the dominance of economic logics creates risks to their coexistence. Logics are largely shaped in pre-competitive activities, and resource fitness to collaborative clusters limits access for non-commercial actors.

Powerful firms use network structures and collaborative and concurrent inter-organisational relationships to define and diffuse their conceptualisation of sustainability and restrict competing logics.

This novel study contributes to sustainable supply chain management (SSCM) through presenting the socio-economic logic as a new conceptual framework to understand the action of sustainable organisation. The identification of sophisticated mechanisms of power and hegemonic control in the network opens new research agendas.