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The purpose of this paper is to explore a novel storytelling approach that investigates lived experience at the intersection of motherhood/caregiving and Ph.D. pursuits. The paper contributes to the feminist tradition of writing differently through the process of care that emerges from shared stories.

Using a process called heartful-communal storytelling, the authors evoke personal and embodied stories and transgressive narratives. The authors present a composite process drawing on heartful-autoethnography, dialogic writing and communal storytelling.

The paper makes two key contributions: (1) the paper illustrates a novel feminist process in action and (2) the paper contributes six discrete stories of lived experience at the intersection of parenthood and Ph.D. studies. The paper also contributes to the development of the feminist tradition of writing differently. Three themes emerged through the storytelling experience, and these include (1) creating boundaries and transgressing boundaries, (2) giving and receiving care and (3) neoliberal conformity and resistance. These themes, like the stories, also became entangled.

The paper demonstrates how heartful-communal storytelling can lead to individual and collective meaning making. While the Ph.D. is a solitary path, the authors' heartful-communal storytelling experience teaches that holding it separate from other relationships can impoverish what is learnt and constrain the production of good knowledge; the epistemic properties of care became self-evident.

This study examines reframing an organization that permitted three typically siloed university programs to collaborate around a shared experience focused on teaching, leadership, evaluation, and applied learning.

Participants were seven faculty members who designed and implemented the shared experience. Data sources included participants’ responses to a feedback survey, meeting notes, and project documents. The data were coded and grouped based on themes.

Themes revealed challenges and advantages faculty experienced during the project. Challenges included creating shared expectations, technology, and continuity with student evaluators. Advantages included reflecting on teaching practices, frameworks, instructional strategies, and professional goals.

Despite the difficulty and rarity of cross-program collaborations, this study demonstrates how such efforts may incorporate best practices in preparing educators.

Trusting and empathic relationships between project workers and people experiencing homelessness (PEH) form the cornerstone for their needs to be met. However, under the UK austerity agenda project workers practice in a context of increasing pressure and limited resources; with relationships often characterised by conditionality and disconnection. The purpose of this paper is to report on a study investigating project workers’ experiences of building relationships with PEH living in supported housing projects.

A qualitative design was employed in which focus groups were carried out in six projects, using an opportunity sample of 22 project workers. Data were analysed using thematic analysis, within a social constructionist epistemology.

Three main themes were identified: “Working hard to build connection”, “Supporting each other within an unsupportive context” and “Draining but sustaining”. Project workers acted out of strong value systems in building relationships with residents against a backdrop of systemic disconnection.

Clear clinical implications are put forward with in a Psychologically Informed Environment framework. Services supporting PEH need to be psychologically informed and organisations need to embed reflection within their policies and every day practice. In developing services for PEH interdependence not in/dependence needs to be the aim. Finally, the responsibility for improving the lives of PEH should be placed back on society to provide a context in which PEH can thrive.

Focuses on professional development policy for Irish second‐level teachers. Attempts to conceptualise current thinking about professional development policies as they relate to the teaching profession. Reviews existing policy for the provision of professional development before attempting to make some generalisations about existing policy making and identify future policy and focus.

Despite the abundance of dispositional affect, work-family, and leadership research, little has been done to integrate these literatures. Based primarily on conservation of resources theory, which suggests individuals seek to acquire and maintain resources to reduce stress, the purpose of this paper is to provide an empirical examination of the relationships between leader dispositional affect, leader work-family spillover, and leadership.

Survey data were collected from a diverse sample of managers from a broad set of occupational groups (e.g. financial, government, library). Regression and Monte Carlo procedures were used to estimate model direct and indirect effects.

The results indicate that dispositional affect is a strong predictor of both work-family spillover and leadership. Further, the relationship between negative/positive affect and leadership was partially mediated by work-family conflict/enrichment.

Data were cross-sectional self-report, which does not allow for causal interpretations and may increase the risk of common method bias.

This study helps address why leaders experience both stress and benefits from multiple work and family demands, as well as why leaders engage in particular forms of leadership, such as passive and active leadership behaviors.

This study provides the first empirical examination of leader's dispositional affect, work-family spillover, and leadership, and suggests that manager's dispositional affect and work-family spillover have meaningful relationships with leader behavior across situations.

The purpose of this chapter is to serve as a resource for accounting faculty seeking tax-related cases to include in their courses. This annotated bibliography provides a table and discussion of 50 educational tax cases published in six major accounting journals from 2003 to 2021. Cases are classified and discussed by recommended course placement. In addition, the authors make observations about trends in case content and format. This chapter complements the Fogarty (2022) review and commentary on tax cases published in this volume.

Watson and Gallois have argued that “at the very core of health communication is the interaction between health professionals and their patients”, and thus effective and quality communication between doctor and patient is imperative.

The purpose of this paper is to critically examine the authors own assumptions made as academics using two examples from a research project with an Aboriginal community. The first attempt features a project that silenced the community. Later work engaged the community through tenets of community-based participatory research (CBPR) and a sport development project (SDP).

This project explores a shift from a mainstream qualitative approach steeped in post-positivism to a de-colonizing methodology which opened up a space for a SDP.

Mainstream research methodologies tend to silence marginalized communities and overlook local cultural practices. Effective community programming requires extensive consultation, and an approach that centralizes local voices.

Current understandings are limited to one Aboriginal Reserve.

Recommendations are proposed concerning how researchers might embark on practices that support the reversal of colonization and improve relations among people from two cultures previously in conflict. SDP initiatives and applied sport research grounded in CBPR are proposed as conduits to bettering relations among cultures in conflict.

The reader is provided with an example of how to attain goals of SDP at the local level through cultural praxis and a CBPR methodology.

The primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate student entrepreneurs during their university experience.

A qualitative case study approach is adopted to explore how the cultural environment affects the delivery and application of entrepreneurship education to university students in a Chinese context. Seventeen student entrepreneurs and three lecturing staff members in three Chinese universities were interviewed using a semi-structured interview approach.

The findings suggest that while Chinese universities have been importing teaching models and methods of entrepreneurship education from the United States and other countries, both students and educators are starting to recognise the need for teaching methods to be contextualised and designed based on national conditions and cultural characteristics. Findings from this study highlight cultural fusion and collision in the process of importing and implementing entrepreneurial teaching methods. For example, teaching students how to write a business plan appears to offer limited value for students' start-up activities and their venture development. The didactic teaching method centred on teachers without entrepreneurial experience works for the teaching “about” entrepreneurship but is paradoxical to the goal of teaching “for” entrepreneurship.

Little theoretical or empirical attention has been paid to the complexity of the cultural environment of teaching approaches to entrepreneurship education. This paper provides novel empirical insight into why the cultural environment plays a critical role in teaching approaches to entrepreneurship education and how these teaching approaches can be culturally nuanced to better meet the needs of nascent student entrepreneurs in various cultural contexts.

The purpose of this study is to assess the opportunity for a distributed, networked open biomedical repository (OBR) using a knowledge management system (KMS) conceptual framework. An innovative KMS conceptual framework is proposed to guide the transition from a traditional, siloed approach to a sustainable OBR.

This paper reports on a cycle of action research, involving literature review, interviews and focus group with leaders in biomedical research, open science and librarianship, and an audit of elements needed for an Australasian OBR; these, along with an Australian KM standard, informed the resultant KMS framework.

The proposed KMS framework aligns the requirements for an OBR with the people, process, technology and content elements of the KM standard. It identifies and defines nine processes underpinning biomedical knowledge – discovery, creation, representation, classification, storage, retrieval, dissemination, transfer and translation. The results comprise an explanation of these processes and examples of the people, process, technology and content dimensions of each process. While the repository is an integral cog within the collaborative, distributed open science network, its effectiveness depends on understanding the relationships and linkages between system elements and achieving an appropriate balance between them.

The current research has focused on biomedicine. This research builds on the worldwide effort to reduce barriers, in particular paywalls to health knowledge. The findings present an opportunity to rationalize and improve a KMS integral to biomedical knowledge.

Adoption of the KMS framework for a distributed, networked OBR will facilitate open science through reducing duplication of effort, removing barriers to the flow of knowledge and ensuring effective management of biomedical knowledge.

Achieving quality, permanency and discoverability of a region’s digital assets is possible through ongoing usage of the framework for researchers, industry and consumers.

The framework demonstrates the dependencies and interplay of elements and processes to frame an OBR KMS.