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Through the analysis of a crucial period of the history of quality in Europe – the creation of the European Foundation for Quality Management (EFQM) and the development of the European Quality Award – the author, who was a protagonist of the narrated events, aims to reveal some historical aspects that are generally ignored and that should explain some of the peculiarities of the award model. Taking stock of the present situation, some directions taken in the TQM/Excellence Model's development and use are questioned, and the author reasserts his views on the whole matter.

For the historical part the author has based his research on public documents, EFQM Newsletters and internal documentation and personal correspondence with the protagonists of the events that are mentioned. The author will be glad to share with students who want to conduct research in this area his personal records. The following discussion is mostly based on the author's findings and experiences, compared with the most common practices.

Since the purpose of the paper is to tell a story which the author was a protagonist of, to derive from it some lessons that are important for the future, the first part of the paper is dedicated to narrating those aspect of the European Quality Award Model's development that are crucial to understanding why such a model, initially developed following the Malcolm Baldrige Award scheme, suddenly changed dramatically. In this part the author relates some personal anecdotes to make the story more alive and complete. The second part of the paper presents the author's views on organisational improvement models and self‐assessment and explains why he believes that the present course should be changed, if the risk of negative impacts on quality development is to be avoided.

The paper tells a story of an out of the box approach that strongly affected the development of the European Quality Award Model, now the EFQM Excellence Model; and explains why, in the author's view, further innovation is needed in quality management, if we really want to pursue continuous organisational improvement.

This study explores aspects of entrepreneurial social identity that are made salient in communication, and that are related to positive group distinctiveness.

The study employs a thematic analysis methodology, and the analysis is sensitized by social identity theory and related concepts. Semi-structured interviews were conducted with 43 entrepreneurs in several US cities. The women and men discussed the nature of their entrepreneurial identities, and the relationship of past intra- and intergroup conversations to their realizations of a positively-distinct entrepreneurial identity. Open and axial coding of the entrepreneurs' verbal conversational content was conducted.

The analyses revealed four themes (and nine accompanying sub-themes) that represented dimensions of entrepreneurial social identity that were related to positive group distinctiveness.

Findings may prove useful for mutual understanding among current and aspiring entrepreneurs, and for educators and managers with an interest in encouraging entrepreneurial mindsets through training program development.

This study is unique not only in its adoption of an intergroup comparison approach to entrepreneurship that integrates recalled past communication, but also in its focus on positive in-group distinctiveness. The desire for this psychological state may be one motivating force guiding the content of entrepreneurial identity, and it may, for some individuals, be one factor that drives the pursuit of entrepreneurship itself. This study offers themes that break new ground in illuminating dimensions derived from recalled conversational content that entrepreneurs considered key to positive identity salience.

The purpose of this paper is to outline a service evaluation that gathered feedback from people with a learning disability on their experience of lockdown in Jersey and Guernsey. This feedback was intended to guide planning for service provision during any future lockdown and for life as we exit lockdown.

An accessible survey was sent to everyone accessing learning disability services across the two islands and Mencap in Jersey. Data was analysed quantitatively and qualitatively to identify patterns in the data and key themes.

Most respondents felt safe, calm and happy and valued support from services. Key themes emerging from the data included the importance of relationships, messages of safety, keeping busy and communication.

This survey has been undertaken at a time where there is a paucity of research and consultation with individuals with a learning disability self-reporting on their experiences of lockdown, during the COVID-19 pandemic.