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This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.

The purpose of this paper is to describe the components, structure and theoretical underpinnings of a cognitive remediation intervention that was delivered within a supported education program for mental health survivors.

In total, 21 participants enrolled in the course Strengthening Memory, Concentration and Learning (PREP 1033 at George Brown College (GBC)) with the diagnosis of depression, anxiety, PTSD, ED and substance use disorder were included in the research. After a baseline assessment, participants completed 14 week cognitive remediation training (CRT) protocol that included six essential components that were integrated and implemented within the course structure of the supported education program at GBC. This was followed by a post-training assessment.

Analysis of the participants’ performance on CRT protocol using computerized games showed little significant progress. However, the research found a positive change in the self-esteem of the participants that was statistically significant and the findings also aligned with the social and emotional learning framework.

One of the limitations in the research was the use of computer-assisted cognitive remediation in the form of the HappyNeuron software. The value and relevance of computer assisted needs are to be further examined. It seems that the implementation of the course that explicitly address cognitive challenges creates a supportive environment can be helpful.

Despite the mixed results and the few limitations associated with the CRT intervention reported in the research, the study offers reminders of the complexity of cognitive remediation and all the factors involved that need to be taken into consideration.

This research created explicit space for addressing some of the implicit assumptions about the cognitive abilities when in post-secondary education.

This work is based on author’s previous work on cognitive remediation research within the supported education setting.

The purpose of this study is to empirically examine the impact of cosmopolitan consumer orientation (CCO) on sustainable apparel consumer behavior.

A total of 469 US responses collected using MTurk were retained for the analysis after screening for unengaged responses. Structural equation modeling was used to confirm the factor structure of the measurement model and to analyze the structural model. A two-step cluster analysis using log-likelihood distance measure and Akaike's Information Criterion was conducted to explore consumer profiles and past behavior.

Based on the model results, CCO positively impacts apparel sustainability knowledge, attitude toward purchasing sustainable apparel, perceived norm and sustainable apparel purchase intention. Attitude and perceived norm also impact sustainable purchase intention. The two-step cluster analysis, based mainly on sustainable past behavior, reveals that the group of sustainability engaged consumers knows more about apparel sustainability, has a stronger intention to purchase sustainable apparel, is more cosmopolitan and shows a higher tendency to follow social norms. Consumers in this group also tend to live in metropolitan areas and are slightly younger than unengaged consumers.

This study expands CCO research linking two major trends in society and industry: cosmopolitanism and sustainable apparel consumer behavior. The study reveals that CCO uplifts consumers' sustainable behavior and provides evidence in support of CCO as a driver of sustainable consumer behavior. Moreover, results imply a positive future outlook for the diffusion of sustainable apparel, as well as a much-needed mainstream consumer adhesion to more sustainable lifestyles. Given the repercussions of the findings, this research has numerous theoretical as well practical implications.

Daring to challenge the status quo impacts innovation. Yet, successful outcomes depend on individual risk-taking and choice to influence others to support new ideas. This Challenging the Status Quo exercise illustrates how leaders use power and influencing tactics to challenge norms by analyzing Donald Trump’s journey as the 45^th U.S. President to defy experts and successfully influence followers to support his non-traditional candidacy: businessman lacking political experience becoming leader of the free world. Through integrating videoclips and polls, instructors make power visible, relevant, and thought-provoking as students apply power theory and influencing tactics perspectives to analyze (a) how leaders impact followers’ perceptions, (b) students mutual-influencing strategies, (c) power’s relationship with social identity and privilege, and (d) social impact on innovation via activism and free speech.