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Through a series of critical discussions on Karl Popper’s evolutionary analysis of learning and the non-authoritarian values it promotes, the purpose of this paper is to advocate a Popperian approach for building medical student knowledge. Specifically, it challenges positivist assumptions that permeate the design and management of many educational institutions, including teaching hospitals, by considering what does and does not happen when learning takes place.

To illustrate how Popper’s approach differs from such a conception of learning, the paper examines the exchange between a preceptor (Sam) and a medical student (Lisa). The following exchange is based on the observations during a team meeting in a Canadian teaching hospital. The authors sent the transcript of the observation to Lisa for her comments. The statements in italics represent Lisa’s additions. Pseudonyms are used to protect the identity of participants in the exchange.

Popper’s evolutionary analysis of learning and the Objective Knowledge Growth Framework provide a means of managing specific aspects of one’s education through engaging in this learning process. Although this approach to teaching and decision making takes time to master, it does not require reconstituting existing institutional arrangements before it can be implemented in hospitals. Instead, it asks medical students, teachers and practitioners to be open to the theoretical underpinnings of the approach and to view knowledge growth as a process of systematic trial and error elimination.

This paper is original in its conceptualisation and may well become a classic in education circles. It draws on Popper’s philosophical arguments and enters into a much needed discourse for teaching and learning.

Activism in the sport world is often connected to iconic images like the raised fists of John Carlos and Tommie Smith in a Black Power salute at the 1968 Mexico City Olympics or the figure of Cathy Freeman, wrapped in the Aboriginal flag, taking her victory lap at the 1994 Commonwealth Games and the 2020 Sydney Olympics. Activism, be it individual or through collective action, is a contemporary reality in sport. These actions reverberate out, sometimes joining with or magnifying other significant social and political currents to create waves that shift society. They may take the form of supporting mental health conversations, developing sporting infrastructure and support to expand opportunities for the next generation, concerted efforts at changing governance representation, or challenging sexist policy in sports, for example. This chapter draws from a talanoa on activism in Pacific sport, bringing these various activities together in order to surface the activism taking place, and better understand and reframe how we think about sport activism in Pacific communities. On the one hand, we recognize that particular cultural values like humility, respect, and orientations to servant leadership naturally encourage activism in the form of everyday advocacy and grassroots interventions. On the other, we discuss whether these values also prevent more outspoken and disruptive forms of activism which are often required to challenge systems of injustice and enact structural change. In this preliminary look at Pacific activism in sport, we surface some insights and raise questions for future research.

Examines how the City of Bradford Metropolitan District Council, West Yorkshire, UK, has employed freelance life coaches to help local government staff in their careers and general well being.

Provides a description of the nature and benefits of life coaching from the senior occupational health adviser for the council, Susan Gee. Includes comments from two of the life coaches used by the council, Alison Tempest and Lisa Lawton. Quotes employees who have been able to make positive changes to their jobs and lives thanks to receiving life coaching.

Discovers that life coaching can lead to a reduction in sickness absenteeism and a lowering of stress levels among employees.

Highlights a creative and innovative way to help employees to stay well and happy at work.

Creating more positive individual narratives around illness and identity is at the heart of the mental health care recovery movement. Some recovery services explicitly use personal storytelling as an intervention. The purpose of this paper is to look at individual experiences of a personal storytelling intervention, a recovery college Telling My Story (TMS) course.

Eight participants who had attended the TMS course offered at a UK recovery college were interviewed. Data were analysed using interpretative phenomenological analysis.

Five key themes, namely a highly emotional experience, feeling safe to disclose, renewed sense of self, two-way process and a novel opportunity, were emerged.

The findings suggest that storytelling can be a highly meaningful experience and an important part of the individual’s recovery journey. They also begin to identify elements of the storytelling process which might aid recovery, and point to pragmatic setting conditions for storytelling interventions to be helpful. More time could be dedicated to individuals telling their story within UK mental health services, and the authors can use this insight into the experience of personal storytelling to guide any future developments.

The study investigated the feedback seeking abilities of learners in L2 writing classrooms using ChatGPT as an automated written corrective feedback (AWCF) provider. Specifically, the research embarked on the exploration of L2 writers’ feedback seeking abilities in interacting with ChatGPT for feedback and their perceptions thereof in the new learning environment.

Three EFL learners of distinct language proficiencies and technological competences were recruited to participate in the mixed method multiple case study. The researcher used observation and in-depth interview to collect the ChatGPT prompts written by the participants and their reflections of feedback seeking in the project.

The study revealed that: (1) students with different academic profiles display varied abilities to utilize the feedback seeking strategies; (2) the significance of feedback seeking agency was agreed upon and (3) the promoting factors for the development of students’ feedback seeking abilities are the proactivity of involvement and the command of metacognitive regulatory skills.

Additionally, a conceptual model of feedback seeking in an AI-mediated learning environment was postulated. The research has its conceptual and practical implications for researchers and educators expecting to incorporate ChatGPT in teaching and learning. The research unveiled the significance and potential of using state-of-the-art technologies in education. However, since we are still in an early phase applying such tools in authentic pedagogical environments, many instructional redevelopment and rearrangement should be considered and implemented.

The work is a pioneering effort to explore learners' feedback seeking abilities in a ChatGPT-enhanced learning environment. It pointed out new directions for process-, and student-oriented research in the era of changes.

The purpose of this paper is to provide practical how-to information for those looking to develop high-potential employees within their organizations or for their clients.

The paper is based on a combination of recent surveys and studies of what is happening with the development (or lack thereof) of high-potential employees as well as recommendations of key components for high-potential programs based on the author’s direct experience.

Though not a research paper, this work finds that while some organizations have programs in place to develop high potentials, many still do not, despite it being viewed as helpful in recruiting and retaining top talent.

The information provided can be used by both internal practitioners and external consultants to implement high-potential employee development programs for any size of organization.

High-potential employees represent future leaders. Without developing them, organizations run the risk of high attrition costs along with a lack of qualified talent to fill leadership pipelines.

The value of this paper is twofold: it offers detailed information to set the tone with stakeholders when it comes to talking about and developing high-potential talent, and it provides a starting point with first steps for successful program implementation.

The objective of this paper is to develop practice and theory from Augusto Boal's dialogue technique (Image Theatre) for organisational use. The paper aims to examine how the members in an organisation create dialogue together by using a dramaturgical storytelling framework where the dialogue emerges from storytelling facilitated by symbolic representations of still images.

The study follows the lines of participatory action and art‐based research. The data are collected from 13 dramaturgical work story storytelling sessions in four different organisations. The research design belongs to the tradition of research‐based theatre, which implies artful inquiry, scripting and performance in research.

The paper presents a model for organisational dialogue. The model illustrates the dramaturgical storytelling of work story which influences problem shifting in a positive way.

The limitations of this study are related to the scope of the research. The Scandinavian cultural context facilitates an open, bottom up process. More case studies in different kinds of environments should be conducted. In the future it might be advantageous to conduct more longitudinal studies on how organisations can nurture continuous dialogue.

Work story as a dialogue practice facilitated members from the same occupational groups to share experiences with each other and construct common interests by investigating unstructured and uncertain social situations at work.

The paper combines research fields that explore art‐based initiatives within organisations, workplace learning and innovation research.

Purpose – The purpose of this chapter is to explore homicide trends in Trinidad and Tobago, to describe the factors that impact the risk for homicide perpetration and victimization, and to discuss the effectiveness of strategies implemented by law enforcement agencies to prosecute homicide cases.

Design/methodology/approach – The chapter employs a detailed review of relevant literature to explore homicide trends and the strategies instituted to investigate and prosecute this criminal offense.

Findings – Our findings suggest that homicide victimization and perpetration is concentrated among young men of African descent, who reside in underprivileged communities with a high population density. Gang violence prompted by a narco-drug economy, coupled with gun violence, accentuates the risk of homicide perpetration and victimization. As homicide rates remained high, law enforcement officials in Trinidad and Tobago were ill equipped to investigate and make arrests in these offenses.

Originality/value – This chapter adds to the literature on homicide in Trinidad and Tobago by (1) showing that geographic and demographic factors structure homicide victimization and (2) exploring how the political economy of drugs in the Caribbean contributes to murder.

This chapter explores the class identities of upwardly mobile and middle-class members of racial minorities in France and the United States. Through in-depth interviewing with African Americans and descendants of North African immigrants in, respectively, the United States and France, and comparing these with their counterparts of the racially dominant group, the chapter shows that racial processes significantly shape the mobility experiences and the range of dilemmas, challenges and identity negotiations faced by our minority respondents. Drawing on the Critical Race Theory and on the minority culture of mobility theory (Neckerman, Carter, & Lee., 1999), it suggests that the ongoing salience of racial discrimination coupled with the maintenance of ties with socially disadvantaged members of their groups significantly shape the ways in which our respondents make sense of their class location. The chapter further points to under-researched nation-specific ideological repertoires in shaping our respondents’ mobility experiences and class identities.