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People with intellectual disability have a low rate of employment in Australia and internationally. Their low employment rate is set within a context of limited employment choices. Further, the most common types of work currently undertaken by people with intellectual disability – open and sheltered employment – have limitations and may not be suitable for everyone. Expanding the employment choices available represents an important way forward, but evidence is needed to guide the expansion. This paper aims to contribute to the evidence required by comparing people with intellectual disability’s experience and outcomes in open and sheltered employment to their experience and outcomes working in social enterprises, which is becoming an important alternative employment option for this group.

The paper uses the qualitative accounts of 51 people with intellectual disability to compare experiences and outcomes in open, sheltered and social enterprise employment in Australia.

The paper finds that social enterprises combine some of the benefits of open and sheltered employment and thus expand employment choice. However, the level of business/market development and opportunities for employment in social enterprises are currently limited and require further development and scale to enable social enterprises to be an option for more people with intellectual disability. Policy implications are drawn out for expanding employment choice, in particular through social enterprise employment, for people with intellectual disability.

The paper offers the first three-way comparison of open, sheltered and social enterprise employment for people with intellectual disability, contributing to both the disability employment and social enterprise literature.

This chapter reviews the literature to contextualize the intervention in the post–cold war era characterized by the momentum of globalization dominated by informal actors beside the legal authority of the state. It indicates how these actors deviate the primary purpose of the humanitarian intervention and create an ungovernable environment of the state particularly when interventions are operated in countries endowed with natural resources. The case of the Democratic Republic of the Congo (DRC) serves as a model to ascertain such phenomenon in which actors such as states involved in intervention come in collusion with shadow elites, lobbyists and multinational companies to establish clandestine networks of illegal exploitation and smuggling of natural resources. The chapter winds up by suggesting the redefinition of policies of interventions to keep humanitarian intervention in its primary mission while holding actors involved in illegal and smuggling of natural resources accountable.

Presents over sixty abstracts summarising the 1999 Employment Research Unit annual conference held at the University of Cardiff. Explores the multiple impacts of globalization on work and employment in contemporary organizations. Covers the human resource management implications of organizational responses to globalization. Examines the theoretical, methodological, empirical and comparative issues pertaining to competitiveness and the management of human resources, the impact of organisational strategies and international production on the workplace, the organization of labour markets, human resource development, cultural change in organisations, trade union responses, and trans‐national corporations. Cites many case studies showing how globalization has brought a lot of opportunities together with much change both to the employee and the employer. Considers the threats to existing cultures, structures and systems.

Māori (Indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success as New Zealanders of European descent. Addressing this problem is a particular challenge at tertiary level in science, engineering, and architecture and design (SEAD). Te Rōpū Āwhina (Āwhina), an initiative at Victoria University of Wellington (VUW), aims to produce Māori and Pacific professionals who contribute to Māori and Pacific development and leadership. The objective of this analysis was to summarise quantitative results from the first 11 years of Āwhina and to show they are consistent with an Āwhina ‘effect’; that is, a positive influence on (combined) Māori and Pacific success in the SEAD disciplines. Individual-level records held in the VUW student database were used to generate smoothed trends in SEAD and non-SEAD graduate and postgraduate degree completions since 1991. Substantial improvements in SEAD Māori and Pacific completions occurred between 1999 and 2010, including a 50%- increase in Māori and Pacific postgraduate completions relative to all SEAD postgraduate completions. In the same period, non-SEAD Māori and Pacific postgraduate completions increased at a similar rate to all non-SEAD postgraduate completions. Results were consistent with a strong Āwhina effect, which has important implications for the nature of tertiary institutions, their cultural and social disconnection with Indigenous and minority students, and their social obligations and responsiveness. This analysis did not account for students who did not complete a qualification or include key confounders such as entry qualifications and gender. Definitive confirmation of an Āwhina effect is the subject of ongoing research.

The onset of psychosis typically develops during adolescence, a crucial period for beginning the transition from family to independence and developing a stable sense of self. Recovery amongst adolescents experiencing early onset psychosis has not yet been investigated with reference to its influence on self-identity. The purpose of this paper is to explore the impact living with early onset psychosis has on self-identity for adolescents in recovery.

A purposive sample of ten adolescents aged between 16 and 18 years from an Early Intervention Service in the Scottish National Health Service were recruited. All had experienced at least one episode of psychosis and were within three years of first contact with the service. Semi-structured interviews were adopted to capture adolescents’ perspectives concerning their experiences of recovery from psychosis and the impact on self-identity. All interviews were audio-recorded, transcribed and thematically analysed.

Qualitative analysis of adolescents’ accounts revealed how recovery from psychosis involves working with individual explanatory frameworks concerning uncertain identities and status ambiguity, a decrease in referent points and unfavourable social comparisons (emphasising loss, grief and self-criticism).

Supporting adolescents experiencing early psychosis involves education, rebuilding relationships with self and others and providing access to psychotherapeutic interventions to aid self-identity development when needed.

The originality of this paper lies in the importance of identity, recovery, human reconnection, advocacy and community reintegration for adolescents experiencing psychosis. Public mental health campaigns to tackle the stigma surrounding psychosis are essential to assisting adolescents in developing their sense of self through their recovery journeys.

The authors explore the concept of leaders as storytellers and suggest that this approach to leadership is helpful as a way of communicating effectively with people. The authors conclude that story skills are also helpful for people with mental health problems to create their own recovery stories, frontline staff designing their professional development and leaders negotiating organisational change.

Blended learning is the new buzzword in higher education. International trends in open and distance learning proclaim that the use of blended learning is essential for any distance education institution that wishes to remain relevant in an increasingly contested market. Blended learning refers to the use of a variety of technologies, pedagogies, contexts and delivery modes (such as online learning) to create a strategic mix that will increase student success. Online learning environments form a crucial part of any blended learning strategy. In the South African context, access to such online environments is a controversial issue. This article reports on a study which attempted to determine how many of the students registered for Accounting at second year level at the University of South Africa (UNISA) would benefit from a blended learning approach.

The leadership of people with lived experience of mental health problems is underdeveloped, when it comes to leadership in one's own recovery, at the service level, and at the systemic level. Unlike the mental health system, the user/survivor movement has a values base of empowerment and equality. But the movement has not yet created an explicit model of leadership based on these values. Conventional models of leadership have little to offer but critiques of it provide a good framework for users and survivors to build its own model of leadership upon. If user/survivor leadership is to thrive, new roles, practices and competencies need to be developed. At a deeper level, there needs to be philosophical, psychological and political shifts in service systems if user/survivor leadership is to ever take root. Furthermore, the leadership of empowerment and equality should pervade all the leadership in service systems and beyond.