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The current study evaluated (1) characteristics of the community leadership development program associated with successful participant recruitment, (2) active ingredients that promoted fellow engagement and program completion and (3) how the program addressed blackness and racism.

Individual interviews were conducted with a representative subset of former program fellows.

Results indicated that offering training in small cohorts and matching fellows with individual mentors promoted program interest. Program strengths and unique ingredients included that the program was primarily led by people from the Black community, program malleability, and that the program was a partnership between fellows and leadership. Additionally, the program was responsive to fellows’ needs such as by adding a self-care component. Fellows also noted dedicated space and time to discuss race and racism. Results offer a unique theoretical perspective to guide leadership development away from the uniform or standardized approach and toward one that fosters diversity and equity in leadership.

Altogether, this work demonstrates how leadership development programs can be participant-informed and adapted to participants’ social and cultural needs.

In this study, we illuminate how techniques can be incorporated into interview protocols when conducting research with educational leaders who are being asked to discuss their experiences in crises.

We interviewed seven researchers about their role as a researcher in collecting data on a crisis event from participants. Our analysis concentrated on several key components of the interview.

In presenting our findings on how scholars can adopt a caring and just approach to interview studies with leaders regarding crises, we portray how this approach can be melded into research design, interview protocol and interview techniques.

We illuminate that specific interview techniques are required when interviewing participants who have undergone and survived crises in their work, and we recommend the use of this protocol especially when an interview requires researchers to “handle with care.”

This paper aims to explore how employees reconceptualized their time and space to order and structure their lives in an unprecedented scenario of nonvoluntary work from home.

Set in the context of lockdowns due to the pandemic scenario, the study uses a constructivist approach to collect data through in-depth online interviews to understand how employees coped with the challenges emanating in a nonvoluntary work from home situation. The respondents were purposively selected to reflect a diverse pool in terms of gender, familial responsibilities and age/tenure.

The findings present temporal and spatial themes that provide several insights into how employees made sense of time and space as resources to navigate their challenging work-home roles.

In the present study, the authors found that when boundaries get violated, it does not necessarily manifest in the form of dissatisfaction with one or the other domain. The respondents in the current study show-cased adjustment mechanism to cope with the boundary permeability that happened. They adopted ways in which they could safe-guard their multiple identities in the situation they found themselves in, do justice to the salient roles in their lives, emerge as more empathetic humans and look forward to a brighter and more hopeful future. This opens-up a possibility of studying the theory behind human behavior in crisis-like situations and the degree of acceptance that people show when they find themselves in undesirable-unalterable situations.

A mental reorientation is required on the part of both employees and employers to navigate smoothly in this new “normal” and find more sustainable solutions to the problem if the remote working or hybrid mode of working becomes mainstay. Clear demarcations between work and nonwork time are a key element to ensure proper work schedules for remote workers. Offline meetings and get-togethers can be organized on a periodic basis to facilitate employee interaction and engagement. Participation of employees in key decisions becomes more important in such situations as it makes employees feel more connected with their work space.

To the best of the authors’ knowledge, the study is original as it is set in a completely unprecedented situation of lockdowns (during the pandemic) that affected the lives of everyone in some way or the other. The findings of the study are unique and insightful, as they help understand the sense-making mechanism adopted by people to successfully navigate through the crisis.

This case study, within the context of boundaryless and protean career development frameworks, investigates linguistic profiling and how code-switching is used to mitigate its impact on Black leaders during their careers. The experiences of Black women coaches and the coaching support they offered Black women clients in code-switching, leadership and career advancement are described. The value of leadership coaching when used to navigate these career progression challenges is emphasized.

The study employed a multiple-case study approach of two Black women leadership coaches.

The findings of this study illustrate the understanding of code-switching and the coaching techniques employed by two Black women leadership coaches. Sage focused on educational strategies, offering historical contexts and resources, while Khadijah leaned on empathy-driven methods, using storytelling to evoke reflection. Both coaches emphasized creating safe spaces for open dialog, encouraged clients to reconsider their actions and values regarding code-switching challenges and sought to prompt clients towards authenticity while navigating career spaces effectively.

Additional strategies for coach practitioners include cultivating trust and a safe environment; active listening; challenging biases and assumptions; contextual understanding; empowering authentic self-expression; fostering skill development; challenging stereotypes; promoting autonomy and flexibility and adopting cross-cultural sensitivity, humility and competence. These practical coaching strategies bridge the gap in career development research by demonstrating how race-conscious strategies can promote workplace inclusivity and promulgate career development.

The study underscores the problem of linguistic profiling, the complexity of code-switching and implications for Black women navigating their career journey within professional spaces. It highlights the significance and value of tailored leadership coaching strategies to promote career advancement. This study addresses the gap in career development research related to linguistic profiling avoidance strategies for workplace inclusivity.

This article explores the implications of virtual social spaces for conceptualizing community engagement in the practice of architecture and design by critically analyzing multidisciplinary approaches to conceptualizing community namely space, place, and context to envision social spaces of virtual community engagement by architects and designers.

This conceptual article utilized narrative literature review as the primary method for conducting a transdisciplinary theoretical integration. First, the authors defined the metaverse as all manner of human-technological interaction. Second, the authors discussed theories of place from architecture, social geography, and human ecology and employed neoecological theory to describe the interactional processes inherent in research and practice with virtual communities. Finally, the authors documented specific types of virtual engagement strategies in architectural research and practice.

Virtual environments provide varied opportunities for effective collaborations among architects, designers, and community members. The primary strategies identified by the literature review of virtual community engagement were collaborative, augmented reality, and situated digital experiences. In addition, researchers have found that the most effective community engagement bridges interactions in the physical space and digitally mediated interactions.

The authors advocate for increased research towards understanding how the expanded availability of more complex technological tools, such as future versions of artificial intelligence (AI) software, may further layer the landscape of community engagement in ways that may be unpredictable and currently less understood. Additional research is also needed to address participants' perspectives in virtual community engagement and explore how the building of communities in the meta-context is felt, lived, and understood by those who act in them.

The availability of new technological tools and digital platforms challenges diverse professionals to expand their community-engaged practice into the metaverse. Although not every community has broadband Internet or software access, many physical locations whether community centers, libraries, schools, or one’s own home may serve as safe spaces for novel virtual engagement experiences by individuals and groups. Digital engagement can increase opportunities for involvement from persons who are home-bound, lack transportation or child-care to attend in-person community events, or may desire the anonymity afforded by virtual engagement.

Virtual environments can provide varied opportunities for effective collaboration among architects, designers, and community members by overcoming physical or nonphysical barriers to in-person engagement. For example, recent case studies of civic and community organizations have successfully integrated physical and virtual community engagement during the global COVID-19 pandemic by overcoming physical or nonphysical barriers to in-person engagement. Community development theorists have referred to such contexts as a “post-place community” in which individuals find solidarity through digital global networks.

This article theorizes virtual community engagement in the metaverse from a transdisciplinary perspective and coins the innovative concept of meta-contexts to describe a global “post-place” community. Integrating theories of place from architecture, social geography, and human ecology guides an original review of effective strategies for meta-contextual digital community engagement by architects and designers.

This study rigorously explores the intersectional challenges faced by black fat males, emphasizing the amalgamation of anti-fat bias, gender and sexuality and racial discrimination within educational contexts. The purpose of this study is to dissect the complex dynamics of this intersection, shedding light on the nuanced experiences of black men. Central to this exploration is the advocacy for creating inclusive educational sanctuaries, providing a safe space for these individuals to thrive, learn and engage in holistic personal development.

To accomplish our objectives, this paper reviewed existing literature on anti-fatness, intersecting with issues of race, gender and sexuality. Drawing upon qualitative data, this study incorporated personal narratives and experiences to offer a comprehensive perspective. Our research methodology also involved an analysis of metrics like body mass index (BMI) and its impact on health-care practices and policies, particularly concerning the black community.

The research discerns that black fat males encounter multifaceted challenges in educational settings, often rooted in societal prejudices and systemic biases. It highlights the inadequacy of conventional metrics like BMI in capturing the complexity of these experiences. The study identifies the urgent need for safe school spaces, emphasizing the importance of inclusive language, varied seating arrangements and tailored educational content. These findings underscore the imperative for proactive measures in dismantling anti-fatness within academic institutions.

This research contributes significantly to the academic discourse by pioneering an in-depth exploration of the intersectional challenges black fat males face in education. This study offers a novel perspective by focusing on the unique amalgamation of anti-fat bias and racial discrimination. The proposal for educational sanctuaries tailored to the needs of this demographic represents an innovative solution, bridging gaps in the existing literature. Through its nuanced approach and advocacy for inclusivity, this study stands as an original and pioneering contribution to the field, urging educators and policymakers to reevaluate their practices and create equitable learning environments.

The objective of this study is to explore the concept of rural coworking in the scientific literature and examine how it generates community narratives based on the value of space and business practices. This study aims to contribute to the understanding of rural coworking as a driver of participation and relationships among diverse stakeholders.

To identify and analyse trends and categories in rural coworking studies, understand the concept of rural coworking and how community narratives have been focused, the authors carried out a systematic literature review following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) tool. The review was performed using Scopus, obtaining 22 papers.

The findings reveal that rural coworking is on definition, but it emphasises the role of community as a main actor in its consolidation. On the other hand, rural coworking is seen as an opportunity to create impactful new business strategies through space regeneration and revitalisation. Management perspectives prevail in this research field, highlighting the role of public administrations, entrepreneurs and policymakers, and their capacities to build a business environment to enhance coworking activity.

The paper establishes conceptual categories and research trends in the rural coworking literature, and how its actors have a strategic importance in defining their own practices and narratives. The interrelationship between coworking activity and local business development is continually seen as an opportunity for growth, so this paper will have value for rural coworking planners and consultants in non-urban areas.

Despite their centrality to organizing – acknowledged by several theorists – unplanned conversations are often marginalized in organizational theory. To remedy this oversight, we recenter attention on this understudied aspect of organizing. We draw on the affordances perspective to elaborate on the spatial and temporal factors influencing unplanned conversations.

This conceptual paper integrates multidisciplinary literature on unplanned conversations to identify a range of spatiotemporal factors influencing unplanned conversations. Our approach emphasizes how various situational factors afford or hinder opportunities for unplanned conversations among organizational members.

Unplanned conversations were precisely defined as opportunistic or spontaneous conversations, characterized by the absence of pre-planning, that can be work or non-work-related. Then, the characteristics of unplanned conversations (emergent, episodic and brief, interrelated, convenient, and improvisational) were outlined, indicating their distinct organizing and structuring capabilities. The spatial (i.e. spatial proximity, visibility, legitimacy, and psychological safety) and temporal (i.e. work time pressure, work history, work expertise, and work routineness) factors identified in the study both afford and constrain individuals’ unplanned conversations. The empirically testable propositions offered in the study have significant theoretical and practical implications.

This study enriches our understanding of unplanned conversations by offering a precise conceptual definition, outlining their essential characteristics, and underscoring their theoretical and practical significance in organizing. The study highlights the need for organizations to consider the spatiotemporal factors that influence unplanned conversations.

This paper aims to address weight-based bullying as a persistent issue among adolescents. Fat phobia, rooted in societal biases against overweight individuals, leads to social exclusion and discrimination, negatively impacting mental health and equality. Educational settings suffer from the profound effects of fat phobia, creating a toxic atmosphere that distracts from learning and marginalizes students who don't conform to traditional physical norms.

This paper combines historical analysis, literature review and critical discourse analysis. It examines the historical roots of fat phobia, explores the impact of societal influences, analyzes contemporary educational practices and the use of popular culture as a innovative tool.

Leveraging popular culture in anti-fat phobia education effectively challenges stereotypes. Educators empower students to critically analyze media depictions, encouraging empathy and inclusivity. Current events serve as critical teaching tools, sparking discussions on intersecting discrimination forms and equity.

This paper emphasizes the urgent need to comprehensively address fat phobia in education, advocating for a shift in societal attitudes toward body diversity. Popular culture can serve as an educational tool to create inclusive classrooms where all students are valued and free from weight-based discrimination.

This paper emphasizes the urgent need to comprehensively address fat phobia in education, advocating for a shift in societal attitudes toward body diversity. Popular culture can serve as an educational tool to create inclusive classrooms where all students are valued and free from weight-based discrimination.

The originality and value of this paper lie in its multi-faceted approach to examining weight-based discrimination, its historical context, practical educational strategies, and the innovative use of popular culture as a tool for promoting inclusivity and empathy.

The study explored how information institutions can support the resilience of parents of adolescents affected by the Russia–Ukraine war. Ukrainian parents are facing major challenges of supporting their teenagers through a difficult developmental phase while also “buffering” their war-related hardships. By supporting parents, information institutions can also support children.

Fifteen parents were interviewed about mental health challenges and resources that are helpful and/or missing from their support systems. Recordings of participant narratives were analyzed using the qualitative thematic analysis technique.

The findings indicate that both teens and parents rely on internal resilience skills, family, friends and community resources to support themselves. However, a number of additional resources could be offered by information institutions, including content for (1) teens on developing skills in communication, interpersonal relationships, problem solving and academic pursuits; (2) parents on child development and opportunities in their host countries; both groups on (3) both groups on mental health first aid and safe spaces to meet peers. The study recommendations will be of interest to information professionals working with families, especially families affected by disasters.

The study relied on a small convenience sample of participants.

Study recommendations would be of interest to information professionals who develop and provide services to families affected by natural and manmade disasters.

Study recommendations improve understanding of the (potential) role of information institutions and libraries in strengthening family and community resilience.

The study offers a rare insight into experiences of war-affect families and provides evidence-driven recommendations for information institutions to support family and community resilience.