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Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

An organization’s competitive advantage can be strengthened if they are able to identify highly creative individuals. In fact, organizational success in the 21st century may depend upon a firm’s ability to identify highly creative individuals who are able to develop novel and useful ideas, which are the outcome of creativity. The authors posit that Information Technology (IT) plays a significant role in creativity.

Applying the componential view of creativity, the authors propose the theoretically-derived concept of Individual IT Creativity (IITC). Utilizing a 5-phase methodology, the authors provide a theoretically-derived and rigorously-validated measure of IITC.

This study demonstrates that IITC is manifested in individuals who (1) possess IT expertise; (2) are motivated by IT tasks and (3) exhibit IT creativity-relevant processes. The authors then develop a scale to measure IITC and examine IITC within a broader nomological network.

This study facilitates the investigation of new streams of research into IITC, including new possible outcomes in addition to IT acceptance.

The relationship between trust, accountability and procedural justice is studied via research into British credit unions (CUs) following regulatory reform to remedy problems exposed by the 2007–2008 global financial crisis.

Interviews at 13 case studies of different types and sizes of credit unions in Glasgow, Scotland, are examined using template analysis and abductive theorizing to understand the effects of disproportionate reforms on small credit unions.

Smaller credit unions found three regulatory changes – namely dual regulators, increased minimum reserves and introduction of the Senior Managers and Certification Regime – excessive. Excessive change generated distrust in regulators. Regulators' insufficient attention to procedural justice contributed to this distrust.

Linkage of multidimensional confluent trust to a multilevel system of accountability provides an original way of understanding how indiscriminate attempts at trust repair damage some elements of trust in formal regulatory systems. Recognition of the need for procedural justice to enable smaller credit unions to articulate their extant checks and potential exemption from formal regulations provides another valuable contribution. The explanation of the abductive logic employed is also original.