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What is the impact of workers' tattoos and piercings on hospitality work? While body-art is prohibited in some hotels, it is encouraged in others. Also, an even more ambiguous situation arises when body-art is neither accepted nor prohibited, depending on labour market conditions and managers' individualistic preferences. In this chapter, we explore how this ambiguity imposes challenges on employment and career planning. We first seek to understand how managers' perceptions and decisions concerning worker body-art change in different hotel categories. To do so, we draw on interviews with 25 General and Human Resource Managers in 18 upper market hotels, three lifestyle boutique-hotels and four luxury hotels. Then, we offer pragmatic suggestions on career planning.

International evidence of corporate demand for ‘aesthetic labour’ has stimulated a growing and important literature on the strategic, commercial, legal, gendered and ethical aspects of this labour process (see Spiess & Waring, 2005; Warhurst & Nickson, 2009; Warhurst et al., 2000; Waring, 2011; Witz et al., 2003). There is some evidence to suggest that the growth in ‘Diversity and Inclusion’ strategies and practices by larger firms provides a level of recognition of the need to avoid discriminatory practices based on the physical characteristics of employees whether these be overt, structural or as a result of unconscious bias. It is argued that the emergence of ‘Diversity and Inclusion’ strategies are not just in response to regulatory demands or an enlightened ‘character over characteristics’ approach to hiring, but stems from a desire to meet contemporary Corporate Social Responsibility (CSR) expectations. In turn this corporate motivation is frequently driven by commercial concerns such as the need to attract and retain capital and talent.

In this chapter, the intersection of aesthetic labour, appearance-based discrimination, corporate Diversity and Inclusion strategies and CSR is explored. Through the examination of Fortune 500 ‘Diversity and Inclusion’ strategies and approaches to CSR, the intent behind the resourcing of ‘Diversity and Inclusion’ and its relationship to CSR is critically assessed. This critical assessment discloses both genuine efforts to reject unethical forms of ‘lookism’ or ‘appearance-based discrimination’ but also several contradictions. These include contradictions between the rhetoric of diversity and CSR and the continuation of aesthetic labour strategies for commercial advantage. Further, the research finds that the physical representation of ‘Diversity and Inclusion’ efforts are sometimes themselves exploited for commercial gain.

Precise and accurate observation, what we see, and the perception of emotion, what we sense and feel, lead to a more reliable evaluation and thus to better management of complex situations. Therefore, perception, observation and judgement are critical success factors in fostering innovation leadership at individual and team levels. This chapter outlines how these aspects need to be considered to facilitate the discovery, reflection and implementation of new ideas and solutions. We look at scientific areas such as neuroscience and positive psychology and apply the research to different professional areas. Based on this, we introduce ‘Coaching with Art’ as a method to train perceptiveness as a quality for self and team leadership to better cope with the challenges and opportunities of innovation processes.

This chapter draws from research on aesthetic labour, gender, management and organisation studies and research on women's careers. We base our analysis on two empirical data sets, namely interviews with women mid-managers in Finland and Scotland, and interviews with highly positioned expert women in Finland in knowledge work. Women in different phases of their careers and life experience manifold pressures on appearances, and are increasingly aware of the demands to ‘look good and sound right’. We address how these pressures impact on women managers' and experts' well-being and career plans.

The research is based on the analysis of recent experiences of participative processes in the reuse and maintenance of contexts considered as “urban waste,” focusing on their role in smart sustainable development processes. The recognition of discarded urban spaces/buildings as regeneration opportunities opens up new perspectives on the communities’ commitments and responsibilities, in new governance models. These experiences, better known as “commons,” highlight the active role of communities in establishing new unconventional forms of value creation and production based on circular processes and interdependences between city and communities. Circularization and synergies are the fundamental precondition for smart sustainable development. Assuming the Historic Urban Landscape (HUL) approach as general framework, the phenomenon of commons represents an opportunity to make it operational through an integrated methodology based on the recovery of the environment built according to an inclusive and hybrid approach, configured by culture and shared with local communities. In this perspective, this contribution proposes an evaluation framework not only to monitor the results and impacts produced by these experiences, but also to stimulate and improve awareness, self-learning and self-evaluation processes of the actors involved in regeneration processes toward a smart sustainable development.

Hazel Kyrk’s recognised contributions include a shift in analytic focus from production to consumption, pioneering work to measure household production as part of family income, empirical studies of family behaviour, and contributions to policy. But her account of ‘wise’ consumption and its intersection with ‘high’ living standards is not well understood. The three aims of this chapter are to explain ‘wise’ consumption across Kyrk’s three major books, to consider its role in Kyrk’s empirical studies, and to explain why it fell into oblivion. Tackling what Wesley Mitchell described as the ‘most baffling of difficulties’, Kyrk explained what constitutes a family’s ‘good’ in a manner that was critical of mere emulation. Her 1923 book required that wise consumption include new and personal elements. Her 1929/1933 book detailed five qualitative criteria (balance between interests, full and varied experiences, originality, rational sources of satisfaction, and the use of scientific information). But her 1953 book weakened this normative language, reflecting Margaret Reid’s view that Kyrk’s account was too demanding. Although Kyrk felt wise consumption avoided paternalism, her peers disagreed (Hoyt, 1938/1945; Reid, 1938/1945). We close with some problems with Kyrk’s account and a brief consideration of its continuing relevance.

Identity is a disputed concept. A clear-cut, unitary definition of identity is impossible as it “bears a multivalent, even contradictory theoretical burden” (Brubaker & Cooper, 2000, p. 8). Existing literature shows that teacher identity or teacher professional identity is defined differently. In some cases, there is no definition at all. This chapter summarizes how research on teacher identity evolved in the last two decades. A total of 33 papers on teacher identity were reviewed. To analyze the data, we developed a conceptual framework on teacher identity based on the reviewed papers. In reviewing the literature, we found four lines of studies that have attracted more attention from educational researchers: (1) research on factors shaping teachers' professional identities, (2) studies highlighting the tensions and crises in teachers' professional identities, (3) approaches and models to the construction of teachers' professional identities, and (4) research on students' and beginning teachers' identities. Two different conceptions of teacher identity were found in these lines of research: strong and soft approaches. Strong conception of identity emphasizes sameness over time or across persons. Soft or weak conception of teacher identity, in contrast, is based on the premise that identity is flexible and unstable over time and across persons. Most of the research adopted the soft conception. Thus, the strong conception of teacher identity was understudied. Hence, we do not know what counts as the core professional values or meaning in strong conception of teacher identity. Relying on general pedagogy, we propose a framework based on moral, aesthetic, and rational foundations for developing a strong conception of teacher identity.