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This paper examines the social and institutional context of barriers to drug service throughcare and aftercare for prisoners in England and Wales, including those that specifically affect Black and minority ethnic prisoners. A research project in 2004 reviewed relevant literature and statistical data, mapped prison drug services, and sought the perspectives of relevant stakeholders: in total, 334 individuals were recruited to the study. The methodology facilitates analysis of the structure of services and the agency prisoner in accessing them. Recommendations are made for changes to the structure and delivery of prison drug services.

The police service in London report a commitment to inspiring confidence from, and responding to the needs of black and minority ethnic communities. They are also committed to tackling the supply of crack cocaine and heroin, with which members of the Jamaican and Turkish communities respectively are strongly identified. Members of these communities report concerns about drug supply issues, but are extremely reluctant to co‐operate with the police to address them because they perceive that they are unfairly targeted, particularly by the stop and search strategy. The challenge is to implement a long‐term, community engagement programme with strategic level commitment.

There has been a growing call from within the operations management (OM) academic community for research of more managerial relevance. This has implied a greater emphasis on empirical research: surveys, cases, and action research. But in fact these types are quite different. However, the great majority of empirical OM work published is based on postal surveys and/or interviewing executives, where research method selection is made for reasons of practical convenience and academic expectation. Given the level of complexity involved in understanding the OM perspective of business issues then the emphasis should be placed on plant‐based research. Conducting research on‐site and investigation through the analysis of relevant data, issues, developments and events ensures relevance and a validity essential to making an impact on business practice. There are obstacles to increasing the amount of plant‐based research which is carried out, such as practical and personal difficulties, a mistaken concern over research rigour, and academic institutional inertia. Each of these needs to be overcome if OM research is to influence business practice more in the future than it has in the past.

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

This research aims to explore generation (Gen) Z's personal branding on social media when job seeking.

Gen Z students, in their final year of university, were interviewed about personal branding, as well as recruiters and career advisors to gain insights into the recruitment process and expectations of online personal brands. Before interviewing, Gen Z students' LinkedIn profiles were examined, and then fed into the interview process.

Using impression management theory, the findings show that Gen Z perceive online personal brands as a crucial tool to gain more advantage in job markets. A gap was found between desired and perceived selves in Gen Z's online personal brands. Strategies such as effective self-reflection, authentic communication, self-promotion processes, awareness of risks and constantly controlling digital footprints were suggested to build stronger and more coherent personal brands. Gen Z are in favour of a more dynamic, interactive, work-in-process of authentic personal brands.

This research demonstrates the importance of authentically building online personal branding strategies and tactics to bridge the divide between Gen Z's desired and perceived images in personal branding on social media when job seeking.

Joanne Abbey