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Workplace silence impedes productivity, job satisfaction and retention, key issues for the hospital workforce worldwide. It can have a negative effect on patient outcomes and safety and human resources in healthcare organisations. This study aims to examine factors that influence workplace silence among hospital doctors in Ireland.

A national, cross-sectional, online survey of hospital doctors in Ireland was conducted in October–November 2019; 1,070 hospital doctors responded. This paper focuses on responses to the question “If you had concerns about your working conditions, would you raise them?”. In total, 227 hospital doctor respondents (25%) stated that they would not raise concerns about their working conditions. Qualitative thematic analysis was carried out on free-text responses to explore why these doctors choose to opt for silence regarding their working conditions.

Reputational risk, lack of energy and time, a perceived inability to effect change and cultural norms all discourage doctors from raising concerns about working conditions. Apathy arose as change to working conditions was perceived as highly unlikely. In turn, this had scope to lead to neglect and exit. Voice was seen as risky for some respondents, who feared that complaining could damage their career prospects and workplace relationships.

This study highlights the systemic, cultural and practical issues that pressure hospital doctors in Ireland to opt for silence around working conditions. It adds to the literature on workplace silence and voice within the medical profession and provides a framework for comparative analysis of doctors' silence and voice in other settings.

When ITS Belfast decided to introduce the Deming approach into the company, bells began to ring for one department. The support staff realised that this approach could be the key to alleviating many of their problems.

In this article we focus on two women, Catherine Francis (1836‐1916) and Dorothy Dolling (1897‐ 1967), whose lives traversed England, New Zealand and South Australia. At the beginning of this period the British Empire was expanding and New Zealand and South Australia had much in common. They were white settler societies, that is ‘forms of colonial society which had displaced indigenous peoples from their land’. We have organised the article chronologically so the first section commences with Catherine’s birth in England and early life in South Australia, where she mostly inhabited the world of the young ladies school, a transnational phenomenon. The next section investigates her career in New Zealand from 1878 where she led the Mount Cook Infant’s School in Wellington and became one of the colony’s first renowned women principals. We turn to Dorothy Dolling in the third section, describing her childhood and work as a university student and tutor in New Zealand and England. The final section of our article focuses on the ways in which both women have been represented in the national memories of Australia and New Zealand. In so doing, we show that understandings about nationhood are also transnational, and that writing about Francis and Dolling reflects the shifting relationships between the three countries in the twentieth century.

Since the introduction of the Public Services (Social Value) Act 2012, there has been a common misconception that Social Value is inherently about Procurement. We think that the process of Procurement is a means through which questions can be asked around Social Value commitments; however, Social Value should come into dialogue way before a tender exercise. It must be at the forefront of political visioning, strategy development, officer behaviour and the design of goods and services. In this chapter, we explore how Public Authorities and other Anchor Institutions can embed Social Value into everything they do, utilising Commissioning and Procurement as the basis.

Significant research has shown that gender and social class relationships can be problematic within the context of water-based leisure activities such as surfing, windsurfing, and sailing (Olive et al., 2016; Wheaton, 2003). More specifically, it has been argued that sailing is traditionally practiced and dominated by upper-class males who can determine social codes that exclude and devalue others (Créac'h & Sébileau, 2004). We develop these critical ideas about broader water sport activity through the lens of family involvement within the context of an international comparative qualitative study of sailing projects based within secondary schooling sites in California and France. A key line of analysis involved investigating how various forms of capital (Bourdieu, 1979) were reproduced through gendered and social class hierarchies. We found that parents played key roles in reinforcing gendered stereotypes and divisions that were operating in youths' daily practices and competitions (middle school and high school). Additionally, our data show that sailing was regularly utilized by families to maintain upper-class values and distinctive social status (Friedman, 2013). Thirty interviews and 113 hours of field observations with stakeholders such as coaches, teachers, youths (14 to 17 years old), and their parents frame these various lines of analysis around sailing activity.

Fifteen years ago the author published an article in Aslib Proceedings entitled, ‘The electronic academy’, which assessed trends in distance education and open learning. The paper provided an overview of the then dominant delivery technologies (e.g., broadcast television, videotext, audiographics, teleconferencing) and also engaged the issues of cost and quality. It is instructive to revisit that article and reflect on the extent to which the world has moved on, particularly in terms of technology and pedagogy. Naturally, the 1984 article made no mention of either the Internet or the World Wide Web, both of which are necessarily centre‐stage today in any serious discussion of asynchronous or network‐based learning. While technological advances have played an important part in accelerating the adoption of new modalities of remote learning, there are other factors (e.g., economic, socio‐cultural) to be taken into account. This article offers a wide‐angled review of developments in distance education and distributed learning: specifically, it describes the structural dynamics of the emerging virtual marketplace for perpetual learning products and services. Though written from a primarily North American perspective, the paper highlights thinking and practice globally.

This chapter explores how four culturally, ethnically, and linguistically diverse colleagues use self-study methodologies and online journaling to systematically examine inquiry-based teaching and learning in international contexts. Respectively from the USA, Canada, Taiwan, and China, the main research question is, “How can we develop an inquiry stance in our similarly diverse teacher candidates?” For five months, they explore the question with one another in an interactive online journal. The analysis of their written journal reflections result in four main themes: (1) naming and framing inquiry and context, (2) perspectives on translating theory to practice, (3) common practices for developing inquiry stance, and (4) policy work. The chapter concludes with a list of recommendations for fostering inquiry-based teaching and learning with culturally, ethnically, and linguistically diverse teacher candidates. Self-study research methodologies, Philosophy for Children, and online journaling are also suggested as professional development models for diverse globalized teacher educators.