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Surveys trends in the supply and consumption of fruit in the UK, covering: the varied range of fruits available and benefits to health associated with them; improved transportation and storage capabilities; contributions by health promoters and retail marketers to increase public awareness of the benefits to health of greater consumption of fruit. Against this background, considers the findings of a recent national survey that, for one week surveyed, 21 per cent of the UK households involved purchased no fruit at all. Discusses some of the quality‐related issues of fruit growth, importation, storage and transportation, including the use of agrochemicals, irradiation processes and the genetic engineering of produce. Gives unreserved support to the efforts of various agencies to promote the benefits to health of increased consumption of fruit (and vegetables).

Examines some of the reasons for the reluctance of UK manufacturers to develop sugar‐free confectionery and investigates sugar substitutes currently in use, assessing their effects on health.

Sets out to examine five school‐based initial teacher training schemes and to assess the most successful aspects of each. Aims in particular to investigate the ways in which student teachers are encouraged and assisted systematically to reflect on their practice. All those interviewed (student teachers, mentors and university tutors) recognized reflection as a crucial component of the mentoring process for structuring the analysis of teaching, but considered it a complex and challenging activity. Mentors lacked confidence in their ability to analyse and make explicit their implicit theories of teaching. Furthermore, they were inhibited by a lack of training, the time available and by the absence of a collaborative and supportive working environment. Learning to teach undoubtedly involves the mastery of reflective practice in which teaching performance is developed simultaneously with thinking about teaching.

This paper aims to describe the origins, practical application and outcomes of the Fresh on Service accelerated‐training scheme for employees at UK supermarket chain Waitrose, who are known as “partners” because they share ownership of the company.

The paper details how the training was delivered and presents the views of some of the people who have experienced it.

The paper reveals that the successful use of non‐management partners to train colleagues in branch on how to deliver great service ensured a high level of buy‐in. The two‐day, out‐of‐branch course was made up of managers and non‐management partners. This meant that both were learning together and therefore fostered further links in their branches. It also encouraged more team‐based communication and problem solving. The allocation of a trainer or facilitator for each branch throughout the training period helped to ensure the credibility of the program and allowed better implementation.

The paper shows that the program raised individual partners' confidence to deliver great service by inspiring, among other things, a “can‐do” attitude.

The paper emphasizes that the program has made a tangible difference to customer service.

The learning outcomes of this paper are as follows: to uncover the social innovation in the peacebuilding model of the Children for Peace Initiative (CPI); to identify the key success factors of the CPI model; to discuss the sustainability of the model of CPI-Kenya; and to apply the contact theory and personal transformation theory to CPI model.

The case is written to address the issue of intercommunity peacebuilding between the Pokot and Samburu. It focusses on social innovation in peacebuilding implemented in seven villages among the Pokot and Samburu. The activities revolve around the involvement of children as key actors in peacebuilding and the exchange of heifer between the communities to sustain the peace. The heifer is one of the sources of conflict. In this case, this powerful cultural symbol is used to create bonding and friendship between the conflicting communities. While there were many peacebuilding attempts in the pastoralist communities, CPI-Kenya introduced a model that focusses on building a new human relationship between the communities. It includes all the social groups of the communities, making it more successful and sustainable than other previous attempts.The two co-founders, Monica Kinyua and Hilary Bukuno, narrated the story of how the CPI-Kenya started, highlighting the uniqueness of their peace-building approach and the strategy they adopted to build a new relationship between the communities. They shared powerful stories of how CPI managed to bring a peaceful living between the Samburu and Pokot in Baragoi, particularly in Amaya and Longewan villages.In the beginning, the main challenge for the CPI-Kenya team was finding the right approach to implement their peace innovation by making children become the catalyst of peace in their communities. With children at the centre of the CPI model, the best approach was getting entry through schools. The school is an accepted social system that has over time gained trust from all parents who send their children there.The case provides the students with the element that is essential for social innovation in the community. The students can learn from the case the importance of collaboration for social initiative, community engagement and inclusive peacebuilding. It portrays a unique strategy in community leadership and management. Further, the students will learn one concrete application of the human contact theory and personal transformation theory. The case highlight how cultural symbols that are sources of conflict can be turned into the symbol of peace. Starting with one group of people in a community and growing into other groups in the same community through a ripple effect.

The case can be used for Master’s and Doctorate.

Teaching notes are available for educators only.

CSS 11: Strategy.

In order to guide the effective administration of an organization in an unfamiliar culture, it is incumbent on the educational administrator to become responsive to the new environment and initiate correspondingly appropriate administrative practices. A review of literature from management, administration and intercultural communication suggests a conceptual approach useful to the western trained educational administrator working in a less developed country. Practices which prove effective and are taken for granted in the administrator's native culture may prove ineffective or dysfunctional when applied elsewhere. On the other hand, practices that prove to be the most effective for a given cultural environment may appear either contradictory or counterproductive to the western trained administrator. Further, administrators may approach their new responsibilities from within a framework of norms and values which are in conflict with, or unrelated to those of the new environment. Existing societal conditions may present challenges to western bureaucratic models resulting in a discrepancy between formal power and actual power. Traditional status and authority bases contribute to differing concepts of participation, specialization, loyalty and motivation, as well as the degree to which an organization can tolerate decentralization. Although historically cultural dominance models guided cross‐cultural administration, initiatives and exchanges depend increasingly on mutual understanding and acceptance. The concept of cultural synergy suggests an interactive administrative model combining elements from two or more cultures and resulting in more effective and relevant outcomes.

This chapter takes an unusual view of leadership development through the study of philosophies of phenomenology and the works of Martin Heidegger. By focussing on the three elements of space, place and time, Arthur explores their roles in providing a structure or scaffolding for innovative and interesting programmes of learning. Phenomenology allows us to see how leadership skills and behaviours are emergent and are part of a longer journey of development for both individuals and organisations where leadership exists in all parts of the company.

Of course, this treatment of the topics of space, place and time is partially conceptual, however, course designers and developers can now add these lenses and perspectives to their work and provide a better balance to programmes which might otherwise be too full of data, power-point slides and tutor-led discussions. By dovetailing theory with practice, the author seeks to forge a link between those diverse ideas articulated by Martin Heidegger and what really happens in real-life workshops and a wide range of training opportunities. The reader is taken through definitions, case histories, up-to-date theory (which includes the notion of un-leadership) and contemporaneous student feedback from an online programme completed in July 2021.

The chapter allows the reader to then contemplate their own journeys and to consider what they might do to undertake changes in their own approaches. These ideas are offered not as a prescription but as a stimulant to rigorous course design and consideration of the intangible aspects of our lives in leadership.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

The title of this chapter was inspired by Martin, a prisoner the author met while conducting fieldwork. Martin remarked that, despite the common rhetoric around prisoners ‘maintaining’ their family ties, the reality was that during imprisonment it became more about trying to cling on to them. Imprisonment is perhaps one of the most brutal disruptions a family can undergo, leaving them little choice but to adapt to this enforced transition. Immediately, the spaces where family life can happen narrow severely and become dictated by the prison environment and the plethora of rules that regulate it. The immediate physical separation, onerous restrictions on physical contact and the heavily surveilled nature of family contact during imprisonment constricts space for emotional expression, often rendering romantic relationships clandestine and fatherhood attenuated. Further, the temporal space for family is reduced as limited opportunities for visits lead prisoners to eschew contact with wider family members and prioritise their ‘nuclear’ family. Drawing on empirical research conducted at two male prisons in England and Wales, this chapter then, will detail the complexities of how families navigate this transition and the limitations on what family can mean in the prison environment. The chapter will conclude with the implications of these restrictions for the ultimate transition when prisoners return ‘home’.