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Change in the public sector appears to be often met with practices borrowed from the private sector. However, implementing private sector practices is challenging (Brown, Waterhouse, & Flynn, 2003), as, for example, the range of stakeholders and their legitimate demands are greater in the public sector (Wæraas & Byrkjeflot, 2012; Leitch & Davenport, 2002), and due to the political nature of affairs, there is more complexity and uncertainty (Sanders & Canel, 2013). In fact, when it comes to change, the public sector can be very different from the private sector due to its often more bureaucratic processes, political nature of decisions and obligations for both transparency and equality.

This chapter focuses on three core areas of organisational change communication: organisational culture, employees and management. The chapter reports findings from a systematic literature review of articles from 1990 to 2016 using thematic analysis in order to answer three research questions: Is change in the public sector different from change in the private sector? What is the perceived role of communication for public sector change efforts? What insights can be found from previous literature about three topics connected with change communication: employees, organisational culture and management?

To begin, we ask whether it is actually true that public sector change differs from private sector change. Then we will examine the results of the literature review on each of these three aspects: (1) organisational culture, (2) public sector employees and (3) change management. We will summarise our findings and will conclude with three propositions for future studies on public sector change communication, which all highlight the rising importance of engagement.

People with disabilities have always existed in our communities and societies; however, how we treat them has always been an issue. For example, for a long time, people with physical disabilities received more attention than those with disabilities that we could hardly see (e.g., learning disabilities). Very early research focused on students with sensory impairments and then the focus shifted to students with cognitive impairments. Finally, the focus was on students with learning disabilities and emotional behavioral disorders. Early research with this last group of students focused on comparing students with and without disabilities to document deficits and characteristics of these individuals. Over time, when the characteristics were established, researchers moved their attention to interventions or ways to improve deficits in specific content areas such as reading and mathematics. This chapter is an introduction to the rest of this volume that addresses different viewpoints on interventions for students with different types of disabilities.

This chapter focuses on how social media tools can be used to enhance collaboration in higher education and the benefits and challenges that this can bring. We investigate how two social media tools, social bookmarking, and microblogging, can be utilized to foster collaboration and determine why this is important in contemporary higher education. Case studies of social media use at Bournemouth University show how social bookmarking and microblogging have already yielded benefits.The case studies are grounded in the challenges facing higher education in 2010. We explore how social media has been used in the context of a need to enhance academic excellence and drive efficiencies in the face of funding constraints and changing demographics.

The case studies illustrate, first, how social bookmarking has been used to foster group cohesion, reflective practice, and evaluative skills in students, as well as being used at an institutional level to drive professional and administrative efficiencies; and second, how microblogging has made a difference in promoting reflective learning, group cohesion, and professional awareness in students and how this style of social networking has contributed to enhancing academic and professional networks.

Whilst the tools, uses, and stakeholders vary, the case studies show how social media has enabled collaboration between, students, academics, librarians, learning technologists, and even professional groups beyond the institution. We conclude that, when used appropriately, social media can facilitate the collaboration that will be essential to overcome the challenges facing higher education.

Much of the extant literature has focused heavily on the recruiting aspects of college sports (Beamon, 2008; Broughton, E., & Neyer, M. (2001). Advising and counseling student athletes. New Directions for Student Services, 93, 47–53). Far less attention has been given to the supply chain of athletic departments from a macro-level perspective. A supply chain is a stream of information or goods from a supplier to an end customer. This study will provide a synthesis of previous literature, which will be integrated into a conceptual framework explaining the college athlete supply chain and its impact on Black males. We will also utilize secondary data to examine the organizational development of college recruiting and the conceptual nature of college athlete suppliers and manufacturers. The chapter will conclude with recommendations on how best to address the issues of the supply chain where revenue in college football has taken precedence over the collegiate experiences of many Black male student-athletes. This knowledge will be essential to all stakeholders within college athletics, particularly administrators, athletes, recruiters, coaches, and parents of athletes.