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Multiteam systems (MTSs) comprise much of the financial corporate landscape. However, little is known about these MTSs regarding formation, goal setting, daily operation, and maintenance. In order to learn more about the ways in which these MTSs might operate and the tasks they may be charged with, the authors interviewed professionals from the financial industry.

The current chapter presents a case study analysis based on information gathered from these interviews and proposes directions for future research efforts.

The information gathered suggests that there is much opportunity for MTS research in the corporate sector, particularly in the financial services industry. Information from the case study also suggests that individual differences can hinder group process and organizational change.

This chapter contributes to the literature on MTSs by discussing multiteam situations as they relate to executive management, higher-level leadership, and organizational change in a particular financial services company.

With heightened national attention placed on race and gender identity, the ability and preparedness of students to engage in critical conversations on such topics and with diverse groups is of much concern to educators. High school student-athletes are frequently thrust into the spotlight on topics related to race and racial identity, due to their hypervisibility and role as representatives of their schools. This chapter uses current events involving Black girl, high school, student-athletes to demonstrate how racialized and gendered experiences may shape how they understand themselves as well as their school and non-school environments. Further, this chapter includes a study that highlights the narratives of two Black female college athletes who, when prompted to discuss racialized and gendered experiences, shared stories that highlighted their primary and secondary educational experiences. These narratives identify school diversity and fitting in, and the coach as influencer as salient themes from the study. This illuminates the influence of early racialized encounters and the salience of those occurrences in shaping the way Black girls think about their own racial and gender identity development. In closing, this chapter calls on educators to prepare themselves to facilitate conversations about race through the use of equity audits, effective programming for Black girls, and a call for education advocates for Black girls in preK-12 environments.

Children and youth of color in White and adult-dominated societies confront racism and adultism that shapes their peer cultures. Yet, the “new” sociology of childhood lacks the theory and methodology to explore racialized peer cultures. Thus, this chapter aims to sharpen its research tools. Theoretically, this chapter draws from Technologies of the Self (Foucault, 1988) and Critical Race Theory (Delgado & Stefancic, 2012) to enhance Valentine’s (1997) “adult-youth binary” and Corsaro’s (2015) “interpretive reproduction.” Methodologically, it combines the “doing research with children” approach (Greig, Taylor, & MacKay, 2013) with Critical Race Methodology (Solórzano & Yosso, 2002) to do research with youth of color. These enhanced research tools are then used to explore how boys and girls of color (n = 150), 9- to 17-year olds, experience peer culture in suburban schools, under police surveillance, and on social media. In the field, interviewers navigated their adult privilege and racial/ethnic positionalities in relation to that of participants and the racial dynamic in the research setting, ultimately aiming to co-create a safe space for counter-storytelling. As a result, this chapter captured how White-dominated peer cultures used racial microaggressions against youth of color in suburban schools, boy peer cultures navigated racialized policing, and online-offline peer cultures curtailed protective and controlling racialized adult surveillance. Theoretically, the racially enhanced interpretive reproduction and adult-youth binary exposed the adultism-racism intersection that shapes youth peer cultures. Methodologically, counter-storytelling revealed the painful realities that youth of color face and that those with adult and/or White privilege would rather ignore.

This chapter reviews the conditions leading to the emergence of hybrid network structures involved in public service delivery, analyses opportunities for boundary-spanning by network members and frames these against different manifestations of leadership in such collaborative contexts. It addresses a gap in knowledge around leadership in hybrid networks, on the one hand, and around effectiveness of hybrid networks, on the other hand. Following an in-depth case-study of a hybrid network (local safeguarding children boards, LSCB) in England, UK, we advance a researchable proposition according to which, in turbulent times, the effectiveness of such networks is enhanced through one particular leadership type rather than others.

This concluding contribution draws together key issues discussed in the various chapters of the book and connects them with future trends for tourism education. It places task in the changing world of higher education in general, and discusses changes in knowledge acquisition, ways of learning, knowledge content, and the role of educators in the future. This coverage leads to new learning technologies and their impact on the learning spaces of the future. Finally, the chapter discusses how projected tourism education programs can be designed to address society’s needs at this critical juncture in the history of the mankind. Creating responsible leaders for this global industry is perhaps the most important goal of future tourism education.

Purpose: To examine empirical patterns of participation of allied groups in disability protests from 1970 to 2016 in the United States.

Methods/approach: Uses event history to analyze 1,268 cases of disability protests quantitatively. Internal and external allied groups and types of individual protestors are analyzed over the entire period and by decade.

Findings: Multiple impairment, single issue organizations were a more common type of “internal” ally than were either single impairment, multiple issue organizations or multiple impairment, multiple issue (truly cross-disability) organizations. External ally groups with a wide range of concerns were less common than internal ally groups but were most represented during the 1990s. Veterans groups were the most common type of external ally, while parents were the most common type of individual allies.

Implications/values: Two topics need more attention: How ally participation in disability protests compares to that in protests in other social movements, and what types of changes over time emerge. Explanations relating to movement trajectories and other social movement characteristics are presented, and the need for a more nuanced conceptualization of protest allies is discussed.