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The purpose of this paper is to offer a profile of Caitlin Jenkins.

Caitlin gives a short biographical account and is then interviewed by Jerome. Areas covered in the interview include her interest in psychiatric diagnosis, the helpfulness of counselling and personal narrative.

Caitlin believes that her recovery was only really possible when she was allowed to tell her own story, to be allowed the time and space to talk about events in her life. She mentions how psychodynamic therapy and CBT prevented her from truly exploring her personal story.

While this is of course one person's account, it will find resonance with many others.

Reinforces the central role of narrative and its role in personal recovery.

It stresses the importance of a truly therapeutic relationship. As Caitlin states, this enabled her to begin, “joining the dots of my experience to construct a meaningful personal narrative”.

Counselling is often undervalued in contrast to more established therapies. This account demonstrates that what really matters to individuals recovering from mental health problems, is being listened to and being helped to make sense of their experiences.

The purpose of this paper is to review the 20 remarkable lives of student accounts published in this journal. These recovery narratives (RNs) are examined first in terms of whether they meet the five elements of the connectedness, hope, identity, meaning and empowerment (CHIME) model of recovery and then in terms of what makes each account remarkable.

Two Excel spreadsheets were created. One had each author’s name and the five elements of the CHIME model, the other the features of a remarkable life.

All 20 accounts fulfilled the criteria for the CHIME model, independently validating this model of recovery. Hence, each account showed evidence of connectedness, hope, identity, meaning and empowerment. A number of additional characteristics stood out from the accounts such as the importance of motherhood and of education.

All 20 accounts were only reviewed by the two authors, who may be subject to bias. To reduce this, the first author did the bulk of the ratings. This paper shows the importance of education for recovery.

Some 15/20 accounts reported problems with mental health services, mainly around waiting lists. Must mental health always remain a Cinderella service?

This is the first attempt to synthesise this particular set of recovery narratives, entitled remarkable lives. These accounts show the richness of the recovery journeys embarked on by many sufferers and these are just drawn from one University. Like the authors of these stories, we too as recovery specialists have much to learn from their inspiring accounts.

The recent global COVID-19 pandemic has forced many institutions of higher education to place added consideration and focus on their virtual instruction, causing instructors to rethink their pedagogical approaches (Murphy, et al., 2020). While new pedagogical technologies are being introduced in higher education (Baker, et al. 2008), not all approaches have produced beneficial results (Heilesen, 2010). Could this new learning medium serve as an effective tool for student learning outcomes and comprehension of course concepts? The current study presents attempts to answer these questions through its exploration of student perceptions and impact of podcasting as an instructional tool within four undergraduate leadership courses. Through the use of podcasting as a means of supplemental content and assessment, these cases provide educators with foundational guidance and recommendations on how to most effectively implement different ways of podcasting into the classroom to achieve student learning outcomes. As we celebrate the 20th anniversary of JOLE and look ahead to the next twenty years, the authors suggest that one of the most important tasks for leadership educators will not only be to recognize opportunities presented by technological advances in teaching and learning (Gigliotti & Ruben, 2017), but also the use of these new technologies to meet the needs of a changed student population in a post-global pandemic world.

This study addresses the debate regarding employee discretion and neo-normative forms of control within interactive service work. Discretion is central to core and long-standing debates within the sociology of work and organizations such as skill, control and job quality. Yet, despite this, the concept of discretion remains underdeveloped. We contend that changes in the nature of work, specifically in the context of interactive service work, require us to revisit classical theorizations of discretion. The paper elaborates the concept of value discretion; defined as the scope for employees to interpret the meaning of the espoused values of their organization. We illustrate how value discretion provides a foundational basis for further forms of task discretion within a customized service call-centre. The study explores the link between neo-normative forms of control and the labour process by elaborating the concept of value discretion to provide new insights into the relationship between managerial control and employee agency within contemporary service labour processes.

The chapter describes the phenomenon of company–community agreements in the mining sector, situates them relative to two veins of responsible investment activity, and assesses whether they might serve as a proxy for the “community relations” expectations of responsible investors.

Based on an evaluation of two recent company–community agreements and surveying of executives from mining firms that have signed agreements with Indigenous communities, it was found that: (1) though imperfect as a proxy for many of the “community relations” expectations of responsible investors, company–community agreements offer benefits and make provisions that exceed current expectations, especially with respect to the recognition of the right of Indigenous communities to offer their free, prior, and informed consent to mine developments; and (2) mining executives recognize the utility of agreement-making with communities, and are comfortable with such efforts being interpreted as recognition of the right of Indigenous communities to consent to development.

The chapter serves to introduce responsible investors to the emergence of company–community agreements in the global mining sector, and calls upon them to advocate for their further use in order to reduce the riskiness of their investments, address social justice concerns, and assist communities to visualize and realize their goals.

For the first time, the growing phenomenon of company–community agreements in the mining sector is situated within responsible investment scholarship. Additionally, drawing on both logic and evidence, the chapter challenges the responsible investment community to rethink its approach to screening and engaging the mining sector in order to advance the interests of Indigenous communities.

Purpose – This chapter provides a roadmap for future research and evaluation on violent extremist risk analysis.

Methodology/Approach – The authors synthesize the lessons learned from process evaluations of general violence risk assessment, bias research, survey designs, linguistic analyses, and spatial analyses, and apply them to the problem of violent extremist risk assessment and management.

Findings – The next generation of violent extremist risk assessment research will necessitate a focus upon process, barriers to effective implementation and taking the human element of decision-making into account. Furthermore, the development of putative risk factors for violent extremist attitudes and behaviors necessitates a movement toward more survey-based research designs. Future risk assessment processes may additionally take language and spatial components into account for a more holistic understanding.

Originality/Value – Based on existing literature, there is a paucity of research conducting process evaluations, survey designs, linguistic analyses, and spatial analyses in this area. The authors provide several roadmaps, assessments of respective strengths and weaknesses, and highlight some initial promising results.

Co-curricular engagement in postsecondary education provides students with a breadth of opportunity for leadership-focused developmental experiences. However, few studies have qualitatively examined in detail how alumni describe years later how formal co-curricular involvement contributes to their development. Such lack of attention has resulted in what we describe as a “hidden leadership curriculum” embedded in co-curricular engagement. To address this gap in the literature, we explored the leadership experiences of 25 recent alumni who were engaged within various co-curricular organizations, and the leadership lessons relevant to their professional success that they report learning as a direct result of their involvement. Findings from this study reveal how the inherent organizational challenges embedded within co-curricular engagements lead students to develop a more interdependent, relational conception of effective leadership behaviors. These conceptualizations place value on collective group engagement and decision-making, and help students recognize group needs over individual desires. In addition, many participants reported acquiring the value of generativity – building a leadership pipeline - within their respective co-curricular organizations. We discuss practical implications, such as the central role of challenging experiences within the co-curriculum, and suggest future research recommendations.

This introduction provides an overview of the themes and chapters of this volume.

The chapters present original qualitative and quantitative research illustrating the complex relationship between gender and food. The need to understand the relationship intersectionally and in historical context is apparent and provisioning as caring emerges as a major theme.

Food is a human right yet it is not always and everywhere available and when it is not always humanly produced and healthful. The fact that food production and consumption is gendered cannot be ignored in the quest for feeding our planet.

The chapter and the volume are intended to illustrate some of the many ways that food and gender are related and to encourage gender scholars to continue to pay attention to food research.

The purpose of this paper is to share a discussion with Dr Barry Fishman, University of Michigan, concerning how to use technology to improve the learning experience of students in higher education.

This article summarizes an interview with Dr Fishman conducted in December 2015.

Massive open online courses, personalized learning and changes in how we assess student learning are all opportunities that Fishman believes can improve both student outcomes and intrinsic motivation.

Changes in technology can enable researchers and educators easier access to implementing various learning environments.