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National and local policy supports the involvement of patients at all levels in the design, delivery and improvement of health services. Whilst existing approaches to support involvement have been described and disseminated, including the 4Pi National Involvement Standards, their application in quality improvement is rarely reported. The paper aims to discuss this issue.

A quality improvement initiative within a mental health trust was developed with a multi-disciplinary team, including those with professional experience of delivering or improving care and those with lived experience. The aim of the initiative was to improve the physical health of inpatients within an acute mental health unit. This case study aims to describe how the integration of concepts from the 4Pi National Involvement Standards (Principles, Purpose, Presence, Process and Impact) provided a framework for engaging and involving service users. The case study also aims to describe how co-design was included within the 4Pi approach and supported the development of a tool to aid improving physical healthcare.

The 4Pi National Involvement Standards provided a guiding framework for the involvement of service users within a quality improvement initiative. Value of the approach was realised through the co-design of a tool developed by service users, along with healthcare professionals, to facilitate discussion and support shared-decision making about inpatients’ physical health.

Identifying “ways that work” for service user involvement is crucial to move beyond the policy rhetoric or tokenistic involvement. Involvement in quality improvement initiatives can bring benefits both to services and the service users themselves.

Whilst the 4PI approach is recognised as a useful framework for involvement, few examples exist of its practical applications within a quality improvement setting.

Dennis Beach is a Reader in Education Sciences (Pedagogy) who is currently employed at the Department of Education, Göteborg University. His research interests lie in the field of the sociology of education, the sociology of teachers’ work and the problems of education change. He has authored or co-authored three books and a number of articles and chapters in these subject fields and has also supervised several Ph.D. projects. At present he is head of two major national research projects in the fields mentioned, both of which are financed by the Swedish Research Council, and collaborates in two large European projects.Marie Carlson Ph.D. in sociology 2002, Göteborg University, Sweden. Her earlier studies were in social anthropology, Swedish for immigrants, and ethnicity and migration. Her main research interests are cultural studies and sociology of education. The wider project of which this chapter is a part focuses on Swedish language courses for immigrants as a social and cultural construction in the Swedish knowledge arena. It deals with questions regarding the impact of social and cultural practices on conceptions of knowledge and education. (e.g. Carlson, M., 2001) “Swedish Language Courses for Immigrants – Integration or Discrimination?” in Ethnography and Education Policy (Ed.) Geoffrey Walford, Oxford: Elsevier.) Marie Carlson also lectures on courses in ethnicity and migration, and is tutoring within the fields of “Language & culture,” “Islam” (Muslim women) and “Ethnicity.” Currently she is engaged in a project “Competing Ideas in the Renewal of SFI (Swedish for Immigrants) – An Investigation of Discursive Practices in SFI-education during Re-structuring” (financed by The Swedish Research Council). The project is carried out in corporation with Dennis Beach, Department of Education, Göteborg University.Marianne Dovemark was formerly a teacher at a comprehensive school in Sweden for over 20 years. She is in the process of completing a Ph.D. (in Educational Sciences) supervised by Dennis Beach and is currently employed as a lecturer on the pre-service Teacher Education Programme at the University College of Borås where she also does researches in the field of Sociology of Education. Her research stresses the new aims of comprehensive education in a re-structured school in Sweden with a special focus on the possibility of free choice within the school.Caroline Hudson is a Research Consultant whose company is called Real Educational Research Ltd. Caroline’s research interests encompass adult learning, literacy, family structure, offending and education, and issues related to social exclusion. Caroline is currently evaluating three literacy, language (ESOL) and numeracy developmental projects in the National Health Service (NHS), with the National Research and Development Centre (NRDC) for adult literacy and numeracy. She is also researching the impact of use of a PC tablet on the writing skills of young people who offend, for Ecotec Research and Consultancy on behalf of the Youth Justice Board (YJB). Caroline has worked as Basic Skills Advisor in the Home Office National Probation Directorate, and as an English teacher both in the United Kingdom and abroad.Bob Jeffrey has worked with Professor Peter Woods and Geoff Troman at the Open University since the early 1990s researching the effects of reform on teachers and young people in primary schools using ethnographic methods. In particular he has focused on the how the reforms have affected the creativity of teachers and more recently he has concerned himself with young people’s perspectives of their learning experiences in a project involving ten European countries. He has also contributed to the development of Ethnography in Education by publishing regular articles on methodology, editing books in this area, co-ordinating an international email list as well the Ethnography network for the European Educational Research Association and is currently co-organising the annual Oxford Conference for Ethnography in Education.Janet Donnell Johnson is a clinical lecturer and doctoral student in English Education at Indiana University in Bloomington, Indiana, USA. A former English teacher at an alternative high school, her research interests include the interconnectedness of student identity, agency, and resistance, and literacy as a social practice in and out of classrooms. Janet is currently researching and writing a critical qualitative study based on how non-mainstream students use language to take up certain subject positions and how those positionings create opportunities for literacy learning in and out of school. In her role as clinical lecturer, she teaches writing, methods of teaching English, and coordinates partnerships between Indiana University’s English Department, Language Education Department, and teachers in the schools. She also works closely with secondary and college teachers on incorporating critical literacy and teacher research in their classrooms.Jongi “Mdumane” Klaas is currently completing a Ph.D. in Education at the University of Cambridge. The study examines the perceptions and experiences of learners and teachers vis-à-vis the processes of racial integration in two South African secondary schools. Jongi obtained a Bachelor of Pedagogics degree majoring in English Literature and History at the University of Fort Hare in South Africa. He taught History for two years at Gwaba Combined School in South Africa before taking a Fulbright Scholarship to study a Masters degree in Comparative Education at the University of Oklahoma, USA. Jongi is married to Nocwaka Sinovuyo Klaas.Jerry Lipka is a full professor at the University of Alaska, Fairbanks. He has worked in cross-cultural education for the past 22 years. During this time, he has developed a long-term relationship with a group of Yup’ik Eskimo teachers and elders. This collaborative relationship has resulted in numerous publications. Most recently, this work has developed a culturally-based math curriculum; research on its effectiveness has shown that rural Yup’ik Eskimo students outperform their counterparts in math understanding.Gerry Mitchell is a Research Student at the Centre for Analysis of Social Exclusion and member of the Social Policy Department at the London School of Economics. She is in the final year of an ESRC funded Ph.D. researching the New Deal for Young People’s Voluntary Sector Option in London. The work is divided into three: It focuses on methodology – what is gained from applying ethnographic methods to social policy evaluations? Secondly, it analyses delivery of the New Deal at ground level and lastly explores the construction of identities around work in the narratives of young unemployed people. Recent Publications: “Choice, Volunteering and Employability: Evaluating Delivery of the New Deal for Young People’s Voluntary Sector Option” Benefits (2003), 11(2), 105–111.Farzaneh Moinian was formerly a teacher at different comprehensive schools in Iran and in Sweden. She is a doctoral student in pedagogy at Stockholm Institution of Education. Her research areas are linked to ethnography in education as well as the exploration of childhood in its historical and current manifestations. Her doctoral project includes children’s perception of morality, self-concept, values and goals as well as children’s life world from their own point of view. Her project would draw on a range of theoretical perspectives from inter-disciplinary Childhood studies, and would employ mainly qualitative methodologies, including ethnography. The various research projects carried out by Farzaneh Moinian focus on understanding the ways in which children percept and interpret their lives as well as how they communicate with other children about it.Ruth Soenen is research assistant (Fund for Scientific Research – Flanders) at the Department of Social and Cultural Anthropology of The Catholic University of Leuven, Belgium. Her work concerns ethnographic research into everyday relationships in urban settings. Research was carried out in schools and in collective city spaces (e.g. public transport and shops) within the reflection on intercultural matters, learning, community and public domain. She wrote a book in Dutch on intercultural education, research reports for Flemish Government (Educational and City Policy) and made several contributions in leading Flemish journals and books. In English she made a contribution to “Debates and Developments in Ethnographic Methodology. Studies in Educational Ethnography Vol. 6.” Other English publications are forthcoming.Geoff Troman is a Research Fellow and Associate Lecturer in the Faculty of Education and Language Studies at the Open University. Geoff taught science for twenty years in secondary modern, comprehensive and middle schools before moving into Higher Education in 1989. Throughout his time in schools he carried out research as a teacher researcher. His Ph.D. research was an ethnography of primary school restructuring. He is currently conducting research on teachers’ work and lives and focusing on the educational policy context and primary teacher identity, commitment and career in performative cultures of schooling. Among other publications in the areas of qualitative methods, school ethnography and policy sociology, he co-authored Primary Teachers’ Stress with Peter Woods and Restructuring Schools, Reconstructing Teachers, with Peter Woods, Bob Jeffrey and Mari Boyle. Geoff is a joint co-ordinator of the Ethnography Network for the European Educational Research Association and is currently co-organising the annual Oxford Conference for Ethnography in Education.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. His books include: Life in Public Schools (Methuen, 1986), Restructuring Universities: Politics and power in the management of change (Croom Helm, 1987), Privatization and Privilege in Education (Routledge, 1990), City Technology College (Open University Press, 1991, with Henry Miller), Doing Educational Research (Routledge, editor, 1991), Choice and Equity in Education (Cassell, 1994), Doing Research about Education (Falmer (Ed.), 1998), Policy, Politics and Education – sponsored grant- maintained schools and religious diversity (Ashgate, 2000) and Doing Qualitative Educational Research (Continuum, 2001). Within the Department of Educational Studies at the University of Oxford, he is Director of Graduate Studies (Higher Degrees), has responsibility for the M.Sc. in Educational Research Methodology course, and supervises doctoral research students. He was Joint Editor of the British Journal of Educational Studies from 1999 to 2002, and has been Editor of the Oxford Review of Education from January 2004. His research foci are the relationships between central government policy and local processes of implementation, private schools, choice of schools, religiously-based schools and qualitative research methodology.Joan Parker Webster is an assistant professor at the University of Alaska, Fairbanks, where she teaches courses in multicultural and cross-cultural education, children’s and young adult literature, reading theory and language acquisition, and ethnographic research methodology. She has researched and published in the areas of literacy, language acquisition, indigenous language revitalisation issues and ethnographic methodology. Parker Webster is presently working with Yup’ik Eskimo teachers and elders on a literacy-based curriculum project using traditional Yup’ik stories.Anita Wilson is a Research Associate with Lancaster Literacy Research Centre, Lancaster University, Lancaster, U.K. She has spent almost 14 years undertaking ethnographic and collaborative inquiry with people in prison. Between 2001 and 2003 she held a Spencer Post-Doctoral Fellowship from the National Academy of Education, New York which she used to introduce her theory, method and approach to prisoners in America, making a transatlantic comparison of how policy and practice impacts on prison literacies as they are “lived out” on a day to day basis. Her doctoral thesis Reading a Library – Writing a Book: The Significance of Literacies for the Prison Community proposes that people in prison live in a “third space” community, socialising the institutional in order to retain their sense of personal rather than prison identity. She maintains a strong focus on the ethics of working in constrained and sensitive settings and considers issues around exploitation, equity and advocacy to be central to ethnographic work. She has published widely and shares her work with policy-makers, practitioners and prisoners around the world. At present she is undertaking research funded by the National Research and Development Centre which investigates the importance of education to the lives of young offenders.

Effective discussion is inextricably linked to democracy. Social studies curriculum and instruction should engage students in practicing democratic skills and habits of mind. This case study provides a microanalysis of one U.S. History teacher’s commitment to fostering discussion in her classroom as a theorized pedagogical practice. A better understanding of what motivates teachers to engage students in classroom discussions paralleled with rich descriptions of how this teacher plans and implements discussion could encourage others to try this approach to teaching and learning.

This article aims to depict the pivotal role Octavia Hill, Jane Addams and Mary Parker Follett played in the field of social entrepreneurship. The article aims to examine the contributions made by these remarkable women who made valuable theoretical and practical contributions to the emerging field of social entrepreneurship.

Synthesizing articles from history journals, writings about the figures of interest, published works by the figures themselves and other resources, this paper illustrates how Hill, Addams and Follett made valuable contributions to social entrepreneurship and questioned the rectitude of unadulterated capitalism.

This paper concludes that Hill, Addams and Follett refuted the viewpoint that self-interest and single-minded self-survival were the best ways to live and to conduct business. By their actions, the women showed that they did indeed bring “capitalism in question”, by recognizing the importance of seeking others’ interests.

This article highlights the contributions made by Hill, Addams and Follett, who made valuable contributions in the field of social entrepreneurship which is made evident by their work with housing settlements, community center development, etc.

This paper aims to investigate whether and how cross-sector partnerships (a growing yet controversial phenomenon) contribute to both non-governmental organizations (NGOs) and multinational companies (MNCs) political powers.

The method consists of a single case study on a partnership involving a large MNC and a small NGO, in the delivery of lighting and cooking devices to BoP (bottom of the pyramid) populations.

Thanks to economic compromises and structural arrangements, both partners succeed to take advantage of the partnership to strengthen their respective (local and transnational) political power and to serve deprived populations’ needs.

This paper contributes to the political corporate social responsibility (CSR) literature by presenting cross-sector partnerships as a potential means to reconcile the “brother enemies” and increase both firms’ and nonprofit organizations’ political roles.

The results help both NGOs and MNCs in understanding the political stakes of cross-sector partnerships and in envisioning mechanisms to handle those collaborations so as to deepen their respective goals and build public goods.

While most of the literature focuses on the strategic rationales, this paper provides political rationales for cross-sector partnerships linking MNCs and NGOs.

The purpose of this paper is to analyse and understand the UN System’s adoption of IPSAS from a legitimacy perspective.

A content analysis of publicly accessible documents from the UN System archives was conducted. The analysis was framed through the broader lens of legitimacy theory, drawing attention to the rationalities of decisions taken.

This study illustrated how the need for accounting reforms was rationalised throughout the UN System of organisations. Decision-making processes were reflective of political concerns and the accompanying need to continually demonstrate accountability. The discursive strategies observed associated the need to improve accountability with the adoption of globally recognised accounting systems. However, such logic assumed that existing accountability deficits were intrinsically linked to accounting failures, which overemphasises accounting’s role.

The UN System’s decision to adopt IPSAS in 2006 has been followed by a substantial increase in the number of Member States following suit. However, governments and other organisations considering IPSAS adoption should be aware of the historical context in which the UN System’s decision was made.

This study addresses a lacuna in empirical studies providing an understanding of the role of accounting reforms within international organisations such as the UN System.

Purpose: The present research draws from neomaterialist theories to investigate women’s erotic consumption in Brazil, analyzing several stages of the consumption cycle, from need detection to disposal.

Methodology/Approach: Fieldwork followed the Itinerary Method, with 35 in-depth interviews and participant observation.

Findings: In addition to providing thick description of two consumption cycle stages, the chapter analyzes assemblages of material objects and people that are part of erotic consumption. The dialectical process that transforms consumers through the agency of erotic products also transforms products through repurpose or personification – as lovers, butlers, or party crashers – which, in turn, highlights these objects’ agentic nature. Erotic products are understood as possessing social life and death.

Practical Implications: This research uncovered a series of transformations performed by the object on the consumer (i.e., objectification of the consumer) and vice versa (i.e., personification of the object). These processes help understand tensions inherent to networks and assemblages formed during erotic consumption. They also suggest, along the consumption cycle, unmet consumer needs that may be tended to by industry, like disposal issues.

Social Implications: This study broadly aims at helping women to more freely exercise their sexuality (with the mediation of erotic products if they so desire) in a Latin-American patriarchal society where double moral standards regarding men and women still prevail.

Originality/Value of Chapter: This is one of the first studies conducted within consumer culture theory that focuses specifically on sexuality related consumption.

Coordination of group activity is rarely more important than in a singing group that has no designated conductor. This paper aims to explore the group dynamics in an 11-man singing group whose members, all over 60, have without exception occupied senior leadership positions in their working careers. The study arose because responses to a wider research study revealed interesting perceptions of leadership issues in the group.

All the members participated in semi-structured interviews and interpretative phenomenological analysis of the responses was used to process the responses. This enabled the identification of practices that support the group’s success and illustrated how this group of practiced “leaders” respond to a (relatively) conductorless situation.

It was confirmed that the group exhibits several characteristics of self-managed teams and string quartets. All members felt empowered to take a lead, although their backgrounds might have predisposed them to take such initiatives anyway. But the long-serving female accompanist is, by virtue inter alia of her superior musicianship, which appears to overcome any gender bias, in many respects the de facto leader. In performance, the singers synchronize their singing in response to cues from each other, but this could work better if given more specific attention.

Whereas conducted choirs have been extensively studied, such a self-managed group of amateur singers, all of whom are accustomed to leading in their working careers, has apparently not been studied. This study sheds some light on techniques for overcoming the challenges of creating quality performance in such a group and insights for similar groups, not necessarily musical, are identified.

Physical activity is an important component of treatment for people living with mental illness, and exercise practitioners are well placed to deliver these interventions. In response to the COVID-19 pandemic and associated lock-down regulations, exercise professionals have rapidly adapted to the online delivery of services to continue care for their clients. To date, the research surrounding the delivery of exercise sessions via telehealth for this population has been scarce. Therefore, this study aims to explore how exercise professionals working in mental health have adapted to telehealth, the barriers and facilitators they have experienced and the implications for the future.

A qualitative study using semi-structure interviews was conducted. Interviews were audio recorded, transcribed and analysed using reflexive thematic analysis.

Nine exercise physiologists working in mental health settings in Australia participated in the interviews. Two main themes were explored. The first related to the implementation of telehealth and was divided into four sub-themes: service delivery, accessibility and suitability, technology barriers and facilitators, adaptations to exercise prescription. The second theme related to attitudes and was categorised into two sub-themes: attitudes towards telehealth and future recommendations.

Telehealth appears to be a feasible and well accepted platform to deliver exercise sessions for people with mental illness, and this study provides guidance for clinicians including service and training recommendations.

To the best of the authors’ knowledge, this is the first study to examine the experiences of exercise physiologists working in mental health and using telehealth.

Seeking ways towards a sustainable future is the most dominant socio-political challenge of our time. Marketing should have a crucial role to play in leading research and impact in sustainability, yet it is limited by relying on cognitive behavioural theories rooted in the 1970s, which have proved to have little bearing on actual behaviour. This paper aims to interrogate why marketing is failing to address the challenge of sustainability and identify alternative approaches.

The constraint in theoretical development contextualises the problem, followed by a focus on four key themes to promote theory development: developing sustainable people; models of alternative consumption; building towards sustainable marketplaces; and theoretical domains for the future. These themes were developed and refined during the 2018 Academy of Marketing workshop on seeking sustainable futures. MacInnis’s (2011) framework for conceptual contributions in marketing provides the narrative thread and structure.

The current state of play is explicated, combining the four themes and MacInnis’s framework to identify the failures and gaps in extant approaches to the field.

This paper sets a new research agenda for the marketing discipline in quest for sustainable futures in marketing and consumer research.

Approaches are proposed which will allow the transformation of the dominant socio-economic systems towards a model capable of promoting a sustainable future.

The paper provides thought leadership in marketing and sustainability as befits the special issue, by moving beyond the description of the problem to making a conceptual contribution and setting a research agenda for the future.