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Working in mental health services has always been recognised as a stressful occupation and many studies have attested to the high levels of stress and burnout. This study examined comparative levels of stress among inpatient and community mental health staff across five European countries.Using a quasi experimental pre‐test post‐test design, data was collected from staff at baseline, six months and 12 months. This paper examines data from the baseline period. Staff working in acute inpatient wards and community mental health teams in Denmark (Aarhus, Storstrøm), Finland (Tampere), Norway (Bodo), Poland (Warsaw) and the UK (Cambridge), were asked to complete the Maslach Burnout Inventory (MBI) (Maslach, & Jackson, 1986), the Mental Health Professional Stress Scale (Cushway, Tyler & Nolan, 1996) and a demographic questionnaire designed for this study. Results on the MBI are reported in this article. Both community and inpatient teams reported high levels of burnout. There was evidence to suggest that burnout differed by site but not by team type. The English teams scored highest in emotional exhaustion and depersonalisation. Relatively high levels of work‐related personal accomplishment were reported across all of the sites.

Following Marx and Engels' identification of the “essential condition of capital”, the purpose of this paper is to begin an initial critical exploration of the essential condition of intellectual capital, particularly the ownership rights of labour.

Adopting a critically modernist stance on unitarist HR and OB discourse, and contextualised within a background on the stock option phenomenon and recent accounting regulation, the paper argues that the fundamental nature of the capital‐labour relation continues resiliently into the IC labour (intellectual capital‐labour) relation.

There is strong evidence that broad‐based employee stock options (ESOPs) have become institutionalised in certain firms and sectors – but the future of such schemes is very uncertain (post 2005 accounting regulation). Overly unitarist HR/OB arguments are challenged here with empirical evidence on capital's more latently strategic purposes such as conserving cash, reducing reported accounting expense in order to boost reported earnings, deferring taxes, and attracting, retaining and exploiting key elements of labour.

Research supports the positive benefits of broad‐based employee stock ownership schemes. Further research on the benefits of such schemes and the reasons why they are or are not implemented is now required.

From the perspective of labour, nothing appears to have really changed (yet) in terms of the essential condition of intellectual capital.

This paper explicitly raises the issue of the ownership rights of labour to intellectual capital.

The purpose of this paper is to build a practical understanding of the workplace bullying process through the perspective of multiple theories.

The paper presents a number of questions regarding bullying in the workplace that a practitioner, described in the paper, may have. Then, each question is answered through the vantage point of a particular theoretical perspective. In particular, theories are referenced that have not typically been used to explain workplace bullying, but that have proven useful for understanding behavior in other contexts.

The answers to a number of practical questions are informed by multiple theoretical perspectives on workplace bullying. These questions include why people engage in and persist in bullying others, why certain individuals are targeted by bullies, how targets deal with bullying, and why bullying may be tolerated in organizations. Bullying is complex and multi‐determined. It is, in part, an individual level problem concerning the dyadic relationship between two individuals. In this manner, it can be seen that there are various personality attributes, both strengths and weaknesses, and personal background characteristics at play in the bully‐target relationship. However, it is grounded in a social context, at the team level and more broadly, that permits it to happen and indeed fosters its development. This context includes other individuals in the workplace who support it in some fashion, the work team and the organization itself.

Although there are no simple answers, managers and human resource professionals can draw upon the insights that are presented as a means of planning multiple points of intervention in the bullying process.

The paper builds a bridge between theory and practice as a means of connecting researchers and managers. The sampling of theoretical perspectives that are employed answer relevant questions in a coherent manner and, in doing so, provide a unique way of understanding bullying.

To a prospective employee, self-perception is a vital component of employability; to better understand employability, an exploration of this essential component and its determinants is required. Besides investigating students’ perceptions of their likelihood of success in the graduate labour market, the purpose of this paper is to examine the main influence of gender and field of study and the interaction effects of these two independent variables on students’ self-perceived employability (SPE).

Data for the study were collected from a sample of 402 final-year students, at two universities in South Africa using an adapted questionnaire. The 402 students comprised of 203 from University A and 199 from University B. In total, 166 were males and 236 females while 104 were from Management Studies, 102 from Education, 72 from Law and 124 from Science and Agriculture. The three stated hypotheses for the study were analysed using factorial ANOVA (2×4) and the Bonferroni post hoc multiple comparison test.

The main effects of gender and field of study on SPE are both significant, but the interactions between them are not. Male students were found to demonstrate a higher level of SPE. For field of study, Education students demonstrated the highest level of SPE.

The study shows that students, particularly those in their final year, may perceive themselves to be more employable, due to increased awareness of their improved human capital. In addition, both gender and field of study are important attributes affecting students’ SPE. The variations in SPE are indicative of students’ understanding and awareness of labour market realities, offering several implications for universities and all stakeholders of graduate employability.

Literature regarding recovery has focussed on diagnoses such as schizophrenia, with few papers focussing on borderline personality disorder (BPD). This is a significant area in need of change because a lack of research concentrating on recovery from BPD could be seen to perpetuate the view that recovery from this condition may not be possible. Recovery Colleges (RCs) in the UK began in 2009and aim to offer co-produced and co-facilitated psychoeducational courses to encourage recovery and enable people to develop skills and knowledge so they become experts in the self-management of their difficulties. Given the gaps within the recovery literature, it is unclear how Recovery Colleges can support recovery for people diagnosed with BPD. The purpose of this study was to explore the impact of a Recovery College course for people diagnosed with BPD.

Using participatory methods, this paper aims to explore the question of what personal recovery looks like for people with BPD and how this may prove useful in developing future practice in RCs. Qualitative feedback data was collected from 51 managing intense emotions courses delivered to 309 students using a patient reported experience measure between Autumn 2015 and Autumn 2021.

The results of this study indicate that people with BPD can experience recovery, whilst still experiencing symptoms, as long as they receive appropriate co-produced, recovery-orientated support and services.

Further research in this area could help shape future clinical practice by embedding a recovery-focussed programme into community services.

Literature regarding recovery has focussed on diagnoses such as schizophrenia withfew papers focussing on BPD. This is an area in need of change because a lack of research on recovery from BPD could be seen to perpetuate the view that recovery from this condition may not be possible. RCs offer co-produced and co-facilitated psychoeducational courses around recovery, enabling people to develop skills and knowledge to become experts in the self-management of their difficulties. Given the gaps within the recovery literature it is unclear how RCs can support recovery for this group of service users.

The purpose of this paper is to investigate leaders’ use of humor as an expression of how they value themselves relative to others. The paper suggests that humor can minimize or exacerbate the status differences between leaders and followers. The paper hypothesizes that leaders’ use of self‐ or in‐group‐deprecating humor would be positively associated with ratings of transformational leadership as they minimize those distinctions, whereas leaders’ use of aggressive humor would be negatively associated with ratings of transformational leadership because it exacerbates status distinctions.

A total of 155 undergraduates (58 males, 97 females; M age=20 years, SD=1.31) were assigned randomly to one of four conditions, each depicting a different type of humor in a leader's speech.

Leaders using self‐deprecating humor were rated higher on individualized consideration (a factor of transformational leadership) than those that used aggressive humor.

The authors encourage future field research on the role of humor as an expression of leaders’ self‐ versus other‐orientation.

Humor and work might seem inconsistent, but this study demonstrates how leadership can use humor to improve leader‐follower relationships. Furthermore, it contributes to our understanding of self‐deprecating humor which has received scant attention relative to other forms of humor.

This study responds to identified challenges of poor work-readiness of many graduates and the inadequate relation between education and work. Through students' perspectives, the study examines the extent to which selected South African universities are supporting their students in developing employability skills and the influence of such employability support on students' enhanced employability.

Through purposive sampling, information was obtained from a sample of 402 final year students at two universities in South Africa. After an exploratory factor analysis, 34 of the 35 items on the questionnaire successfully loaded for further analysis under seven components.

South African universities that were analysed are adequately engaging their students with two of the six employability development opportunities (EDOs), while students' engagement with the other four is only to a fair extent. EDOs are found to jointly influence students' employability. The curriculum has the highest influence, followed by personal development planning, career development learning and work experience. Real-world activities and extracurricular activities were not found to influence students' self-perceived employability.

Beyond identifying skills that graduates are expected to possess, which dominate the discussion and debate on graduate employability, this study elucidates the role of universities in providing support structures – EDOs – that enable students to establish an appropriate connection between theory and practice. It provides insight into the employability potential of South African universities and increases the universities' awareness of what they can do to ensure the production of work-ready graduates.

In the UK, major IT public procurement projects regularly fail at significant cost to the taxpayer. The prevalence of these failures presents scholars with a challenge; to both understand their genesis and to facilitate learning and prevention. Functional approaches have revealed numerous determinants of failure ranging from procurement specifications to risk escalation, but true and definitive causes remain elusive. However, since failure is not itself an absolute truth, but rather a concept which is reached when support is withdrawn, the survival of a project depends on there being sufficient belief in its legitimacy. We use critical hermeneutic methods and the conceptual lens of legitimacy to reveal powerful legitimating influences that enable and constrain action, but which are not analysed in the retrospective government inquiries that determine lessons learned.

DONCASTER'S new Central Library was formally opened on 29th December 1969 on precisely the 100th anniversary of the opening of the first public library in Doncaster. Conforming to tradition, the Library was opened by the Mayor of Doncaster, Councillor Marcus Outwin. The President of the Library Association, Mr. Wilfred Ashworth, addressed the assembled guests, his last official appointment before relinquishing the office.

This paper reports on the implementation and evaluation of the JOBS programme in Ireland. This is a training intervention to promote re‐employment and improve mental health among unemployed people that was implemented on a pilot basis in the border region of the Republic and Northern Ireland. Programme participants were unemployed people recruited from local training and employment offices and health agencies. The evaluation indicated that the programme was implemented successfully and led to improved psychological and re‐employment outcomes for the intervention group, lasting up to 12 months post‐intervention. This paper reflects on the implementation issues that arose in adapting an international evidence‐based programme to the local setting and considers the implications of the evaluation findings for the roll out of the programme on a larger scale.