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The purpose of this study is to uncover ground truth insights underlying the agriculture crisis from the perspectives of rural farmers in North-East Nigeria. The needs of individual farmers are otherwise not adequately reflected in national or regional economic development strategies.

A unique sequential mixed-methods research design was adopted for this study. A grounded theory approach was used for the literature review followed by a consensual qualitative research (CQR) technique. Data were collected through a semi-structured sense-making focus group (FG) held at a field site with agricultural extension workers. The CQR technique included brainstorming, the nominal group technique, open discussions, sense-making and consensual agreement on the most important ideas. The FG sense-making was recorded, and discourse analysis was conducted to develop thematic concept maps using NVivo software.

Agriculture crisis ground truth insight themes were consistent with the extant literature but several different issues were also found. Rural farmers in North-East Nigeria have significant challenges with government support in six core areas, namely, farm input quality and dissemination, fair input subsidization, training, market facilitation, corruption and insecurity.

The target population of this study was rural farmers in Adamawa State, North-East Nigeria. A relatively small sample of 16 agricultural extension workers – very experienced farmers who also act as mentors and are paid incentives by the government for doing so – was used.

In tackling the agriculture crisis in Nigeria, policymakers will do well to recognize the realities that the rural farmers face and their needs, the government must address the areas highlighted in this study where support for farmers lacks and urgently review the current process of farm inputs dissemination.

Agriculture crisis problems were explored from the perspectives of rural North-East Nigerian farmers, who have not been previously sampled due to cultural, language, literacy and schedule constraints. The extension workers were better able to communicate agriculture crisis insights in modern economic planning terminology because they are well-educated farmers, knowledgeable about the problems due to their field experience and because they have more flexible work schedules. A unique sequential mixed-methods constructivist research design was used with an embedded CQR technique, which would be of interest to scholars and research institutions.

The purpose of this investigation is to identify and examine the tactics and upward mobility strategies utilized by individuals who advanced into leadership positions.

Drawing on both narrative, consensual qualitative research (CQR) and empirical research, the authors conducted in‐depth interviews with 187 leaders from 136 organizations.

This study offers an elaboration on the interrelatedness of career tactics and presents a typology based upon the ranking, bundling and utilization of selected tactics by organization leaders. The analysis produced a framework of four strategic categories: foundation strategies, building self‐brand, being centered and seizing opportunity. The results suggest that the utilization of these strategies is likely to influence career advancement.

This study was confined to individuals who had achieved high level positions which may limit the ability to generalize.

Organization players will benefit by leveraging the upward mobility typology and recognizing the value of proactive preparedness and career self‐management. Inclusion of this tactical framework will also enhance the effectiveness of organization leadership, mentoring and career counseling programs.

The value of this study is twofold. First, it contributes to understanding of advancement tactics in the limited, and often inconclusive, research on upward mobility and predeterminants. Second, it underscores the importance of career tactics in the thought processes of career aspirants faced with a hypercompetitive market.

Despite increasing interest and scholarship on authentic leadership, definitions of the construct remain contested. In addition, limited research exists on its enactment in practice and its sustainability in a global context. The purpose of this study was to explore the practice of authentic leadership and understand more about how it is cultivated and sustained.

To address these issues, an international sample of leaders nominated by peers as exemplifying authenticity in their leadership was interviewed. This study used consensual qualitative research (CQR; Hill, 2012; Hill et al., 1997), a team-based, exploratory methodology, to conduct data analysis.

This study describes the results of the analysis, highlighting leaders’ beliefs, values and behaviors; their leadership development and the barriers and supportive factors they experienced as leaders. The findings from this exploratory analysis across all cases, including subgroups, may help contextualize the complexity of authentic and sustainable leadership and provide better understanding of authentic leadership development.

Additional research on social identities and training in leadership are critical. The results of this study suggest new directions in studying the development of authentic leaders as well as in researching the experiences of organizations and team members.

This study provides insight and direction for individuals and organizations seeking to better understand the practice of authentic leadership, its development and how it can be sustained over time and across contexts and social identities.

This exploratory approach involving interviews with leaders around the globe provides information about the direct lived experiences of leaders identified as authentic by their peers. This study further highlights the leaders’ critical leadership beliefs and practices, as well as ways in which they cultivated and learned to sustain their leadership practices. This study also sheds light on ways in which experiences might differ across gendered and cultural contexts.

The purpose of this study is to investigate the narratives of 93 Black women in computing in the USA to identify salient themes that are at the intersection of race and gender in the field of computer science.

The study uses a multi-method approach with a survey to describe the sample and a series of focus groups for in-depth analysis of themes. The qualitative methodology uses a grounded theory and consensual qualitative research approach with a research team that includes computer scientists and social scientists to collect and analyze data. Given the highly technical field of computer science and the intersectional experiences of the participants, this approach was optimal to capture and code data through the lens of Black women in computing.

The authors found four main themes that represented specific needs for Black women in the computing community. The first is the importance of linking Black women in computing (i.e. their recruitment, retention and career growth) to the bottom line of organizational and personal accountability. The second is effective cultural and educational supports for Black women in computing across pathways, starting in middle school. The third is to provide leadership development as a part of their educational and workplace experience. The fourth is a collection of empirical research and scholarship about and for Black women as a part of the computing literature.

Black women comprise one of the most underrepresented subgroups in the area of computer science in the USA. There is very little research about Black women in computing. To promote broadened participation in computing, there is a critical need to understand the narratives of successful Black women in the space.

The purpose of this study is to explore how undergraduate and graduate students use visual resources in their papers and presentations and what role images play in their academic work. It also focused on analyzing the types of image use/reuse in academic work.

This study was designed using an exploratory, qualitative approach. In all, 15 participants were recruited. Multiple sources of data were collected, including visual evidence, questionnaires and interviews. It adopted consensual qualitative research for data analysis.

This study finds a prevalent reuse of images in student presentations but limited use and reuse in papers. Images in presentations were primarily reused as objects for engaging and esthetic purposes. Reuse of images as a source of information was not common and in some cases problematic when students were missing context. The type of use/reuse of images in the papers was more varied with examples of creative use and transformative reuse.

This paper contributes to a better understanding of how students use and reuse images for academic papers and presentations. Results have important implications for teaching visual literacy and re-purposing images in higher education.

This paper analyses educational use/reuse of images along the data/object spectrum and distinguishes between different types of image use and reuse.

The purpose of this paper is to investigate a new trend of training mainland Chinese students in Western‐style business education in Singapore. The paper examines the influence of the inferred learning effectiveness and cultural dislocation variables when measured across ten commonly used instructional techniques.

The use of consensual qualitative research allowed the data to be qualitatively analysed. The random selection of 20 participants represents mainland Chinese students, from the northern, southern, eastern and western regions. The study reports the level of knowledge acquisition, the relationship between comfort and knowledge acquired and the differences between the active and passive instructional techniques on students' learning effectiveness.

Rote‐learning styles of instructional techniques may not be the Chinese students' only preferred choice in terms of acquisition of knowledge and how they learn most effectively.

The present exploratory study provides a starting‐point for further research into understanding how to teach Western‐based business education to mainland Chinese students in Singapore.

The findings will give institutions conducting Western‐based education programs in Singapore an advantage in providing effective learning pedagogies, and will assist in increasing their quality, which will enable them to nurture well‐qualified business professionals.

The quality of the educational standard and its compatibility with the Asian client base are further enhanced both in terms of contents' intensity and educational services provided to students.

The paper offers practical help from the perspective of the curriculum design and development of an effective business educational framework to sustain profitability by offering tailor‐made, superior quality course programs.

Forensic psychiatric treatment is aimed at reducing violence risk factors (Bonta and Andrews, 2017) and achieving positive, prosocial life goals (Willis et al., 2013). Drama education can be provided as part of this treatment, but the evidence base is scarce. Therefore, the present study aims to provide insight into experiences with drama education as part of forensic psychiatric treatment.

A qualitative study was conducted, based on participant observation and 16 interviews, to explore the experiences of patients and treatment providers with drama education during forensic psychiatric treatment. Analyses were conducted following the consensual qualitative research method (Hill et al., 1997).

The five central themes that emerged from the analysis were knowledge, happiness, excellence in play, community and staff-patient hierarchy. Participants reported that they enjoyed the drama lessons, appreciated the group atmosphere and were able to practice their social-emotional skills. Furthermore, patients and their treatment providers became better acquainted with each other because the power differences between patients and staff decreased during the drama lessons.

Drama education can be considered a useful part of clinical forensic psychiatric treatment, given the positive experience of participants and its perceived positive impact on treatment.

This was one of the first studies to examine the influence that drama education may have on forensic psychiatric treatment. Four of the five themes were in line with the good lives model (Willis et al., 2013), indicating that drama education fulfiled basic human needs or “primary goods” that are important to address in forensic psychiatric treatment, as it decreases the need to compensate these goods with criminal behaviour.

The aim of this study is to gain a better understanding of the concerns and needs of forensic psychiatric patients regarding the impact of the COVID-19 crisis on their mental health and treatment.

Semi-structured interviews were conducted with nine patients from various wards of the hospital. Using the consensual qualitative research method, these interviews were coded by a team of three researchers.

Four domains emerged from the analysis, namely, restrictions, emotional consequences, coping and communication. One of the primary restrictions for patients was not being allowed to have physical contact with the people in their network/visitors. This prompted patients, in some cases, to decline visitors altogether. Emotional consequences of the COVID-19 measurements included anxiety, frustration and passivity. Ambiguity about the rules added to this frustration. Furthermore, a cut in autonomy was felt by patients due to them not being able to do their own grocery shopping. Despite these restrictions that were imposed on patients, the relationship between patients and staff was perceived as good and even improved according to the participants.

A lack of autonomy emerged as a salient issue related to the restrictions within the hospital. Certain degrees of control may be inevitable, but it is nonetheless important to focus on the effect of control within forensic settings. This could be done by aiming to actively include patients in decisions that affect their living climate. Furthermore, it appeared that the “ballet dancer” approach was used by the staff of the hospital, leaving more room for individualized care. As perceived support is important to increase willingness to accept the treatment being offered, a focus on this approach in times of rapid change such as during a pandemic, would be recommended.

Because few pandemics have occurred in the past century, little information is available about how a pandemic might affect patients residing in forensic psychiatric hospitals. To the best of the authors’ knowledge this is one of the first studies to assess concerns and needs of forensic psychiatric patients regarding the COVID-19 pandemic.

The purpose of this paper is to show how young educated adults in the state of precarity perceive the lack of stability in their employment, life and prospects, and what influences their decision making with respect to their career.

Qualitative research on evidence from ten semi-structured in-depth interviews. The method of analysis is consensual qualitative research.

Young Russian adults in the state of precarity have little interest in stable employment, believing it imposes inadequately tight constraints in terms of work organisation, as compared to the potentially modest returns in terms of career development and professional self-actualisation. The respondents tend to choose work which corresponds to the rhythm of their lives and preferences. They are willing to sacrifice stability and higher income in the hope of achieving career success and financial prosperity in the future. They do not hope for or expect assistance from the state but feel fully responsible for their own lives. The downside of this optimism is the lack of long-term plans and, hence, the uncertainty of the future.

The authors not only consider the state of precarity as an effect of structural factors such as the state of the labour market, but also aim to show the role of the worker’s agency in creating such a situation. Instead of the conventional view of precarious individuals solely as victims of circumstances, this study suggests to regard them as actors whose experience, goals and aspirations determine career and life choices.

The purpose of this paper is to examine the relevancy of traditional managerial role frameworks as perceived by practicing managers, and to identify emerging role requirements or skills required for career success.

A mixed-methods approach was conducted including survey research, empirical analysis and semi-structured consensual qualitative research interviews with 259 managers from 200 organizations.

This study demonstrates a widening gap between entrenched organization role constructs and emerging practice-driven role skills. The empirical analysis indicated little to moderate relevancy of traditional role constructs by practicing managers while follow-up interviews revealed new role requirements driven by contemporary market realities and changing managerial motivations. The findings suggest that inclusion of new practice-driven role requirements or skills are likely to be mutually beneficial and influence career success.

The findings may limit the ability to generalize without further comparative analysis in similar/dissimilar economies.

Individuals will benefit by the inclusion of revised role requirements and policies that are designed to support employee-driven needs and “employability” skills that are more consistent with a careerist orientation. The organization will also benefit by having a more highly skilled workforce in key areas of competitive advantage including networking, innovation and opportunity identification.

The value of this examination is twofold. First, it extends the understanding of the diminishing relevancy of traditional managerial roles within a context of major global and social transformation. Second, it underscores the growing importance of “employability” skill sets and capabilities for managerial career aspirants facing new market realities.