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The purpose of this study is to describe the construction of leadership through authentic dialogues at work and leaders’ actions as contributors to dialogic leadership.

The authors collected the data by recording the organisation’s meetings and discussions and used content analysis of dialogic leadership and typifying of critical moments as analytical methods.

On the basis of the findings, this paper suggests that dialogic leadership begins with a startup critical moment and progresses through the different positions by manager and employees through democratic interaction. Individual and collective level learning of participants and the formation of new knowledge were used in decision- or conclusion-making. The manager promoted the construction of dialogic leadership in conversation by creating important critical moments, which enabled a dialogue to start or contributed to already ongoing dialogue.

The study proposes concrete actions that can be applied in working life. This study provides a new understanding of the leader’s activities in promoting dialogue.

There is a hidden paradox inherent in the ideal of continuing professional development (CPD) for executive coaches, stemming from the fact that the coach wishes to retain or preserve the freshness and openness of a “beginner”, whilst also acquiring greater robustness and resilience in the face of difficult assignments. The paradox reminds us of the “castle and battlefield” metaphor of Roger Harrison: on the one hand a strong container is needed and on the other vulnerability to allow the coach to be affected and even hurt by the coaching experiences. The objective of this paper is to find ways of resolving this paradox, based on what coaches themselves say about critical moments in their practice.

A total of 69 critical moments as reported by 60 coaches are content‐analysed with the help of grounded research.

In the analysis a picture emerges of doubts (instrumental, relational and existential), which the coaching process opens up for coaches, and which CPD may help them become aware of, explore and lay to rest. The most promising methodology for doing this seems to be coaching supervision, conducted in the safest possible environment.

From this qualitative research by a single researcher inter‐rater reliabilities cannot (yet) be reported.

It emerges that what coaches need most from their CPD is robustness in the face of their instrumental and existential doubts, and vulnerability when it comes to their relational doubts.

With the growth of the executive coaching profession, there is increasing interest in the value of CPD for coaches. Executive coaches are embarking on CPD in large numbers, and are asking what is most relevant to them in their ongoing development. This paper offers empirical data that may inform CPD.

There is much scientific interest in the connection between the emergence of gender-based inequalities and key biographical transition points of couples in long-term relationships. Little empirical research is available comparing the evolution of a couple’s respective professional careers over space and time. The purpose of this paper is to contribute to filling this gap by addressing the following questions: what are the critical biographical moments when gender (in)equalities within a relationship begin to arise and consolidate? Which biographical decisions precede and follow such critical moments? How does decision making at critical moments impact the opportunities of both relationship partners in gaining equal access to paid employment?

These questions are addressed from the perspectives of intersectionality and economic citizenship. Biographical interviewing is used to collect the personal and professional narratives of Swiss-, bi-national and migrant couples. The case study of a Swiss-Norwegian couple illustrates typical processes by which many skilled migrant women end up absently or precariously employed.

Analysis reveals that the Scandinavian woman’s migration to Switzerland is a primary and critical moment for emerging inequality, which is then reinforced by relocation (to a small town characterized by conservative gender values) and the subsequent births of their children. It is concluded that factors of traditional gender roles, ethnicity and age intersect to create a hierarchical situation which affords the male Swiss partner more weight in terms of decision making and career advancement.

The paper’s findings are highly relevant to the formulation of policies regarding gender inequalities and the implementation of preventive programmes within this context.

Little empirical research is available comparing the evolution of a couple’s respective professional careers over space and time. The originality of this paper is to fill this research gap; to include migration as a critical moment for gender inequalities; to use an intersectional and geographical perspective that have been given scant attention in the literature; to use the original concept of economic citizenship; and to examine the case of a bi-national couple, which has so far not been examined by the literature on couple relationships.

This qualitative study sought to explore how Iranian English language professors used social media network Telegram in their classes and what possibilities and constraints they experienced with regard to classroom interactions and university education, and how they rethought the use of social media network Telegram.

Data were collected through written reflective exercises and semi-structured interviews. Furthermore, data were analyzed based on three moments of critical hermeneutics: a moment of social-historical analysis, a moment of formal analysis and a moment of interpretation-reinterpretation.

The analysis of the data led to four themes: a dialogic classroom, the critical awareness of power-relations, the critical reflection on the experiences of the classroom and digital inequality. In fact, the participants pointed out that using social media network Telegram could lead to the persuasive discourse and multiplicity of voices as opportunities for sharing knowledge and distributing powers.

Indeed, the present study addressed the learning processes resulted from using social media network Telegram rather than the product and outcome that were mainly addressed by the previous studies by considering three levels of descriptions, which included micro-level of the learner and teacher interaction, meso-level of the processes of educational institutions and macro-level of wider cultural and societal contexts.

The purpose of this paper is to analyze the interaction of police and citizen representatives during critical moments in reconciliation processes through a relational model.

Based on 26 in-depth interviews with key actors in three different cases of media-salient police-citizen group conflict, the interactions in the run-up to, during and after five moments that were critical in the transformation from conflict to cooperation, were analyzed. In focussing on the role of the intergroup relationship in conflict interaction, the applicability of relationship-value, compatibility and security in defining this relationship were explored.

Although interactions during critical moments differed along the specific conflict contexts, three chronological stages could be deduced. In the first stage, interactions were tensed and emotional. During the second stage, repressing this insecurity through the exchange of value and compatibility signals was important. In the third stage, the transformation toward friendlier, cooperative dialogue and a less tensed atmosphere was made. Emotional expression, information sharing and emphasizing compatibility seemed particularly important in (re)defining and negotiating police-citizen relationships.

In analysis, the authors had to rely on limited and retrospective accounts of interactions and attitudes and its indivertible errors.

This is one of very few studies that analyses police-involved post conflict interactions with a relational model. With regard to the importance of strong police-citizen relationships, the results should be of value to any operational police worker and specifically those who are involved in operational or strategic conflict-management and communication.

The aim is to present findings of a theoretical analysis for optimal design of a concrete trough for a new lightweight low‐profile rail track system.

A non‐linear numerical optimisation technique is adopted to predict the minimum area of a pre‐tensioned pre‐stressed trough section satisfying the serviceability and ultimate limit states as per British Standard BS 8110 for critical loading and boundary conditions.

An optimum concrete trough section is calculated to carry all possible load combinations expected during the design life of the track. The performance of the rail, elastomeric pad and track base were found to be satisfactory under the same critical loading and boundary conditions.

The theoretical analysis gives a valuable insight into system parameter values that can optimise design performance and cost. However, these optimal design features now need to be tested experimentally.

This paper aims to present the results of a study on the behaviour of cold-formed galvanized steel beams subjected to fire, using the results of a large programme of experimental tests.

The research investigated the influence of web stiffeners in the sections and the stiffness of the surrounding structure, including the axial and rotational restraining to the thermal elongation, on the flexural behaviour of the beams in case of fire. In other words, the structural response of different open cold-formed steel beams, with and without web stiffeners, was compared in case of fire.

The results showed that a good choice between using cold-formed steel beams, with and without web stiffeners, may depend on the section shape and the internal forces generated in these members during a fire.

Temperatures in the furnace and at several points of the beams, as well as deformations and restraining forces and moments, were measured to achieve those goals and consequently to assess the critical time and temperature of these beams.

This article takes its point of departure from the intellectual milieu in the mid-1980s that gave rise to Luc Boltanski and Laurent Thévenot’s book, On Justification: Economies of Worth. It shows how exposure to ideas and concepts in that book came to take varied forms as they were elaborated and modified in the work of an American sociologist across several decades of research in diverse empirical settings.

This chapter brings to the forefront various challenges of engaging in both critical and participatory forms of knowledge building, in particular with queer and trans migrants with precarious status. Two scholars trace their previous experiences of engaging in participatory and critical research as well as their shift toward reflexive ways of knowing. This shift elicits the ways in which Critical Participatory Action Research (CPAR) may be used to build reflexive knowledge with and about queer and trans migrant communities, and in particular, LGBTQ refugees and MSM Latino migrants.

This paper seeks to confront the orthodoxy of global business education with some insights from postcolonial theory in order to develop a new critical pedagogy adequate for a global sociology of management and accounting.

Reviewing the state of play in postcolonial theory and noting the new politicisation in that field, the paper asks what relevance this politicisation might have for an alternative to orthodox global business education.

The paper finds that the texts available to postcolonial theory present a wealth beyond the regulation of colonial and neo‐colonial regimes and in contrast critical management studies do not have texts that express such wealth or reveal global business as the regulator of such a wealth. Instead critique and indeed the anti‐globalization movements risk, appearing as regulators of wealth and business, threaten to emerge as the true carnival of wealth and path to freedom.

To dissociate critique from regulation and business from wealth, business and management education must seek out these texts in the fantasies among students and in the differences that obtain, as Dipesh Chakrabarty has argued, at the heart of capital.

This article embraces the fantasies of the fetish of the commodity as part of an immanent politics, claiming both an excess of wealth and an access to wealth, based on a new fetish adequate for the globalized limits that students and teachers encounter.