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Research on polychronicity generally treats time use preference, context, and time tangibility as isomorphic variables that can be represented on a single continuum. An alternative model of temporality that treats these variables as independent dimensions is presented. This model is tested in a sample of 258 middle and senior level executives representing more than 200 organizations and 25 countries. Correlations among the variables and confirmatory factor analyses provide support for the multidimensional view of polychronicity. Further classification provided evidence that all eight possible configurations of the three variables can and do exist. The most frequent “type” reflected a polyphasic time use preference, low context, and high time tangible profile. This profile fits the description of Type A behavior pattern adding support for the multidimensional view.

This case study was made possible by the co‐operation of the managing director of Cosyfeet, Mr David Price, to whom we are very grateful. The case was prepared as a basis for class discussion and as an illustration of what may or may not constitute success in a small business context.

Forced migrants (refugees and asylum seekers) are very vulnerable to mental health problems, and their difficulties are often made worse by the migration process itself. David Palmer describes a unique project, based in west London, that trains migrant qualified doctors to provide mentoring support to fellow refugees and asylum seekers experiencing mental distress.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

This research project explored how refugee community organisations (RCOs) could become more involved in the government's health agenda to improve the level of consultation and responsiveness in the design and provision of mental health services for ethnic minorities. The method involved a review of relevant literature, interviews with refugee community organisation leaders and community workers, and a survey of refugee service users' involvement with RCOs. The research found that the causes and effects of mental ill health in refugees as understood by interviewees were consistent with much of the literature in this area. The mental health needs of refugees are very similar across nationalities and ethnicities, and distinct from those of the general population and of other migrant groups. Appropriate responses, as understood by community leaders and professional community workers, are currently only partly and insufficiently provided by statutory health services, and there is extensive unmet need.

The purpose of this paper is to identify essential psychological-informed executive coaching approaches that enhance the organisational learning and development process and outcomes through integrating existing research evidence. Since coaching has been widely used in leadership development related areas and previous studies confirmed that this generates positive effects on individual-level learning in the organisational setting. The identified frameworks and influential factors outlined in this paper can serve as explicit guidelines for the organisation and management team when setting selection and evaluation benchmarks for employing executive coaches.

An integrated review approach was applied to narratively synthesise 234 (k=234) identified peer-review articles between 1995 and 2018. This review followed a rigorous protocol that the authors consulted ten (n=10) experts in the field. Both qualitative and quantitative psychological-focused research evidence was included in this study.

First, certain psychological approaches, such as cognitive behavioural, solution-focused, GROW and strength-based approaches, were highlighted in current research evidence. Second, the essential factors and skills, for instance, building trust, transparency and rapport, and facilitating learning were identified. Third, the main organisational learning and development outcome evaluation methods were outlined in this review, such as the self-efficacy scale, organisational commitment, workplace psychological well-being, 360-degree feedback and the Multifactor Leadership Questionnaire.

It is always challenging to integrate research evidence on coaching because of the diversity of theoretical disciplines upon which coaching interventions draw. Therefore, it is difficult to generate a meta-analytic review which can generate statistical results. This review also reveals room for improvement in the quality of existing coaching evidence in accordance with the criteria for evidence-based management or practice (Briner et al., 2009), such as research methodology and evaluation design. Moreover, there is a lack of evidence on this reflective process which helps professional coaches to ensure the quality of their practice and organisational support.

This review offers a new perspective on the role psychology plays in the organisational learning and development practices. The identified coaching approaches, influential interpersonal skills and outcome evaluation methods can serve as practical guidelines when applying external coaching to facilitate a better organisational learning and development process and outcome.

This is the first literature review to focus on contemporary psychological-informed coaching evidence (between 1995 and 2018) in the workplace setting. Despite the rapid growth in demand for professional coaching practitioners (International Coach Federation, 2016), there is a lack of research-informed evidence to overcome the challenges faced by organisations when employing external coaches, such as what selection criteria or evaluation benchmarks to use. This review takes a practical perspective to identify essential body of knowledge and behavioural indicators required for an executive coach to facilitate an effective learning and development outcome.

This study compares filmic and televisual representations of fictional black presidents to white Americans’ reactions to the advent of the United States’s first African American president. My main goal is to determine if there is convergence between these mediated representations and whites’ real-world representations of Barack Obama. I then weigh the evidence for media pundits’ speculations that Obama owes his election to positive portrayals of these fictional heads of state.

The film and television analyses examine each black president’s social network, personality, character traits, preparation for office, and leadership ability. I then compare the ideological messages conveyed through these portrayals to the messages implicated in white Americans’ discursive and pictorial representations of Barack Obama.

Both filmic and televisual narratives and public discourses and images construct and portray black presidents with stereotypical character traits and abilities. These representations are overwhelmingly negative and provide no support for the argument that there is a cause–effect relationship between filmic and televisual black presidents and Obama’s election victory.

Neither reel nor real-life black presidents can elude the representational quagmire that distorts African Americans’ abilities and diversity. Discourses, iconography, narratives, and other representations that define black presidents through negative tropes imply that blacks are incapable of effective leadership. These hegemonic representations seek to delegitimize black presidents and symbolically return them to subordinate statuses.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Refugees are among the most socially excluded and marginalised groups in the UK. This paper examines ways in which the refugee service user's voice can be heard and the power imbalance between service provider and service user addressed. Lessons learned from addressing the needs of refugees can be extrapolated for other disadvantaged groups.