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This is my last column as editor of “Reference Serials.” All correspondence regarding this column should now be sent to the new editor: Virginia A. Gilbert, Editor, “Reference Serials,” Reference Services Review, 117 Perkins Library, Duke University, Durham, NC 27706.

Accompanying the growing use of teams in the workplace, Belbin’s diagnostic instrument for team role self‐perception is now widely used for a variety of practical management development purposes, including putting together “balanced” teams. Despite the claims of some purists that Belbin’s instrument lacks a strong theoretical underpinning, it fills an apparent void in practical teamworking literature, even though its applicability is not well understood. This study uses data from 43 teams of MBA students performing a project management simulation exercise, and finds no significant relationship between team role balance and team performance. Nevertheless, the study shows that the presence or absence of some individual roles can have a positive or negative effect on performance.

Many organisations are encouraging their staff to integrate work and non‐work, but a qualitative study of young professionals found that many crave greater segregation rather than more integration. Most wished to build boundaries to separate the two and simplify a complex world. Where working practices render traditional boundaries of time and space ineffective, this population seems to create new idiosyncratic boundaries to segregate work from non‐work. These idiosyncratic boundaries depended on age, culture and life‐stage though for most of this population there was no appreciable gender difference in attitudes to segregating work and non‐work. Gender differences only became noticeable for parents. A matrix defining the dimensions to these boundaries is proposed that may advance understanding of how individuals separate their work and personal lives. In turn, this may facilitate the development of policies and practices to integrate work and non‐work that meet individual as well as organisational needs.

Using the backdrop of an (apparently) extended visit to the West Indies, analogies with key concerns of internal audit are drawn. An unusual and refreshing way of exploring the main themes ‐ a discussion between Bill and Jack on tour in the islands ‐ forms the debate. Explores the concepts of control, necessary procedures, fraud and corruption, supporting systems, creativity and chaos, and building a corporate control facility.

Using the backdrop of an (apparently) extended visit to the West Indies, analogies with key concerns of internal audit are drawn. An unusual and refreshing way of exploring the main themes ‐ a discussion between Bill and Jack on tour in the islands ‐ forms the debate. Explores the concepts of control, necessary procedures, fraud and corruption, supporting systems, creativity and chaos, and building a corporate control facility.

The purpose of this paper is to improve the quality of care of patients presenting with challenging behaviour.

Current guidelines are described, and adherence to the standards is audited, with a particular emphasis on physical restraint.

The results of the clinical audit revealed that in the substantial majority of episodes of challenging behaviour, non-physical techniques were used prior to the need to intervene with physical restraint; however, when physical restraint was used, there was limited use of staff debriefs to facilitate reflection- and work-based learning. A potential diagnostic link to the likelihood of use of prone position restraint was also a finding. The results of a quality improvement project undertaken in response to the findings of the clinical audit demonstrated significant and sustained improvements in adherence to most standards.

Continuous improvements to the safety of both patients and staff when managing acute challenging behaviour requires ongoing quality improvement interventions underpinned by the application of human factors principles.

The completion of this audit cycle suggests that it is useful to measure specific points of care processes, however, continuous improvement interventions are indicated to lead to sustained improvement – in this paper this is demonstrated by the safer management of challenging behaviour.

Authenticity is a key issue in any study of subcultures or groups who define themselves as alternative. I will discuss three different stages of research about ‘alternative’ women, with interviews conducted in the late 1990s, and then return interviews with some of the original participants in 2010 and 2018. At all three stages of data collection, the participants were at pains to place themselves as distanced or marginalized from the mainstream, by choice, articulated in various ways. At the same time, they placed themselves as being authentic or at the centre, with people they termed as part-timers, newbies, tourists and weekenders existing on the periphery and at the margins. How do they measure their place in the hierarchy, and whose hierarchy is it? The chapter asks, what is authenticity in alternative subcultures, why is it so important that such marginalized groups are authentic (to themselves, as well as to outsiders), and how do they achieve it. The chapter also explores how ageing and gender impacts on the participants’ identities as alternative women.

By the end of this chapter, you should be able to demonstrate an understanding of:

The impact of increasing competition occurring within the UK retail environment.

Consumers efforts to reduce the disparity between beliefs and behaviours, as conceptualised within cognitive dissonance theory.

The alignment with marketing, the wider economy and the retail sector as a means to identify ways to shape value creation.

The referendum debate in Ireland on whether voting in favour of the Lisbon Treaty has filled the pages of newspapers and the online media. Several anti-EU campaigns have emerged and politicians have shown their own attitudes towards the ratification process. Being our first contact with reality newspapers enable potential readers to better understand their lives and socio-political events (Van Dijk, 1991; Richardson, 2007). It has been argued that newspapers construe public identities for individuals and social groups through specific textual strategies and contribute to our understanding of belonging to a community (Fairclough, 1995a). Some scholars have proved that, in reporting on European matters, British newspapers are mainly Eurosceptic and tend to depict EU leaders in a negative light (Musolff, 2004; Nasti, 2012). It has also been demonstrated that when reporting on European integration newspapers tend to define what it means to be a European citizen by construing their own images of Europe. By doing so, newspapers have the power to support or subvert the feeling of European belonging by showing desired or unwanted scenarios. In his analysis of newspaper discourse, Fowler (1991) points out how transitivity is of great interest in newspaper analysis as it is a potential tool to investigate the same event in different ways, thus providing different views on the social and political events reported.

Against this framework, the present chapter aims to analyse, by combining a quantitative and a qualitative approach, how newspapers construct professional, social and private identity of the European politicians involved in the Lisbon Treaty debate following the features introduced by Fairclough (1995b) and Halliday and Matthiessen (2004) transitivity model. This study also investigates what qualities and features are attributed to EU leaders and to what extent the stereotyped roles of previous studies are also revealed through the analysis of material, mental and verbal processes.

The importance of socially just leadership has been increasingly acknowledged in recent years as integral for tackling issues of disadvantage and inequality across education and schooling systems. However, there are still remaining questions about what these leadership practices look like in the everyday work of school leaders. This chapter draws on a research project to embed Indigenous perspectives in schools as an example of socially just leadership. The links between Indigenous communities and schools are a key focus area for improving educational outcomes for Indigenous students. This project sought to bring Indigenous community members into classrooms in six schools in New South Wales, Australia. Community members were recruited to work with teachers as co-constructors of learning activities that explicitly value and work with Indigenous perspectives. This chapter outlines the positive outcomes from this project as well as challenges faced by schools, teachers, principals, and community members as part of this culturally responsive work. The practices of community members, teachers, and principals are theorized using the notion of culturally responsive leadership. The chapter argues for an approach to leadership that is grounded in culturally responsive understandings to improve the educational outcomes and opportunities for Indigenous students and the cultural understanding and awareness of non-Indigenous students, to better promote reconciliation. This chapter provides a concrete example of powerful leadership practices that are working towards equity and social justice for their schools and communities. While the cases are specifically from the Australian context, they are relevant for a variety of schooling contexts and leadership practices.