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Background: Climate change has been increasingly recognized as a global crisis with effects on gender roles. Recently, communities surrounding Lake Mburo national park, Uganda have been experiencing frequent severe droughts. It was against this background that the study was designed to understand the effect of climate change on gender roles.

Methods: This cross sectional study reviewed the effect of climate change on men and women's gender roles using a pragmatic research paradigm based on a thematic review model using participatory methods and a structured questionnaire.

Results: The study found that men and women's gender roles were altered during extreme dryness. Men played their roles sequentially focusing on one single productive role, while women played their roles simultaneously, balancing the demands of each role with their limited available time. Effect of climate change affected productive roles more in Kiruhura district than Isingiro district. There was migration of both men and women in search of water and pasture for livestock in Kiruhura district which distorted gender roles of women. Consequently, women and girl children had a heavier load and were the most people affected by climate change effects in these districts.

Conclusion: Gender roles of communities surrounding Lake Mburo National Park were affected and altered by the effects of climate change. Therefore, institutions offering climate services to local communities should consider gender in decision making, access to resources, information and knowledge during participation in climate change mitigation and adaptation.

Simulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from educator and student perspectives. This paper explores a facilitator-led BSG, posing the question: can facilitator-led BSGs provide practical experiential learning experiences within a taught setting.

Exploratory inductive research recruited a sample of 45 student participants, an external examiner and a module leader. Qualitative data were collected using focus group discussion, participant obsession and facilitator reflection. Mixed-method feedback forms were also used.

The facilitator-led BSG offered a flexible approach to challenge or problem-based learning, experiential learning, collaborative learning and critical reflection. Student feedback was positive, and there was an increase in engagement within all elements of the module.

This paper presents a case study example of the implementation of a facilitator-led BSG, providing an alternative solution for teaching practitioners to structured simulations run by third-party hosts. This paper highlights a flexible approach to student-centric experiential and challenging learning through enterprise education within small-group settings. There are opportunities for further evaluation and exploration of the notion, which can be developed from this paper in future works.

In Canada, integrated care pilot projects are often implemented as a local reform strategy to improve the quality of patient care and system efficiencies. In the qualitative study reported here, the authors explored the experiences of healthcare professionals when first implementing integrated care pilot projects, bringing together physical and mental health services, in a community hospital setting.

Engaging a qualitative descriptive study design, semi-structured interviews were conducted with 24 healthcare professionals who discussed their experiences with implementing three integrated care pilot projects one year following project launch. The thematic analysis captured early implementation issues and was informed by an institutional logics framework.

Three themes highlight disruptions to established logics reported by healthcare professionals during the early implementation phase: (1) integrated care practices increased workload and impacted clinical workflows; (2) integrating mental and physical health services altered patient and healthcare provider relationships; and (3) the introduction of integrated care practices disrupted healthcare team relations.

Study findings highlight the importance of considering existing logics in healthcare settings when planning integrated care initiatives. While integrated care pilot projects can contribute to organizational, team and individual practice changes, the priorities of healthcare stakeholders, relational work required and limited project resources can create significant implementation barriers.

The chapter summarizes key literature, including emerging ideas, that is pertinent to the question of how organizations and their leadership deal with and are resilient through crises – highlighting what works in surviving unexpected crises. The chapter presents an illustration of organizational response; it concludes with an analysis of what is missing from the literature and recommends a path forward to expanding actionable knowledge in this area. Multiple, interdependent factors that foster resilience are identified including (1) being sensitive to possible threats – even seemingly small failures, (2) not relying on simple interpretations of events but rather seeking diversity to create a complete view of the environment, (3) leadership that embraces communication, transparency, and continuous learning, (4) valuing expertise and allowing expert staff to make decisions during a crisis, and (5) a cultural commitment to a resiliency mindset that accepts failures as opportunities to learn and improve. Emerging concepts that may foster resilience but require more research include managing paradox, emotional ambivalence and diversity. Additional areas for fruitful research include: the impact of short-term versus long-term, or successive, crises; external versus internal shocks and the framing of the source of shocks; how crisis affect the pace of innovation and change; the role of diversity in organizational responses to crises; and a set of methodological opportunities to leverage natural experiments or simulations in ways that allow for longitudinal data illuminating the full cycle of crises across organizations from anticipation, to response, to longer-term adaptation to the new normal.

As hybrid organizations become increasingly common, the authors observe that some hybrid forms are becoming institutionalized and legitimated. The authors explore the implications of the institutionalization of hybridity, addressing both the internal tensions that plague many hybrids and the external tensions stemming from evaluator assessments and stakeholder uncertainty. The authors propose that institutionalization can dampen internal tensions associated with hybridity and also facilitate legitimation and acceptance by external audiences. The authors present identity as a useful theoretical lens through which to examine these questions, as identities are born from, but also have the potential to modify, existing institutional arrangements. The authors present directions for future research at the juncture of identity, hybridity, and institutionalization, suggesting potential avenues of inquiry in this productive stream of research.

This study explored how the Singaporean government responded to the Covid-19 pandemic crisis from early January 2020 to the end of May of the same year. It evaluated the capability of Singapore's leadership management in a crisis during the peak and ravaging period of the Covid-19 pandemic.

The study utilised a systematic design analysis approach, analysing Singaporean cases on the Covid-19 crisis using a systematic and narrative approach to underscore the country's response to the pandemic attack from January 2020 to May 2020.

Against the backdrop of Singapore's peculiar political system of government dominated by the ruling People's Action Party (PAP) and culture of bureaucracy, the government has increasingly executed several control measures, including strict travel bans, contact tracing, the circuit breaker–lockdown, mask-wearing, social distancing orders as well as financial support to businesses and employees from top to the bottom in the country. However, the treatment and health issues of the migrant workers in the dormitories continue to be the major concern among academics and scholars. At the same time, policy inadequacies truncate the excellent measure of Singapore's response to Covid-19. The case point review concluded that the mortality rate in Singapore remains low compared to other nations of the world. Singapore's case points unveil fundamental learning that an excellent leadership-driven harmonised strategic model is essential for crisis management in any society. The finding of the analysis demonstrated that Singapore adopted a contingency and value-based leadership model to advance good governance and tackle the spread of the deadly coronavirus in its country.

The study has demonstrated a profound analysis that has not been conducted hitherto. Investigation of the Singapore case point is not a popular analysis among Nigerian scholars. Therefore, from Nigeria's perspective, the study has showcased the good and the wrong sides of a coin in Singapore's leadership and power dynamic in crisis management.

The purpose of this paper is to investigate the operation of multidisciplinary team (MDT) meetings within a forensic hospital in England, UK.

Mixed methods, including qualitative face to face interviews with professionals and service users, video observations of MDT meetings and documentary analysis. Data were collected from 142 staff and 30 service users who consented to take part in the research and analysed using the constant comparison technique of grounded theory and ethnography.

Decisions taken within MDT meetings are unequally shaped by the professional and personal values and assumptions of those involved, as well as by the power dynamics linked to the knowledge and responsibility of each member of the team. Service users’ involvement is marginalised. This is linked to a longstanding tradition of psychiatric paternalism in mental health care.

Future research should explore the nuances of interactions between MDT professionals and service users during the meetings, the language used and the approach taken by professionals to enable/empower service user to be actively involved.

Clear aims, responsibilities and implementation actions are a pre-requisite to effective MDT working. There is a need to give service users greater responsibility and power regarding their care.

While direct (video) observations were very difficult to achieve in secure settings, they enabled unmediated access to how people conducted themselves rather than having to rely only on their subjective accounts (from the interviews).

The authors explore the ways work-based learning (WBL) can help degree apprentices cross the gaps between the workplace and the classroom, arguing that problem-based learning allows them to become aware of the overlaps in skills required to succeed between the two sites of learning.

This case study of a self-managed learning module uses a workshop methodology to understand the ways 61 undergraduate business management apprentices in the UK navigate the boundaries between work and learning and develop skills across both domains.

The authors' findings suggest that degree apprentices do not always perceive the two sites as overlapping in terms of what skills are required and how learning takes place. However, WBL modules have the potential to make them aware of how one informs and reinforces the other. Students identified teamwork, communication and reflection as necessary at the workplace and in their studies. They also viewed learning agility at critical, especially in the time of coronavirus disease 2019.

The paper adds to the existing literature exploring how WBL learning can help minimise the gap between the classroom and the workplace by adding the analysis of the case study. Those interested in developing modules which embed theory and practice can benefit from the discussion on how such modules enable students to reflect on the crossover between the two sites, not only on degree apprenticeships but higher education degrees broadly.

The purpose of this paper is to describe the development of a comprehensive categorisation of food scares.

Following an initial desktop study, the categorisation was developed collaboratively with industry experts through a workshop and series of semi-structured interviews.

The new categorisation developed is in Venn diagram format allowing overlapping categories. It is organised around the two major types of contamination (biological, and chemical/physical contaminants) and the two major causes of contamination (wilful deception, and transparency and awareness issues).

The long and complex supply chains characteristic of current food production systems have resulted in a rising number of food scares. There is thus an increased emphasis on developing strategies to reduce both the number of incidents of food scares, and their associated economic, social and environmental impacts. The new categorisation developed in this study enables experts to address categories of food scares. Inclusion of the cause of contamination is particularly important as the method through which contamination occurs is key in devising food scare prevention strategies.

The new categorisation, unlike previous categorisations, enables food scares to fall into multiple categories, as appropriate. Also, again in contrast to previous categorisations, it takes into account not only the physical problem of a food scare but also the mechanism through which it arises.