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The purpose of this paper is to explore different health care professionals’ discourse about privacy – its definition and importance in health care, and its role in their day-to-day work. Professionals’ discourse about privacy reveals how new technologies and laws challenge existing practices of information control within and between professional groups in health care, with implications not only for patient privacy, but also for the role of information control in professions more generally.

The authors conducted in-depth, semi-structured interviews with n=83 doctors, nurses, and health information professionals in two academic medical centers and one veteran’s administration hospital/clinic in the Northeastern USA. Interview responses were qualitatively coded for themes and patterns across groups were identified.

The health care providers and the authors studied actively sought to uphold the protection (and control) of patient information through professional ethics and practices, as well as through the use of technologies and compliance with legal regulations. They used discourses of professionalism, as well as of law and technology, to sometimes accept and sometimes resist changes to practice required in the changing technological and legal context of health care. The authors found differences across professional groups; for some, protection of patient information is part of core professional ethics, while for others it is simply part of their occupational work, aligned with organizational interests.

This qualitative study of physicians, nurses, and health information professionals revealed some differences in views and practices for protecting patient information in the changing technological and legal context of health care that suggest some professional groups (doctors) may be more likely to resist such changes and others (health information professionals) will actively adopt them.

New technologies and regulations are changing how information is used in health care delivery, challenging professional practices for the control of patient information that may change the value or meaning of medical records for different professional groups.

Qualitative findings suggest that professional groups in health care vary in the extent of information control they have, as well in how they view such control. Some groups may be more likely to (be able to) resist changes in the professional control of information that stem from new technologies or regulatory policies. Some professionals recognize that new IT systems and regulations challenge existing social control of information in health care, with the potential to undermine (or possibly bolster) professional self-control for some but not necessarily all occupational groups.

Negotiation is important for career success. Therefore, this study draws from social expectancy and self-regulation theories to develop a model proposing that social class background (SCB) influences the ease with which achievement striving translates into propensity to negotiate. Specifically, the authors examine how SCB moderates the relationship between achievement striving and negotiation propensity via a key mediator—status-based identity uncertainty—reflective of one's (un)certainty about their societal standing.

The authors collected data across three surveys over a four-week period from 460 participants. The authors assessed negotiation propensity by asking participants to rank-order behavioral reactions, representative of different degrees of negotiation engagement, in response to three scenarios.

The positive effects of achievement striving on negotiation propensity are attenuated for individuals with lower SCBs, in part, because achievement-oriented individuals with lower SCBs experience a heightened sense of status-based identity uncertainty. Although achievement striving is an asset for initiating negotiations, it appears to disproportionately benefit those with higher SCBs.

Individuals higher in achievement striving and with lower SCBs may approach the negotiation process differently than those with higher SCBs. This dynamic serves as another mechanism through which cumulative (dis)advantage processes in career success may occur over time.

The purpose of this paper is to examine the complexity of children’s involvement in school bullying from the child’s perspective.

A Foucauldian perspective provides a more nuanced approach than traditional understandings for examining the fluidity of power which involves “grey” areas; struggles between pupils, and pupils and teachers; and takes into account systemic factors. Data are drawn from observations, focus groups and individual interviews with children aged 10-16.

Children explained how pupils, teachers and inequalities inherent in school contributed to their involvement. Children felt coerced into reinforcing societal inequalities whereby the “vulnerable” were susceptible to victimisation and pupils can achieve status through bullying. Several working-class males who had learning difficulties felt “picked on” by their peers and teachers, and subsequently retaliated aggressively.

Findings from this relatively small sample provide insight into children’s unique experiences and how they are produced within wider systems of knowledge which differ from traditionally accepted discourses.

Pupils should have an input into the development and implementation of institutional strategies to tackle bullying.

Traditional ways of identifying “bullies” can be used to target those already marginalised whilst more sophisticated bullying is usually accepted and approved.

The complexity, fluidity and multi-faceted nature of children’s involvement is highlighted. Children discussed the maltreatment they experienced from pupils and teachers but did not realise how they may have subjected them to bullying.

The purpose of this paper is to understand how a major retailer like Kmart lost its dominant position in the American retail industry.

This paper contains a decomposition of profit change into meaningful economic drivers using a methodology that combines frontier analysis with index number theory. The empirical analysis is complemented with a description of Kmart’s business model produced from corporate documents and other sources.

A quantification of Kmart’s business model performance expressed in monetary terms. This assessment is presented by CEO tenures showing the contribution of different economic drivers to the evolution of profits.

The study’s empirical results highlight the importance of the correct implementation of all aspects of the business model in order to achieve success.

This paper presents a new empirical framework to assess business model performance. Despite Kmart’s important role in American discount retailing history there have been very few studies that have analyzed its downfall. This paper contributes by filling that gap.

The study explores how a novice English teacher’s motivation is sustained as she navigates a range of complex educational contexts in her teaching career. Through the lens of self-concept, the purpose of this paper is to gain an in-depth understanding of the role of this construct when navigating the challenges often faced in the early stages of the teaching profession.

In this case study, data were drawn primarily from a series of interviews with one English teacher over the course of three years. Teaching materials, together with teaching evaluations, were used to compare and validate the information obtained during the interview.

Despite the challenges faced in each new teaching context, the teacher’s motivation and commitment to the profession were driven and sustained by the high integration of personal goals with one’s self, goal fusion. Furthermore, an inherently strong drive to minimise the discrepancy between her current self and her ideal future self, helped the novice teacher navigate each new setting and its respective demands.

English teachers need specific support and professional development that goes beyond pre-service education into in-service training. It is important that continuous professional development be undertaken to allow opportunities for the conception of reflective practice and reflective practitioners.

Self-concept is not only a means of self-evaluation, but also a key driver for goal-relevant cognitions and behaviours effective for teaching practice.

The purpose of this paper is to describe the state of sustainability reporting in Canada's higher education sector, while understanding who is reporting on sustainability performance, how is information being reported, and what is being reported.

A framework with ten categories and 56 indicators based on the Global Reporting Initiative (GRI) guidelines and campus sustainability assessment tools was developed to analyse the contents of a cross‐sectional sample of sustainability reports published by Canada's largest 25 universities (by student enrolment). Each author analysed two to three reports. Evidences were checked for accuracy by a different author and finally discussed in a focus group.

The analysis has shown that sustainability reporting is an uncommon and diverse practice at Canadian universities. Primarily under the coordination of sustainability offices or students, seven universities published sustainability reports in the analyzed period (2006‐2008). While all reports shared a non‐integrated indicators framework, a variety of approaches were used in the selection of indicators. Reports generally had limited scopes emphasizing eco‐efficiency. The potential value of current documents as a tool to inform sustainability‐oriented decisions is limited.

Findings are particularly relevant to university administrators and sustainability offices planning to publish or enhance sustainability reports. The paper also explores the challenges of applying the GRI guidelines to the higher education sector.

Most descriptive studies on sustainability reporting have addressed large multinational corporations. This paper is one of the first to address the incipient practices of higher education institutions.

Catatonia is increasingly recognised as a comorbid syndrome of Autism Spectrum Disorder (ASDs). The assessment and management of individuals with comorbid ASD and intellectual disability (ID) adds a further dimension to this already complex presentation, with few cases identified in the literature. The paper aims to discuss these issues.

This paper presents four cases of catatonia in individuals with comorbid ASD and ID. The diagnostic challenges, response to treatment and prognosis are discussed whilst comparing with the existing literature.

A high index of suspicion is required to recognise the subtle catatonic features seen in patients with ASD and ID. Clinicians should be particularly vigilant following stressful events in young adults. The assessment of catatonia in ASDs and ID requires a pragmatic approach given the lack of suitable diagnostic tools and difficulties completing investigations. Caution is advised when using rating scales as they are not validated in ID. The mainstay of treatment is lorazepam, although responses vary.

The discussion of these four cases strengthens the existing literature, and highlights the implications a comorbid diagnosis of ID has on the assessment and management of catatonia in ASDs.

The purpose of this paper is to model the property development process from an actor–network theory perspective. The model aims to address the relationship between structure and agency to combine the social and the economic aspects of the property development process.

An inductive methodology was appropriate for this study. Consequently, 12 semi-structured interviews have been carried out with professionals involved in the property development process in central London.

Analysis of the interview transcripts revealed that throughout the development process a developer creates a core actor–network and enrols those required for production. Economic, cultural, legal and political structures influence actions throughout the development process and therefore have the ability to cause disruption. As a result, sub-networks are created to overcome challenges throughout the development process, such as obtaining planning consent. This allows the interests of actors to be aligned or re-aligned so that solutions can be punctualised into the core actor–network. Additionally, structures are affected by actions throughout the property development process.

It is recommended that developers measure the extent to which the interests of actors are successfully aligned and re-aligned throughout a developments life cycle, in addition to a developments financial success. The findings are paramount for policymakers and regulators, as it allows them to understand the intricate workings of the development process and so when they regulate or develop policy, they will understand how it will reverberate through the process and recalibrate it, thereby limiting unforeseen consequences.

This research has proven valuable given it advances the property development process literature by examining the property development process from an actor–network theory perspective and provides areas for further study.

This study aims to examine how negotiators’ goal orientations may affect their negotiation strategy and consequently the negotiation outcomes.

Using cross-sectional data collected from a Fortune 500 Global firm based in France, this study empirically examines how goal orientations of negotiators may affect their value creation (win-win) and value-claiming (win-lose) negotiation behavior reflecting their desired outcome in a given sales negotiation. In so doing, this study proposes a conceptual model and tests a number of hypotheses using partial least squares structural equation modeling.

This study shows that learning and performance goal orientations (PGO) are indeed related with two commonly used negotiation strategies: win-win (integrative) and win-lose strategies (distributive) strategies, respectively. The results indicate that while the learning orientation has a positive relationship with a win-win strategy and a negative relationship with a win-lose negotiation strategy, just the opposite is true with the PGO, which is positively related to win-lose strategy and negatively related to win-win strategy.

To the best of the authors’ knowledge, this research represents one of the first attempts to connect goal orientations with negotiations strategies to achieve desired negotiation outcome using data from salespeople with negotiation experience.

This paper investigates the potential electronic textbooks (e‐textbooks) have to augment the learning and education of children.

The study consisted of a total of 60 pupils, split into five groups of 12 participants (six boys and six girls). Each of the five groups were in turn split into two sub‐groups of six (three boys and three girls): one sub‐group used the printed textbook, while the other used a CD‐ROM on a laptop computer. The pupils completed a group test and an individual multiple choice test on information found in the textbooks.

The study showed that the e‐textbook was widely accepted by the participants, and motivated group participation. Those using the e‐textbook achieved significantly higher test results on average in the group test. Higher (but not significant) average results were achieved by e‐textbook users in the individual test.

An acknowledged limitation of the study is that the textbooks used for the study were not identical in content. They were equivalent according to subject and recommended age range, but did not contain specifically the same information. Further studies would benefit from making use of an electronic version which is identical, or more similar, to a printed textbook. It would also be worthwhile to investigate the effects of long‐term use once the novelty value of the electronic book has subsided.

The paper aims to fill the gap in the original literature on the subject of how children relate to and learn from electronic textbooks. The research is of particular interest to teachers, librarians and parents.