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This paper aims to examine human resource management (HRM) in the gig economy through a moral economy lens and to uncover how sharing and firm ownership influences the (un)ethical use of HRM practices and worker treatment.

Conceptual and empirical insights from contemporary HRM literature are synthesised through a systematic literature review to elucidate pressing challenges for research and practice.

The analysis reveals that the different ownership structures used by gig firms shape the nature and degree of sharing. The gig economy built on investor ownership leads to greater sharing with investors and tends to be more exploitative of workers, whereas platforms built on collaborative ownership engage in greater peer-to-peer sharing which is more equitable and leads to higher quality work relations and HRM.

The closer an organisation's alignment with the more equitable/relational end of the gig economy spectrum, the better the work relations and HRM.

A new integrated conceptual spectrum of sharing in the gig economy is advanced, which aids in understanding evolving developments in HRM theory and practice.

Theorists within and outside LIS observe that neither information nor experience is usefully conceived as stable entities. This chapter focuses instead on experiencing and considers how people respond interactively within situations in flux, using that perspective to explore sense making. Methodologically guided by Dervin, ethnomethodology and practice theory, I spent two years participating in online discussion groups where people discussed experiences of kidney failure. I use content analysis of textual interactions to demonstrate the centrality of experiences in the discussions, followed by thematic analysis to explore why experiencing appeared to be central to sense making. I found that contributors described active and reactive responses to environments, in which emotions, understanding and other forms of experiencing forged and ‘mangled’ each other, processes which I interpret using metaphors from practice theory. These iterative processes, though painful at times, apparently kept contributors’ understandings connected to their experiences of reality. Therefore this chapter extends understandings of the centrality of experiential and embodied aspects of sense making, while also addressing problems with using static metaphors and methods to explore dynamic processes.

CF Industries’ products nitrogen fertilizers are a crucial input to making agriculture productive enough to feed the world. However, its products are undifferentiated commodities. Throughout parts of its history, CF has struggled to be consistently profitable, yet over the last decade it has been very profitable. The case provides an opportunity to examine how CF manages to create value and capture it as profits despite being in a commodity business.

Simulation technology has been used as a viable alternative to provide a real life setting in teacher education. Applying mixed-reality classroom simulations to English for Speakers of Other Languages (ESOL) teacher preparation, this qualitative case study aims to examine how pre-service teachers (PSTs) practice culturally and linguistically responsive teaching to work with an English learner (EL) avatar and other avatar students.

Using an embedded single case study, three PSTs’ teaching simulations and interviews were collected and analyzed.

This study found PST participants made meaningful connections between theory and practices of culturally and linguistically responsive teaching, particularly by connecting academic concepts to students’ life experiences, promoting cultural diversity, using instructional scaffolding and creating a safe environment. Nevertheless, they needed further improvement in incorporating cultural diversity into content lessons, creating a challenging and supportive classroom and developing interactional scaffolding for ELs’ language development. The findings also show that while PST participants perceived simulation technology as very beneficial, expanding the range of technological affordances could provide PSTs an opportunity to undertake a full range of critical teaching strategies for ELs.

This research contributes to broadening the realm of mixed-reality technology by applying it to ESOL teacher education and has implications for both ESOL teacher educators and simulation technology researchers.

People with developmental disorders are significantly more likely to experience adverse childhood experiences (ACEs), although the impact of ACEs on this population is not well understood. Furthermore, considerably less is known about the exposure to, and impact of, ACEs in detained adolescents with complex developmental disorder needs. This paper aims to explore the exposure to ACEs in an adolescent population detained in a secure specialist developmental disorder service.

A retrospective file review was used to explore ACEs and placement histories within a specialist developmental disorder inpatient service. Data was collated for a convenience sample of 36 adolescents, 9 of whom were female, aged 13–20 years (M = 17.28 years).

A total of 33 participants (91.7%) had experienced at least 1 ACE, with 58% experiencing 4 or more ACEs and 36% experiencing 6 or more ACEs. The most common ACEs reported were physical abuse (61.6%), parental separation (58.3%) and emotional abuse (55.6%). The majority of participants had also experienced high levels of disruption prior to admission, with an average of four placement breakdowns (range 1–13, standard deviation = 3.1). ACEs held a significant positive association with the total number of placement breakdowns and total number of mental health diagnoses.

Adolescents detained in specialist developmental disorder secure care had, at the point of admission, experienced high levels of adversities and had been exposed to high levels of experienced and observed abuse. The level of exposure to adversity and ongoing disruptions in care suggests that Child and Adolescent Mental Health Services’ developmental secure services should consider adopting dual treatment frameworks of developmental disorder and trauma-informed care.

This study explored the early-life and placement experiences of a marginalised and understudied population.

This extended Editorial outlines the genesis and theoretical interests of the Gender and Enterprise Network from which this special issue of the International Journal of Entrepreneurial Behaviour & Research emerged. In the call for papers, researchers were asked to employ existing gender theories to explore entrepreneurship. The theories and empirical insights presented in the five papers are summarised and compared. Key directions for future work are outlined.

Articles in the special issue include cross-national studies, multi-level analyses drawing on qualitative and quantitative methods, longitudinal analysis and feminist research. The Editorial explores methodological challenges, including how to encourage cross-national collaboration, research the circumstances in which entrepreneurship is gender liberating and embed gender theory in research on male entrepreneurship.

A comparison is made of the findings from the papers in this special issue, to draw out wider implications for our understanding of entrepreneurship as a gendered process.

This special issue represents a significant milestone in advancing our understanding of all entrepreneurship as gendered. Its focus on gender theory (rather than on the empirical study of women ' s entrepreneurship) is novel and marks the theoretical direction advocated by the Gender and Enterprise Network. It is hoped that the employment of gender theory in the Editorial and articles will spark the interest, and raise the contribution, of the wider entrepreneurship research community. An agenda for the future is outlined.