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Drawing on key concepts from childhood studies, this chapter provides a theoretical grounding for children's participation rights in research on maltreatment. The chapter discusses the sociology of childhood, tracing how it brought a focus to children's participation in research, and introduces the concepts of adultism and childism to help critique children's participation in research on maltreatment. The chapter is framed by a familiar debate on tensions between children's right to participate and their right to protection. It explores the relevance of these debates for research on child maltreatment. Through its discussion, the chapter explores key issues that have traditionally led to children being kept out of research on child maltreatment. It argues that children's participation is key to advancing knowledge on child maltreatment and fundamentally a way to uphold children's human rights. The concepts introduced in this chapter are threaded and explored throughout the subsequent chapters of the book, in their examination and reflections on children's participation in research on maltreatment.

This chapter suggests that the unsettling reconfiguration of ‘home’ in works of post-colonial literary adaptation has an affective impact on non-Indigenous readers, contributing, potentially, to processes of decolonisation. Ken Gelder and Jane M. Jacobs, in their book Uncanny Australia: Sacredness and Identity in a Postcolonial Nation, argue that Australian texts which seek to disturb readers by pursuing modes of post-colonial ‘unsettlement’ can activate new discourses and, thereby, inspire social change (1998). Focussing upon undergraduate student responses to two works of Aboriginal Australian literary adaptation, Melissa Lukashenko's short story ‘Country: Being and Belonging on Aboriginal Land’ (2013) and Leah Purcell's stage play, The Drover's Wife (2016), this chapter draws upon ideas pertaining to ‘affect’ to reveal how, through the subversive reimagining of tropes and structures commonly associated with Western dwelling, works of Indigenous literary adaptation elicit emotional responses in non-Indigenous readers and, in so doing, open up new spaces for listening within existing frameworks of white possession.

The response of the receiver to a voiced patient safety concern is frequently cited as a barrier to health professionals speaking up. The authors describe a novel Receiver Mindset Framework (RMF) to help health professionals understand the importance of their response when spoken up to.

The framework draws on the broader receiver-focussed literature and integrates innovative findings from a series of empirical studies. These studies examined different receiver behaviour within vignettes, retrospective descriptions of real interactions and behaviour in a simulated interaction.

The authors' findings indicated that speaking up is an intergroup interaction where social identities, context and speaker stance intersect, directly influencing both perceptions of and responses to the message. The authors' studies demonstrated that when spoken up to, health professionals poorly manage their emotions and ineffectively clarify the speaker's concerns. Currently, targeted training for receivers is overwhelmingly absent from speaking-up programmes. The receiver mindset framework provides an evidence-based, healthcare specific, receiver-focussed framework to inform programmes.

Grounded in communication accommodation theory (CAT), the resulting framework shifts speaking up training from being only speaker skill focussed, to training that recognises speaking up as a mutual negotiation between the healthcare speaker and receiver. This framework provides healthcare professionals with a novel approach to use in response to speaking up that enhances their ability to listen, understand and engage in point-of-care negotiations to ensure the physical and psychological safety of patients and staff.

With the emergence of enabling internet technologies and increased competition between UK supermarkets has led the “big four” – Tesco, J Sainsbury, ASDA and Safeway/Morrisons – to develop grocery operations online. The objective of this paper is to evaluate and present best practice strategies employed by major retail organisations concerning these deployments. The paper argues that Tesco's superior performance can be identified through five critical factors. However, continued success using existing models and thinking is problematic and that future advantages will rely on taking a complex adaptive systems view of the deployment of E‐Grocery systems.

The methodology employed is a conceptual synthesis of current knowledge, based on theoretical constructs and empirical observations.

There is evidence of varying degrees of progress and lessons learnt, from adopting strategies and internet technologies, with new ways of conceptualizing and managing virtual retail operations. The research challenges existing thinking and makes sense of the plexus between this technology and the market place.

The essential contribution of the paper is the identification of five key elements for online retail success and the development of a proposed “online sustainability” model which is perceived to offer contemporary insights into competitive virtual environments.

Through discussion of research about the leadership of two schools, this paper explores the complexity of school leadership and how various contextual elements interact with the work of principals in schools that are attempting to create inclusive, rich, worthwhile and unique schools. A systems thinking leadership and context model is developed to frame the exploration of the two cases, which, in turn, helps inform the veracity and development of the model.

The research reported is broadly based on multiple-perspective case studies that have included individual and/or group interviews with school leaders, teachers, students, parents and/or school council members, observation and document analysis. The focus for this paper is on evidence from the cases that elucidate the model.

A leadership and context view of schools helps to understand how school leaders work with, within and influence various contextual factors to develop schools that are both successful and unique. The cases demonstrated how individual leadership factors including career histories, personalities and values coalesced with school and broader community factors in reciprocal ways that resulted in school-specific improvements.

The research is limited by the nature of bounded, small number, qualitative case research. Nevertheless, the authors suggest that the school leadership and context systems model the authors presented captures much of the complexity of the successful leadership of these schools. The authors further suggest that this model provides a conceptual contribution to the study of successful school leadership that moves beyond more linear leadership views. Implications of this research and the conceptual contributions that the authors advance are that leadership and context should be considered in reciprocal and nuanced ways across a complex variety of contextual levels.

These cases explore the growth and development of new school communities and capture the dynamic interactions between leadership and context within the complex arrangements of policy, system, history and community. The cases demonstrated how individual leadership factors, including career histories, personalities and values, coalesced with school and broader community factors in reciprocal ways that resulted in school-specific improvements. These findings and the system thinking leadership model help school leaders to consider their own work in developing successful and unique schools.

School leadership is important for school success, and schools that meet student and community needs are important for society. The authors’ system thinking leadership model helps school leaders improve their practice in creating more interesting and successful schools that meet student and community needs.

At a time when international sharing of information and international testing of schools is pushing towards a uniformity of thinking about what good schools should be, the reality of leading schools is far different. This paper contributes to the knowledge about how school leaders navigate contextual complexities to create successful and unique schools that meet local needs.

The purpose of this paper is to develop a better understanding of the expansion and development strategies used by retailers based in the UK for creating sustained competitive advantage in online grocery retailing.

The objectives of this research were addressed by using a qualitative research strategy consisting of two specific methods of data collection: primary and secondary data collection.

The study suggests that retailers have tended to follow an incremental approach towards the development and expansion of their online service provision. This route to expansion involves the trialling of new ideas, keeping close watch on the competition while endeavouring to introduce innovative new services to capture consumer interest and deliver customer benefits.

The major limitation associated with this study is with respect to its heavy reliance on secondary sources. Consequently, assumptions have had to be made about the retailers' strategic thinking, as we were not able to secure any first hand accounts. However, in terms of the research implications, this study has both demonstrated the value of secondary data sources, and highlighted the benefits of adopting a resource‐based analysis.

The findings highlight the importance of viewing an organisation's web‐based IT resources, as being only one element of its e‐commerce strategy.

This study makes a major contribution in two ways. First, it has mapped out the strategic pathways followed by the UK's five leading grocery retailers, in terms of their adoption of e‐commerce during the first complete decade of online retailing. Second, the paper has demonstrated how the resource‐based theory provides a very useful lens through which these pathways can be viewed and ultimately explained.

The COVID-19 pandemic and its related economic meltdown and social unrest severely challenged most countries, their societies, economies, organizations, and individual citizens. Focusing on both more and less successful country-specific initiatives to fight the pandemic and its multitude of related consequences, this chapter explores implications for leadership and effective action at the individual, organizational, and societal levels. As international management scholars and consultants, the authors document actions taken and their wide-ranging consequences in a diverse set of countries, including countries that have been more or less successful in fighting the pandemic, are geographically larger and smaller, are located in each region of the world, are economically advanced and economically developing, and that chose unique strategies versus strategies more similar to those of their neighbors. Cultural influences on leadership, strategy, and outcomes are described for 19 countries. Informed by a cross-cultural lens, the authors explore such urgent questions as: What is most important for leaders, scholars, and organizations to learn from critical, life-threatening, society-encompassing crises and grand challenges? How do leaders build and maintain trust? What types of communication are most effective at various stages of a crisis? How can we accelerate learning processes globally? How does cultural resilience emerge within rapidly changing environments of fear, shifting cultural norms, and profound challenges to core identity and meaning? This chapter invites readers and authors alike to learn from each other and to begin to discover novel and more successful approaches to tackling grand challenges. It is not definitive; we are all still learning.

This chapter explores the potential for the classroom to be a space for activism and hope within the contemporary business school. Drawing on the extant literature, a reflexive account of our own teaching and learning practice, and a small number of interviews with academics using feminist material in their teaching in business schools, we explore the challenges, opportunities and joys experienced in the feminist classroom. We suggest that engaging in feminist teaching practice and theory can offer an opportunity for academics to engage in the critical management studies practice which is often said to be lacking within management research. We begin by setting out the extant positioning of Critical Management Studies, moving to an analysis of the educational context. Interwoven through this are our own perspectives. Our own reflections do not reveal the identities of students.