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The concept of empowerment has received a great deal of attention in recent years. However, the empowerment knowledge base is predominantly large company‐oriented with little evidence of understanding what empowerment means in a small business context. It is inappropriate to treat the small firm as a microcosm of a large organisation. The small business is qualitatively as well as quantitatively different and this article propounds that it is questionable whether the concept of empowerment and its various dimensions as portrayed in the literature are readily transferable to small businesses. It is suggested that empowering management approaches are key features of successful growth‐oriented small firms but the current body of empowerment literature fails to encapsulate the idiosyncrasies and informalities of the small business operation, and thus convey understanding of the unique and novel forms of empowerment which facilitate sustainable development. Case study insight is used to support these propositions.

The paper proffers a tentative conceptualisation of the “small business strategic learning process”, demonstrating the complexity of the small firm learning and management task. The framework, built upon personal construct theory and learning theories, is elaborated through the grounding of relevant areas of the strategic management literature in an understanding of the distinctive managerial and behavioural features of the small business. The framework is then utilised to underpin consideration of the concepts of “organisational learning” and the “learning organisation” within a small firm developmental context. It is suggested that whilst organisational learning may be a key and effective small business management approach to underpin sustainable development, the learning organisation, as currently conceived in the mainstream literature, fails to recognise and address the idiosyncrasies, problems and constraints relating to sustainable small business development. There does appear, however, to be great potential for extending understanding of the learning organisation concept into the small business context. An indicative research agenda is suggested.

The contemporary business environment is characterised by unknowable, unpredictable open‐ended change. This article, portraying the small business as a potential unique problem‐type, qualitatively as well as quantitatively different from the large company, uses personal construct theory to demonstrate how “complex learning” is an essential, but extremely difficult, process for the effecting of sustainable strategic development of the small firm in the face of an extremely uncertain environment. The utility of rational planning as a vehicle for strategically controlling open‐ended change is questioned and the potential for the adoption of an organisational learning perspective to enhance understanding as to how small firms learn about and act upon open‐ended change is proffered. This is supported by tentative findings of our empirical research into how small firms “complex learn” in practice. In turn this provides the foundations for consideration of the potential role of HRM in supporting the small firm strategy development process in terms of learning about and acting on open‐ended change.

The purpose of this paper is to consider what safeguarding responses to discriminatory abuse and hate crime might learn from existing research on restorative justice and to drive practice development based on available evidence.

This paper is based on a scoping review of literature using four academic databases and reference harvesting. This comprised a critical appraisal of 30 articles, which were thematically analysed to appreciate the benefits and challenges of restorative justice responses to hate crime and how this might inform safeguarding responses to discriminatory abuse and hate crime.

The analysis identifies four domains where learning can be drawn. These relate to theory on restorative justice; restorative justice practices; perspectives from lived experience of restorative justice and hate crime; and an appraisal of critiques about restorative justice.

This paper connects the emerging evidence on restorative criminal justice responses to hate crime to the “turn” towards strengths-based practices in adult safeguarding. Although this provides a fertile environment for embedding restorative practices, the authors argue certain precautions are required based on evidence from existing research on hate crime and restorative justice.

In England and Wales, legislation pertaining to hate crime recognizes hostility based on racial identity, religious affiliation, sexual orientation, disability or transgender identity. Discussions abound as to whether this legislation should also recognize hostility based on gender or misogyny. Taking a socio-legal analysis, the chapter examines hate crime, gender-based victimization and misogyny alongside the impact of victim identity construction, access to justice and the international nature of gendered harm. The chapter provides a comprehensive investigation of gender-based victimization in relation to targeted hostility to assess the potential for its inclusion in hate crime legislation in England and Wales.

The purpose of this research is to identify how managers can apply the results of academic research into the concept of business models for creating and evaluating possible models for their businesses.

A review of the literature is followed by two case studies, from the airline and logistics industries, followed by recommendations based on both.

The findings are that there is relatively weak consensus among academics as to the definition and meaning of a business model and its components, and that the notion of generic business model applies better within rather than between industries, but that the discussion is a very fertile one for developing recommendations for managers.

The managerial implications of the study are that in their planning and strategizing, managers should factor in a proper analysis of the business model they currently use and one that they could use.

The study provides a useful addition to the literature on the practical implications of business models.

Expert consensus is that people with an intellectual disability are over represented across the criminal justice setting (CJS). Primary research studies have been conducted in police stations and prisons, but little is known about the prevalence of this population in the court setting. The purpose of this paper is to conduct a literature review to find out more about the prevalence of defendants with an intellectual disability in court.

A literature review was conducted using standard systematic review methodology (Julian et al., 2011) and the PRISMA reporting guidelines (Moher et al., 2009).

Two papers met the inclusion criteria and were critically appraised. The papers reported prevalence findings ranging from 10%–20%.

Differences in study design, sampling, recruitment and diagnostic criteria affect the ability to make comparisons or synthesise findings.

It is important that future primary and secondary research studies standardise operational terms to enable true comparison between studies, systematic reviews and evidence syntheses.

Defendants with an intellectual disability need to be identified to enable criminal justice professionals to make reasonable adjustments to proceedings and consider diversion and alternative disposal options. This will likely improve outcomes for this population and reduce recidivism.

This literature review contributes to the growing evidence base about meeting the criminal justice needs of people with a learning disability and recognition of the increased prevalence across the CJS and specifically within the court setting.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

To provide relevant, appropriate education to the female student population, their perceptions as women and preparedness to work in male-dominated spaces, such as the construction workplace, is essential. The aim of this study, by the Professional Communication Studies and the HIV/AIDS Inclusivity and Change Unit, was to explore whether the students have been appropriately prepared.

A qualitative methodology comprising six semi-structured focus groups was conducted with student cohorts in 2016 and 2017. The focus groups were drawn from different courses in 2016 and 2017 and comprised a total of 17 female students between the ages of 20 and 23 years old. Themes were developed by using NVivo for “literal” (Mason, 1996, p. 56) coding prior to manually coding the data using an interpretive lens. Eight dominant themes emerged from the data, which are discussed in the findings.

Responses were that the students perceived that their gender is advantageous to their entering the profession, as there is legislative support but that the challenge remains that they need to prove their worth more than their male counterparts. The curriculum fails to prepare and/or sensitise students to respond to gender-based challenges, some of which they have already experienced during vacation work.

The sample is drawn from one institution. Whilst the university has a diverse student body, it is not confirmed that the sample groups were reflective of the broad base of women employed in the construction field in South Africa.

The findings were aligned with those from developed countries. Whilst some challenges specific to developing countries were cited, they were not considered to be insurmountable.

Gender research is an important topic for countries which, like South Africa, have legislated that employment of women in construction be increased but do not underscore gender in curriculum development of construction courses in universities.