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The domains of management education and management development have remained relatively distinct. Recent trends suggest a blurring of the boundaries of these worlds. There is a growing corporate confidence that in‐company provision has equivalent, even superior, claims to relevant knowledge and warrant academic recognition. This paper looks at the significance and implications of these developments. Research is based on two local authority case study organisations. The methodology is qualitative in orientation and based on in‐depth interviews and discussions with human resource practitioners and university delivery teams. In both case studies programme participants as well as project leaders articulated different reasons for the importance of “work place relevance” and usefulness of the programme. This paper seeks to address the findings.

Using Margaret Price's concept of kairotic space, this chapter asserts that the first-year writing classroom is a particularly fitting place to explore topics like consent and sexual assault. However, I caution the importance of using a trauma-informed approach to these topics. I provide an overview of the distinctions between related fields: trauma-informed pedagogy, trauma theory, and disability studies in order to argue for a pedagogical approach that takes each into account. First-year writing instructors, as well as other instructors in the university, should strive to live in the discomfort that often emerges from difficult material not only because it is necessary for building a better society but also because it is pedagogically sound. Furthermore, I argue that in order to have a truly trauma-informed approach, we need to change the very foundations of the university.

The purpose of this paper is to explore management development in five trade unions. It investigates senior trade union managers' interpretations of management development, in particular, the extent to which they view management development as relevant to trade unions. The article also explores the link between managers' interpretations and the external environment for trade union activity. It considers the potential discord between the unitarist values and assumptions that arguably frame much management development literature and the democratic and pluralist values of trade unionism.

This research takes an interpretive qualitative approach. In‐depth interviews with nine key “elite” individuals representing five trade unions were carried out, in order to elicit their subjective interpretations of management development.

Trade union managers view management development as necessary in the context of environmental uncertainty. Moreover, although management development in trade unions retains some unitarist assumptions, it is also linked to core trade union values of fairness and justice.

The in‐depth qualitative interview design allows for exploration of management development activities in a small number of unions and from a management perspective. Further research is needed to explore the issues in a wider context.

The paper begins to highlight and theorise management development in trade unions.

The article has implications in relation to the role of trade unions as employers.

The article explores and theorises management development in relation to trade union management practices. It explores trade union education from the management development perspective rather than from an industrial relations or political education paradigm.

This edited volume brings feminist theory, critical pedagogy, and trauma theory in conversation with one another in order to analyze how gender-based violence is being discussed in educational settings. Lines of inquiry include how and why this topic is being carried out, suggestions for the future, as well as recognition and respect for the emotional toll embedded within these important conversations. In the introduction to the volume, the editors lay the foundation for understanding how the genres and topics communicate with one another to contextualize learning as intellectual, emotional, reciprocal, and ever-changing.

This purpose of this study is to examine the fluidity of family life which continues to attract attention. This is increasingly significant for the intergenerational relationship between adult children and their elderly parents. Using practice theory, the aims are to understand the role of food in elderly families and explore how family practices are maintained when elderly transition into care.

A phenomenological research approach was used as the authors sought to build an understanding of the social interactions between family and their lifeworld.

This study extends theory on the relationship between the elderly parent and their family and explores through practice theory how families performed their love, how altered routines and long standing rituals provided structure to the elderly relatives and how care practices were negotiated as the elderly relatives transitioned from independence to dependence and towards care. A theoretical framework is introduced that provides guidance for the transition stages and the areas for negotiation.

This research has implications for food manufacturers and marketers, as the demand for healthy food for the elderly is made more widely available, healthy and easy to prepare. The limitations of the research are due to the sample located in East Yorkshire only.

This research has implications for brand managers of food manufacturers and supermarkets that need to create product lines that target this segment by producing healthy, convenience food.

It is also important for health and social care policy as the authors seek to understand the role of food, family and community and how policy can be devised to provide stability in this transitional and uncertain lifestage.

This research extends the body of literature on food and the family by focussing on the elderly cared for and their family. The authors show how food can be construed as loving care, and using practice theory, a theoretical framework is developed that can explain the transitions and how the family negotiates the stages from independence to dependence.