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In this study, the authors report visitors' and personnel's safety experiences and concerns in order to understand the safety conditions of a library.

The analysis is based on answers from a small sample survey of library visitors, interviews with the personnel and incidents recorded in a library in Stockholm the capital of Sweden.

Dealing with visitors under influence of drugs/alcohol or feeling intimidated by groups of young individuals are examples of situations in which the staff feel most unsafe. Visitors declare witnessing problems of public disturbance and disorderly conduct, fights and other types of aggression. Although the vast majority of visitors declare feeling safe in the library, their perceptions vary according to the library's environment and their individual characteristics, including their previous victimization.

The study is novel because it indicates the importance of the environment to ensure the safety conditions of the library for both visitors and staff. Finally, research on safety in libraries is often from North America and Western European contexts, while this study contributes to the international literature by illustrating libraries in a Nordic European context.

The study indicates that more social control, both formal and informal, is at the top of the list of recommendations for visitors. Among personnel, recommendations include the need for cooperation with other local actors to solve problems in surrounding areas as well as better education for librarians in dealing with the current safety challenges of libraries as multifunctional public facilities.

Combine visitors' and personnel's safety experiences to better understand the safety conditions of a public library.

Females are underrepresented in Science, Technology, Engineering and Mathematics (STEM), both in the workforce and in universities. Low self-efficacy and limited access to role models are key factors preventing retention of female STEM students enrolled in university degrees. This paper aims to report on one social marketing pilot programme that was co-designed to increase self-efficacy in females currently enrolled in STEM programmes.

The Co-create, Build and Engage (C-B-E) framework was applied. Process and outcome evaluations were conducted using a repeated measure design to assess pilot programme effectiveness.

A significant increase in self-efficacy and high satisfaction rates were observed for STEM students that attended the bias literacy workshop. Social advertisements raised awareness for available STEM specific university services.

This paper outlines the application of the C-B-E framework. To the best of the authors’ knowledge, this study delivers the first scientific paper reporting an outcome evaluation for a social marketing programme seeking to retain women enrolled in university STEM degrees.

Among the various pro-sustainability strategies that universities adopt, Stellenbosch University’s 2030 Agenda further challenges universities to provide sustainability education that enables students to become change agents for sustainability. The Listen, Live and Learn (LLL) initiative is a co-curricular programme developed at Stellenbosch University, South Africa, that seeks to foster social cohesion and develop change agency among students. This study aims to understand how LLL students had developed agency for change through their experiential learning in the programme.

Using a transformative sustainability learning approach, this study examined secondary data containing qualitative and quantitative data from the 2018 LLL end-of-year survey. The qualitative data was analysed thematically, and the quantitative data was analysed using counts and frequencies.

Through their participation in the programme, the students learned about their character and opened up to engage with the ‘others’ whom they lived with in the same residence. They also reported becoming more open-minded, intentional, reflective and confident. Another personal change reported by the students was their ability to collaborate with their housemates. The learners recommended that the programme could be improved by providing resources for house projects, guidance with inviting house theme experts and help with conflict resolution.

Through this research, the authors have demonstrated the ability of a transformative sustainability learning programme to effect a change in the attitudes, norms and behaviours of students at a higher educational institution towards a sustainable and just society.

The prevalence of older people who use drugs is increasing in many countries, with evidence that some women continue or begin illicit substance use in midlife and older age. While research on older people who use drugs is limited, evidence of risk behaviours among older women who use drugs is particularly inadequate. Unsafe drug use and sexual practices that are prolonged and sustained over many years increase the possibilities for poorer health, leading to potentially greater morbidity and early mortality among older drug users. This chapter is a timely contribution to the extant literature and explores our current knowledge of the risk behaviours of older women who use drugs.

Although midlife is viewed as a transition period in the life course, the normative role expectations of midlife and older women run parallel to the stereotypes of women who use drugs. Furthermore, drug-using bodies are politically and culturally shaped through control and containment practices centred around notions of difference and risk. Acknowledging the intersection of age, race and gender, this chapter frames its position around the concepts of ‘risk’ and ‘edgework’. Utilising these theoretical concepts, this chapter argues that a shift towards a support-focussed model, rather than control of, older women who use drugs is required. The absence of a focussed, gendered analysis of the lives and experiences of older drug users, and older women who use drugs in particular, limits our understanding. Consequently, the chapter concludes with a call for well-designed studies of this increasing and largely hidden cohort of drug users.

The purpose of this paper is to use theories of institutional logics and institutional entrepreneurship to examine how and why macro-, meso-, and micro-level influences inter-relate in the implementation of integrated transitional care out of hospital in the English National Health Service.

The authors conducted an ethnographic case study of a hospital and surrounding services within a large urban centre in England. Specific methods included qualitative interviews with patients/caregivers, health/social care providers, and organizational leaders; observations of hospital transition planning meetings, community “hub” meetings, and other instances of transition planning; reviews of patient records; and analysis of key policy documents. Analysis was iterative and informed by theory on institutional logics and institutional entrepreneurship.

Organizational leaders at the meso-level of health and social care promoted a partnership logic of integrated care in response to conflicting institutional ideas found within a key macro-level policy enacted in 2003 (The Community Care (Delayed Discharges) Act). Through institutional entrepreneurship at the micro-level, the partnership logic became manifest in the form of relationship work among health and social care providers; they sought to build strong interpersonal relationships to enact more integrated transitional care.

This study has three key implications. First, efforts to promote integrated care should strategically include institutional entrepreneurs at the organizational and clinical levels. Second, integrated care initiatives should emphasize relationship-building among health and social care providers. Finally, theoretical development on institutional logics should further examine the role of interpersonal relationships in facilitating the “spread” of logics between macro-, meso-, and micro-level influences on inter-organizational change.

The purpose of this qualitative study is to examine the effects of expatriation on the development of career capital among the partners of expatriates.

The study draws on in-depth interviews with 30 Finnish partners of expatriates.

The results reflect the various learning experiences reported by partners of expatriates that developed their career capital during expatriation. The learning experiences related to the experience of living abroad itself and to the specific activities undertaken when abroad. The extent to which partners developed knowing-why, knowing-how and knowing-whom career capital was found to partly reflect their situation abroad as stay-at-home partners or as employees in less-demanding or more-demanding jobs. Though the experiences were developmental for all partners as have been reported among expatriates, the authors also identified several aspects in which partners' experiences differed from the typical developmental experiences of expatriates.

The results also highlight the influence of initiative, an active role and career self-management skills in partners' career capital development.

This paper advances the understanding of how expatriation affects expatriate partners' career capital, a topic that has not previously been studied in-depth.

The authors designed a science and engineering curricular program that includes design features that promote student interest and motivation and examined teachers' and students' views on meaningfulness, motivation and interest.

The research approach consisted of mixed methods, including content analyses and descriptive statistics.

The curricular program successfully included all four of the US National Academies of Sciences' design features for promoting interest and motivation through scientific investigation and engineering design. During interviews, teachers and students expressed evidence of design features associated with interest and motivation. After experiencing the program, more than 60% of all students scored high on all four science and engineering meaningfulness and interest survey items.

A curricular program that extends science learning through the engineered design of solutions is an innovative approach to foster both conceptual knowledge development and interest and motivation in science and engineering.

This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical skills required for IT professionals are presented and a conceptual model for including leadership training in technical courses is outlined. To implement this model, we adopted the Problem-Based Learning approach to teach an IT course. Qualitative and quantitative data were gathered, through a survey, from 52 undergraduate students in the College of Information Technology at Zayed University. Our results show that our adopted approach was successful in teaching IT skills as well as developing leadership skills. Given these findings, we highlight the importance and feasibility of integrating leadership development on a daily basis within technical courses to develop both the technical and non technical skills required by the job market.

This paper aims to unpack how small and medium-sized enterprises (SMEs) can operationalise coopetition in talent management, addressing ongoing talent shortages in the hospitality industry which were intensified during the Covid-19 pandemic.

This conceptual paper draws from literature on coopetition and talent management in SMEs. Specifically, the authors take an interorganisational talent pool lens and develop a framework following the principles of open-systems theory.

The authors find that the traditional use of talent pools is often impractical for SMEs because of a lack of resources and capabilities. Instead, interorganisational talent pools, through coopetition in talent management, can aid these firms to address talent shortages. The authors identify potential for SME coopetition at various stages, including attraction, development and retention of talent.

Coopetition in talent management can aid industries in establishing market-thickening pipelines. Through co-attracting, co-developing and co-retaining talent, SMEs can create interorganisational talent pools. To develop talent management coopetition, a set of prerequisites, catalysts and potential inhibitors must be analysed and managed.

This paper moves the talent management debate beyond competition for talent, introducing coopetition as a viable alternative. Taking an open-systems perspective, the authors develop an integrative framework for coopetition in talent management in SMEs encompassing input, process and output components. The authors reveal the dynamic and complex nature of this coopetition process, highlighting the essential role of coopetition context and illustrating open-system principles.