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Care management has developed in a variety of forms. This diary study explores differences in the approach taken to care management in three distinct social service settings: community‐based older people's teams, hospital social work teams also for older people and community‐based teams for adults with mental health problems. Conclusions are drawn both for social care and for health services developing case management for people with long‐term conditions.

The purpose of this paper is to provide a contextualized view of participants’ accounts of self-gift consumer behaviour (SGCB) throughout the consumption cycle, from the motivations to the emotions that follow.

This paper uses an interpretive approach, focused on participants’ constructions of meanings, using 99 critical incident technique interviews, which followed 16 in-depth interviews.

This paper identifies the following self-gift motivations: To Reward Myself (and Others); To celebrate; To remember or get closer; To forget or part; To feel loved or cheered up; and To enjoy life. It also uncovers a compensatory/therapeutic dimension in most self-gifts. The authors identify changes in emotional responses to SGCB over time, and suggest a relationship between these emotions and the contexts that drive self-gifts. Self-gifts are conceptualized as pleasure-oriented, symbolic and special consumption experiences, which are self-directed, or both self- and others-directed; perceived by the consumer to be justified by the contexts in which they occur; and driven and followed by context-dependent emotions.

This manuscript offers novel insights into participants’ uses of both SGCB and the act of labelling purchases “self-gifts”. It uncovers how consumers are concerned with accounting for indulgent spending and how this problematizes the concept of “self-gift”. It challenges the idea of a single context for SGCB, showing how interacting motivations explain it. It also introduces a temporal dimension to self-gift theory by considering emotional responses at different times. Finally, it offers a new conceptualization of and theoretical framework for SGCB.

This article draws on longitudinal research into the establishment of co‐principalships. It discusses this innovative approach to school management in relation to women’s negotiations of their motivations, aspirations and strategies for career advancement and work/life balance. Longitudinal case studies of three primary school co‐principal initiatives were carried out between 1995 and 2000. Repeat interviews and observations with co‐principals, board chairpersons and school staff were conducted. Interviews were also undertaken with parents; students; and representatives of state education agencies, national governing boards, principals’ associations and teacher unions, alongside analysis of school and state policy documents. The resulting case study narratives described how each co‐principalship was initiated and either established or dis‐established. A discourse analysis of these narratives then examined how links between discourse, knowledge and power were being negotiated and challenged, as the new subject position of “co‐principal” was being constructed in New Zealand. This article analyses the significance of the similarities and differences in the women’s career backgrounds, motivations and strategies for moving into management positions. As they initiated their co‐principalships, the women variously went “against the grain” and/or co‐opted elements of the new public management corporate executive model for school leadership, which was introduced within the radical state restructuring during the late 1980s and early 90s in New Zealand.

This study examines the impact of transgressions committed by team members in professional sport on the sports organisation's relationship with its sponsors. In-depth interviews were conducted with sporting administrators to identify potential moderators and responses that may occur as a result of different types of player transgressions. The conceptual model that was developed assimilates our qualitative results with the latest cross-disciplinary transgression literature to frame a model uniquely contextualised for player transgressions.

The Teaching Excellence Framework was explicitly introduced as a mechanism to ‘enhance teaching’ in universities. This chapter suggests, however, that the highly complex ‘black box’ methodology used to calculate TEF outcomes effectively blunts its purpose as a policy lever. As a result, TEF appears to function primarily as performative policy act, merely gesturing towards a concern with social mobility. Informed by the data and metrics driven Deliverology approach to public management, I suggest the opacity of the TEF's assessment approach enables policymakers to distance themselves from and sidestep the wicked problems raised by the complicated contexts of contemporary higher education learning and teaching. At the same time, however, I argue that the very indeterminacy through which the framework achieves this sleight of hand creates a space in which engaged teaching practitioners can push through a more progressive approach to inclusive success.

In 1930s Britain, tennis champion Fred Perry was a household name. However, the name Fred Perry is more commonly associated with striped-collar polo shirts featuring a laurel wreath logo. In the late 1960s, Fred Perry polo shirts were standard mod and Skinhead dress. When worn by working-class youth the shirt became subversive commentary on English elitism because it had originally been designed for the tennis courts. Many punks also aligned with the brand in dual demonstration of association with working-class ethics as well as an alternative to t-shirts. In the 1980s and onward, this sartorial style was appropriated by right-wing white nationalists, which stripped it of its subcultural spirit. Patriot groups, such as neo-Nazis and the alt-right have continued to co-opt the subcultural style, simultaneously turning the Fred Perry polo into a symbol of racism and bigotry. The multi-use of the Fred Perry brand creates a challenge in how to interpret visual cues when one garment has competing perceptions that at times can be completely opposing. This study examines the history of the Fred Perry brand through the lens of symbolic interactionism, specifically how the shirt evolved from a rather innocuous, yet subversive, form of merchandize repurposed from the tennis world to youth subcultures where the polo communicated group identity. As the brand has moved through fashion cycles, the association of the Fred Perry polo with deviant groups has reduced the brand to representations of hate and separation, which has impacted sales and brand image with its intended consumers.

The paper aims to shed light on how a group of feminist managers/leaders, in education and social studies departments, a notably under-explored and under-theorised group, “do power” in the increasingly corporatized education marketplace.

The research draws on the narratives of a small group of feminist women who hold authority positions at middle or senior levels. It draws on data from ethnographic interviews and participant observation carried out as part of an in-depth narrative inquiry (Andrews et al., 2008), carried out at three higher education institutions in the UK.

From a small sample such as this, any findings are necessarily tentative. Nonetheless, findings suggest that, whilst taking account of individual differences in styles, there has been a shift, over time, in the ways that the management role is approached by some feminist women. Analysis of the data also reveals that gendered expectations remain for those who carry the “feminist” label and asks whether these expectations are realistic.

The sample group is small which raises questions about what can and cannot be claimed. However, along with Maguire (2008), the author’s purpose is not with generalizability but seeks to explore issues and open up further areas of study.

This paper is an original empirical research which explores an under-researched group of women, namely, feminist managers and leaders who operate within the education marketplace. As they negotiate the challenges of working within the neoliberal academy, these women try, to varying degrees, to remain true to their feminist values and beliefs.

Assessing the capacity of individuals with learning disabilities to make decisions about treatment is problematic. This field has received little attention in the United Kingdom, the concept of capacity proving difficult to define. There are no commonly agreed standards, English law in this area is still developing and there are few guidelines to instruct health professionals. This paper reviews the diagnostic, outcome and functional approaches to examining the issue of capacity and outlines a number of tests that have been developed for use in the clinical setting, though not adapted for use with people with a learning disability. Issues to be addressed in the adaptation of tests are explored and areas for practitioners to consider are discussed.

Through an empirical analysis of a consumption community, the purpose of this paper is to demonstrate that the theories of gift-giving, sharing and commodity exchange should not be kept separated but integrated into a unifying model.

The paper provides new evidence about Bookcrossing.com, whose members share and give books as gifts; that is, physical goods rather than digital ones as in most of the communities considered in the literature. This community is analysed with qualitative tools, such as netnography, personal interviews and participant observation.

The main result of the analysis of Bookcrossing is that gift-giving is not the only process responsible for value creation and distribution in consumption communities: sharing and commodity exchange also play a role. Furthermore, the paper provides new evidence about aspects of gift-giving and sharing that have received limited attention in the literature: collective reciprocity and anonymous sharing.

The limitations are related to the intrinsic properties of the methods employed (netnography, personal interviews and participant observation) and to the paper, which analyses only one community and one product category. The implications refer to the role of gift-giving in consumption communities and its relationships with other processes: consumer gift systems are not only gifting platforms, but they and the elements of sharing and commodity exchange need to be integrated.

The empirical evidence and implications matter for the organisation and management of collaborative consumption platforms and the way in which traditional business models could and should interact with these platforms in an increasing number of businesses.

The paper adds new evidence of and original insights into gift-giving and collective forms of exchange. Moreover, it provides managerial implications of the analysed community for the book publishing industry.