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This paper aims to clarify opportunities for collaborative interactions between cooperating teachers (CTs) and preservice teachers (PTs) in practice-based teacher preparation programs (TPPs). The study aimed to explore the discursive moves that facilitate collaboration between one CT and PT.

Grounded in the critical sociocultural theory, this study applied a qualitative microanalytic approach to the study of coaching interactions for the purpose of understanding why and how collaborative discourse developed between a CT and a PT.

This study of discourse moves within collaborative coaching interactions revealed collaborative interactions developed from strategic repositioning of social roles, which created space for authentic problem-posing by both the CT and the PT, and the co-construction of teaching events, which supported more specific planning toward future lessons; and routine and appreciative use of observational data created space for co-construction and co-inquiry.

This study illuminated the complex social and discursive dance embedded within collaborative interactions. The findings also suggested that the project of co-constructing curriculum with someone is a powerful and necessary experience for a PT because it is through this co-construction that PTs learn how to design meaningful curriculum and critically reflect on practice.

This study offers new understandings around how collaborative talk in educational discourse transpires and why providing opportunities for PTs to take a more active role in their own learning is important.

The purpose of this paper is to reveal the lived experience of toxic leadership for a cohort of 11 individuals who work, or have worked, in the field of higher education in Ireland. Drawing on national and international literature, as well as the testimonies of a cohort of academic and administrative staff, the study considers the impact of this negative management style on these individuals as well as upon the organisation itself.

A total of 11 self-selected individuals (four males and seven females) were interviewed for this pilot study. Data from the semi-structured interviews were organised thematically and analysed with the support of the computer software package MAXQDA®.

The results show that the experience of toxic leadership was profound for the interviewees across a number of contexts. They reported adverse physical and psychological impacts as well as detailing the repercussions for their respective career trajectories as they endeavoured to safely navigate their often-hostile work environment. Human resources departments within their respective institutions were the focus of considerable criticism by the interviewees who highlighted, what they saw as, the inherent contradiction/tension between the perceived roles and responsibilities of such departments in addressing or resolving interpersonal work-related disputes.

The findings expand on the extant scholarly literature on toxic leadership in higher education and, for the first time, offer a revealing insight on this phenomenon within the Irish context.

The purpose of this paper is to engage knowledge management (KM) researchers and practitioners with Foucault’s power/knowledge lens as a way of thinking about and recognising the central role of power in organisational knowledge cultures.

The empirical illustrations in this paper are drawn from two qualitative studies in different professional and institutional contexts (insurance and theatre work). Both studies used in-depth interviews and discourse analysis as their principal methods of data collection and analysis.

The empirical examples illustrate how practitioners operate within complex power/knowledge relations that shape their practices of knowledge sharing, generation and use. The findings show how an application of the power/knowledge lens renders visible both the constraining and productive force of power in KM.

Researchers may apply the conceptual tools presented here in a wider variety of institutional and professional contexts to examine the complex and multifaceted role of power in a more in-depth way.

KM professionals will benefit from an understanding of organisational power/knowledge relations when seeking to promote transformational changes in their organisations and build acceptance for KM initiatives.

This paper addresses a gap in the literature around theoretical and empirical discussions of power as well as offering an alternative to prevailing resource-based views of power in KM.

This paper aims to provide a situated critical discourse analysis of the public debate around India’s 2013 National Food Security Act (NFSA), describing its rhetorical characteristics and the context within which it has taken place.

Using Wodak’s (2001) Discourse Historical Approach (DHA), the authors examine media coverage of the NFSA, attending to perspectivization, intensification and mitigation and representational and argumentational strategies. The authors also consider this coverage in light of its intratextual, intertextual, situational and wider socio-political and economic contexts. The corpus consists of 29 English-language Indian newspaper and magazine articles, published in print and online between 2011 and 2014.

This paper explains the rhetorical purchase of the term “food security” in contemporary Indian public policy debates by comparing the leftist, right wing and centrist arguments.

Owing to the detailed qualitative analysis presented here, the corpus is necessarily limited in size. Newspaper articles contributed by one of the authors were omitted from the study.

The DHA claims to be an interdisciplinary framework, but relatively few studies involve true cross-disciplinary research. By contrast, this study relies on close collaboration by scholars active in economics and applied linguistics – thus, demonstrating both the potential for, and the value of, working coherently across academic disciplines. Also, unlike most DHA studies, which interrogate dominant discourses, this paper compares diverse discourses competing for influence.

THIS article is not intended as a catalogue of the types at present in service with the various branches of the Regia deronautica, nor is it meant to be a historical survey of the development of Italian aviation during the last few years. It is meant to give in idea of the appearance and construction of the more recent machines used in the various branches of the military service.

This study aims to explore passionate labour in the fashion blogosphere and addresses two research questions: How does passion animate passionate labour? How does the emotion of passions and the discipline of labour fuse within passionate labour?

This study presents a three-year netnographic fieldwork of replikate fashion blogger-preneurs. Data are based on in-depth interviews, blogs, social media posts and informed by the relationships developed across these platforms.

Throughout the findings, this study unpacks the “little passions” that animate the passionate labour of blogger-preneurs. Passions include: passion for performing the royal lifestyle, the mobilisation of passion within strategic sociality and transformation and self-renewal through blogging. Lastly, the cycle of passion illustrates how passions can be recycled into new passionate projects.

This study offers insight on how passionate labour requires the negotiation and mobilisation of emotion alongside a calculated understanding of market logics.

This study raises implications for aspiring blogger-preneurs, luxury brand managers and organisations beyond the blogging context.

The contribution of this study lies in the cultural understanding of passion as a form of labour where passion has become a way of life. The theorisation of passionate labour contributes to existing research in three ways. First, this study identifies social mimesis as a driver of passionate labour and its links to class distinction. Second, it offers insight on how passionate labour requires the negotiation and mobilisation of emotion alongside a calculated understanding of market logics. Third, it advances critical debate around exploitation and inequality within digital labour by demonstrating how passion is unequally distributed.

Organizational behavior.

Upper-level undergraduate courses, introductory MBA courses.

This case study unveils the story of Al Qatef Holding, a Gulf-based real estate company that was created on the vision of one ambitious businessman. The case begins in 1999 when Faisal Al Qatef decided to pursue his dream of establishing a full-fledged corporation to serve the mounting real estate needs in the Gulf region. Faisal started his company by launching a number of residential and commercial property developments in his home country, Kuwait. During its early years of operation, Al Qatef Holding witnessed an impressive success and an increasing appetite for growth. A couple of years down the road, the founder made the strategic decision to open a new branch in Doha to seize the opportunity that the Qatari real estate market presented at that time. Yet, along with the rapid expansion came the company’s incapacity to deliver on its promises, generating many customer complaints and a damaged reputation owing to poor construction quality and significant delays in project delivery. The case describes the multiple challenges experienced by Al Qatef Holding throughout its evolution and portrays the external and internal dynamics that led to its initial success and subsequent decline.

Assess the internal dynamics and challenges that are associated with the management of small firms; discuss how leadership styles and characteristics affect the organizational climate and employee performance; demonstrate understanding of how corporate culture drives human behavior in the workplace; perform an analysis of firm structure to estimate its impact on individual and organizational outcomes; apply different techniques for enhancing employee motivation in organizations; and evaluate the effectiveness of managerial decisions and provide recommendations for securing corporate survival.

Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

CSS 6: Human Resource Management.

A qualitative, feminist, case study methodology was used to research the feminist leadership of three women principals of coeducational secondary schools. Information was collected by interviewing and observing the three feminist principals, interviewing 24 staff, and collecting documents. Research indicated that being student focused was central to the practice of feminist educational leaders. This thesis explored how they were able to remain student focused in a New Zealand, neo‐liberal, education context with increased financial, accountability and marketing responsibilities. By resisting and appropriating the opportunities and demands created by the reforms, the feminist principals were, to some extent, able to resist the pressure to be less student focused. However, in doing so they worked very long hours. Their personal value systems and the school context were also important influences on their practice. There were both commonalities and diversity among the women’s leadership.