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The purpose of this paper is to discuss the role of contemporary storytelling in preserving built heritage, as a mechanism for extending the useful life of buildings.

The authors adopted a qualitative action research approach to consider the role of storytelling. A creative, multi-method approach (i.e. a “Brisbane Art Deco” publication and associated marketing campaign) was used as a case study to explore the contours of such an approach and its efficacy in engaging the community.

This paper highlights the potential of contemporary approaches to heritage storytelling, including utilising digital technologies, to engage a diverse range of people that may not have otherwise participated. The authors propose the value of taking a creative and whole-of-society approach – such as that used in this case study – to heritage storytelling.

The case study discussed provides a phenomenological insight into one version of “contemporary heritage storytelling”. The findings have immediate implications for prioritising research into storytelling for the preservation of built heritage.

The case study demonstrates opportunities for community engagement through storytelling and highlights potential strategies to effectively contribute to a greater societal value of cultural heritage.

This research contributes to theory and practice around the management of cultural heritage, and highlights the usefulness of employing such a strategy to reach and engage a broader audience.

The focus of this paper is to centre the lived experiences and perceptions of western education held by Aboriginal people who lived at Moola Bulla Native Cattle Station (Moola Bulla) in Western Australia, between 1910 and 1955. Of interest is an investigation into how government legislations and policies influenced these experiences and perceptions. The purpose of this paper is to promote the powerful narrative that simultaneously acknowledges injustice and honours Aboriginal agency.

The research from which this paper is drawn moves away from colonial, paternalistic and racist interpretations of history; it is designed to decolonise the narrative of Aboriginal education in remote Western Australia. The research uses the wide and deep angle lens of qualitative historical research, filtered by decolonising methodologies and standpoint theory. Simultaneously, the paper valorises the contributions Indigenous academics are making to the decolonisation of historical research.

Preliminary findings suggest the narrative told by the residents who were educated at Moola Bulla support a reframing of previous deficit misrepresentations of indigeneity into strength-based narratives. These narratives, or “counter stories”, articulate resistance to colonial master narratives.

This paper argues that listening to Aboriginal lived experiences and perceptions of western education from the past will better inform our engagement with the delivery of equitable educational opportunities for Aboriginal students in remote contexts in the future.

This paper will contribute to the wider academic community by addressing accountability in Aboriginal education. Most important to the study is the honouring of the participants and families of those who once lived on Moola Bulla, many who are speaking back through the telling of their story.

A slew of conventional change models and theories appear in the extant change literature. Despite being theoretically sound, these a priori structured approaches to organizational change management have questionable application given the rapidly changing business environments. Novel approaches, offering greater flexibility to fast changing external conditions, may offer superior models to organizational change and organizational transformation (OT) in particular. In this paper, the application of a complex adaptive system (CAS) framework, from complexity theory (CT), for managing OT is assessed theoretically.

A conceptual paper.

A review of the extant change literature suggests that current approaches and models for organizational change are limited in their ability to reflect OT responses to today's highly dynamic external environments. New models are required to inform and guide organizations. A new model, i.e. CAS framework, is deemed suitable to guide the OT implementation.

This paper critically analyses different approaches to change management, consolidates CAS framework, reviews its applications in the field of management and presents a case for CAS's application for the management of OT.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

Extant literature exploring service user (SU) involvement in clinical psychology training has been limited by its sampling from singular training programmes and its restricted application of psychological theory. This research seeks to counter limitations by exploring SUs’ experiences across multiple clinical psychology training programmes in the UK and by deductively applying psychological theory relating to power, recovery, identity and group development.

Semi-structured interviews were conducted with 14 participants. A deductive thematic analysis was used to analyse qualitative data.

Five main themes were identified: environment determines sense of safety; meeting challenges; sense of purpose, worth and value; the person you see now is not the person I was; and wanting to break the glass ceiling.

Carers are underrepresented and the sample does not contain SUs who were no longer involved in training.

It is important that the environment fosters psychological safety for SUs, via positive and supportive relationships with trainees and staff, with SUs being treated as equals and financially reimbursed as such. SUs and professionals need to explore managing and sharing power to enable SUs to feel valued and to reap benefits from involvement, including developing a positive sense of identity.

The research is part of the early literature exploring SUs’ experiences of involvement in clinical psychology training and is, to the best of the authors’ knowledge, the first to explore the personal effects of involvement across multiple programmes.

Our South African correspondent writes:—Considerable damage has been done to the University Library of the Witwatersrand as the result of an extensive fire which destroyed a large part of the collection and the building. The Library was, in the course of the past year, in process of reorganisation….. A plea for closer co‐operation between the libraries of South Africa was made by Mr. Percy Freer of Johannesburg at a meeting of the Witwatersrand and Victoria Branch of the South African Library Association. Mr. Freer said that most of the libraries were concentrating on particular subjects, and it was desirable that all libraries should be able to draw on the resources of each other. He suggested that the following libraries should function as regional centres with a view to relieving pressure on the National Central Library: the South African Public Library (Cape Town), Bloemfontein (operating with Kimberley), Maritzburg (with Durban), Johannesburg, Bulawayo and Port Elizabeth. The headquarters of the National Central Library itself should be attached to the State Library at Pretoria. A union catalogue and other bibliographical aids were desirable…. Dr. Gie (Secretary for Education) has been urging teachers to have a greater regard for books. He had been astonished to learn from recent investigations that many teachers not only did not read current books and periodicals regularly, but did not keep in touch with current topics through the newspapers. He advised teachers to assist in setting up libraries and centres where they did not exist.

Asylum seekers and refugees experience substantial barriers to successful transition to a new society. The purpose of this paper is to explore the value and meaning of a community drop-in service offering social support for refugees and asylum seekers in the northeast of England and to identify the occupational preferences of the service users.

A qualitative approach using semi-structured interviews was conducted with refugees and asylum seekers using a community drop-in service. In total, 18 people participated from ten countries. Data were analysed using interpretive phenomenological analysis.

The value and meaning of the service was expressed through four key areas: the need to experience a sense of community; being able to make an altruistic contribution within the community; the need for societal integration; and having the opportunity to engage in meaningful and productive occupations.

Community and altruism have profound cultural meaning for asylum seekers and refugees and the need to integrate, belong and contribute is paramount to successful resettlement. Community-based drop-in services can aid this at deep, culturally relevant levels. This study may inform policy and practice development, future service development and highlight potential opportunities for health and social care services provision amongst this growing population.

To date there are no studies that provide empirical evidence on how community-based drop-in services for refugees and asylum seekers are received. This study provides a cultural insight into the deeper value and meaning of such services, and is particularly relevant for professionals in all sectors who are working with asylum seekers and refugees.

The purpose of this paper is to explore storytelling in post-secondary instruction and to reflect upon the authors’ experiences as instructors in two diverse areas of study. Both nursing and education promote a theory-based approach that is disconnected from the practical application of skills required.

The authors propose that using storytelling in the undergraduate classroom promotes an emotional engagement with the material, creates authentic human connections and demonstrates a practical application of content. The sharing of personal narratives creates a portal through which we understand the meaningful human element of the work, and the collective essence of our world. The authors believe that these outcomes are essential for the development of an empathetic and compassionate professional who understands the significance of the emotional, social and cognitive component of holistic learning that is required for the eventual acquisition of mastery in our disciplines.

Based on the authors’ experiences, the authors have found that storytelling creates a bridge between the curriculum theory and the implementation of that theory in the living world within the respective disciplines.

As instructors at the University of Calgary, in the Faculty of Education and Nursing, the authors see many intersections in the work and the instructional methodologies that the authors implement in the undergraduate classrooms to allow for authentic learning experiences. These cross-curricular connections have caused us to reflect on the use of storytelling in the humanities to promote emotions, create connections and demonstrate a practical and authentic application of theoretic concepts in both the undergraduate education and nursing programs.

This is an original piece of duo-ethnographic work composed by two researchers who were reflecting on praxis.