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The purpose of this paper is to examine the impact of gender on the performance assessments of managers arising from the 360‐degree scheme operated within the UK headquarters of a large multi‐international financial services organisation.

A questionnaire approach was used to collect data on 66 managers (33 males and 33 females) against four broad capabilities on the 360‐degree appraisal system. Data were gathered on each of the 66 managers from eight different sources including the individual being appraised, three of their peers, three of their direct reports (subordinates) and their manager (supervisor).

Performance ratings were either gender neutral or higher for female than for male managers. Within the case company there was no evidence of unfavourable discrimination against female managers, if anything the reverse with female managers showing superior performance compared to their male counterparts.

As with all cross‐sectional research causality cannot be confirmed and difficulties in accessing 360‐degree appraisal information for a large number of managers led to constraints on research methodology.

The implication for human resource management is that the 360‐degree appraisal system did not necessarily fulfil the degree of objectivity claimed by its adherents and that possible adverse influence may be inherent within the 360‐degree rating system of managers particularly.

The paper offers insights into gender differences within 360‐degree managerial performance appraisals.

The purpose of this paper is to explore altruism born of suffering (ABS), a theory that explains how the experience of suffering within one’s own life may result in the motivation to help others, even outgroup members.

Participants were 186 emerging adults (63 per cent female, 37 per cent male; 69 per cent Protestant, 41 per cent Catholic; average age =21.3, SD=2.57 years old) in Northern Ireland, a setting of protracted intergroup conflict. Participants were randomly assigned to an in/outgroup condition, read four types of adversity that occurred to same-sex victim(s), and indicated their empathetic response and how much they would like to help the victims.

Moderated mediation analyses revealed that empathy for the victim partially mediated the impact of perceived harm on desire to help; moreover, recent negative life events strengthened the link between harm and empathy. The path between empathy and helping was stronger in the outgroup compared to the ingroup condition.

These findings support ABS, highlighting empathy as a key factor underlying more constructive intergroup relations in a divided society.

This paper extends previous research on ABS by focusing on a post-accord context. The value of the current analyses demonstrate the important role of fostering empathy to promote outgroup helping in settings of divisive group identities.

Women with little-to-no English continue to have poor birth outcomes and low service user satisfaction. When language support services are used it enhances the relationship between the midwife and the woman, improves outcomes and ensures safer practice. However, this study has shown a reluctance to use professional interpreter services by midwives. This study aims to understand the experiences of midwives using language support services.

A maximum variation purposive sampling strategy was used to recruit midwives (N = 12) to a qualitative, semi-structured interview study. Data were analysed using thematic analysis.

Four themes were generated from the data analysis with a central organising concept of “Navigating Care Without Language”. These themes were: “Continuity as Key”, “Facilitating Tools”, “Networks of Support” and “Innovative Planning”. Each of these themes had between three and four sub-themes. It was found midwives are keen to support women with language barriers. However, support can be difficult due to the unavailability of equipment and resources; lack of continuity (of interpreter and midwife); inability to plan for the acute care of women who require interpreter services; and the system not being accessible enough to women who require language support services, thus causing them to fall through the net.

Continuity of carer appears to be a protective factor due to the flexibility, relationship and continuum of support. This study will aid the development of education for undergraduate, post-graduate and practising midwives. It will also inform policymakers working to improve the service offered to women who speak little-to-no English.

This paper aims to engage with the cinematic history of Australian education by examining the historical representation of secondary schools in two Australian feature films of the 1970s: Picnic at Hanging Rock (Weir, 1975) and The Getting of Wisdom (Beresford, 1977). By what narrative strategies, metaphors and understandings were Australian high schools encoded into images and how might these interpretations differ from written accounts of the secondary schools? The discussion focuses on the social and material worlds of the schools. It reflects on the types of education depicted and the characterisations of teachers and students, including consideration of gender, class, and sexualities. The paper asks: what was the historical understanding of secondary schools that made them so attractive for cinematic explorations of Australian national identity in the 1970s?

Prior to the passage of the 20th amendment to the US Constitution in 1920, several states had extended the suffrage to women. Helen Laura Sumner (later Woodbury), a student of John R. Commons at Wisconsin, undertook a statistical study of the political, economic, and social impacts of the granting of voting rights to women in the state of Colorado, and subsequently defended the results against numerous attacks. In this paper, we present a brief account of the struggle for women’s equality in the extension of the suffrage and examine Sumner’s critical analysis of the evidence as to its effects, as well as the counterarguments to which she responded.

The purpose of this paper is to explore the impact of attending a Recovery College (RC) on NHS staff attitudes towards mental health and recovery, clinical and peer interactions, and personal wellbeing.

Qualitative and quantitative data were collected via online surveys from 94 participants. Thematic analysis and descriptive statistics were used.

Themes were identified for change in attitudes towards mental health and recovery: new meanings of recovery; challenging traditional views on recovery; hope for recovery; and increased parity. The majority felt that the RC positively influenced the way they supported others. Themes relating to this were: using or sharing taught skills; increased understanding and empathy; challenging non-recovery practices; and adopting recovery practices. Responses highlighted themes surrounding impacts on personal wellbeing: connectedness; safe place; self-care; and sense of competency and morale at work. Another category labelled “Design of RC” emerged with the themes co-learning, co-production and co-facilitation, and content.

It is important to understand whether RCs are a useful resource for staff. This research suggests that RCs could help to reconcile Implementing Recovery through Organisational Change’s 10 Key Challenges and reduce staff burnout, which has implications for service provision.

This is one of the first papers to directly explore the value of RCs for staff attending as students, highlighting experiences of co-learning.

This research draws on qualitative interviews with primarily lower socioeconomic status (SES) public library internet users to illuminate their perceptions of economic benefits afforded by the internet. This powerful evidence challenges utopian new technological theories. The results from this study allow for the comparison of perspectives from Millennials, Generation Xers, Boomers, and the Silent generation. These results suggest a disconnect between the cultural mythology around the internet as an all-powerful tool and the lived experiences of lower SES respondents. Lower SES participants primarily use the internet to train and educate themselves in areas where they would like to work in the process of applying for jobs using the internet. Participants recognized marginal benefits such as socialization and less burdensome job application processes. However, they struggled to identify significant job-related benefits when comparing applying for jobs online as opposed to applying for jobs in person. With the exception of millennials, all generational groups believed in the economic promise of the internet to make their lives easier given enough time. Millennials, however, challenged the techno-utopianism expressed by other generations. Only millennials recognized the realities of digital inequalities that make techno-utopian outcomes unattainable given broader economic realities for low-SES individuals.

This chapter explains how the Social Change Model of Leadership served as the process for uniting the campus on Cabrini Day around one shared vision of Leadership for Social Change. It also uses Mezirow’s theory of transformative learning to examine the resulting transformation that occurred among students engaged in this process.

In an effort to showcase students’ transformation into leaders for social change, the chapter focuses expressly on students enrolled in one particular course. These students worked together to develop a live simulation for Cabrini Day that brought campus community members through the real-world experiences of unaccompanied immigrant minors fleeing to the United States to escape violence in their home countries. The chapter employs an action research methodology to describe how, when, and why these students became transformed. Students’ planning steps, actions within the live simulation event, and reflections on their actions were analyzed using the individual, group, and community values of the Social Change Model, as well as the tenets of transformative learning theory.

Findings reveal that the Social Change Model is a viable process for integrating curricular and cocurricular endeavors on campus. Findings also show that this process can lead to transformative student learning outcomes.

Integrating curricular and cocurricular experiences on college campuses can lead to significant student learning outcomes and experiences.