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Presents the results of an empirical analysis of the cultural differences between Australian and Japanese populations in a tourism context. Argues that the challenge for tourism marketers lies in understanding the cultural make‐up of the Japanese market, and developing culture‐oriented marketing strategies. Identifies the major reasons for the decline in Japanese tourist arrivals to Australia. Compares the Japanese and Western cultural orientation. Describes and interprets the cultural dimensions identified by a principal components analysis. Determines the most critical cultural dimensions and their indicators by a LISREL analysis. The findings show that the key cultural factors influencing Japanese holiday experiences in Australia are culturally determined perceptions of service and interpersonal relations with hosts. Presents the impact of cultural traits on Japanese tourist perceptions of Australian service and interpersonal contact with hosts. Discusses the implications of these findings for tourism marketers.

Current educational contexts in many countries are characterized by high heterogeneity and plurality. The inclusion of students who represent a range of life experiences, including migration, psychological difficulties, low socio-economic status or disability, has required schools to support diversity through identifying different ways of enhancing learning through personalization of instruction and attention to the needs of individuals at different stages of their lives. Despite knowledge of the advantages of diversity, in educational contexts in which students with disabilities or other vulnerabilities have been included, micro- and macro-exclusion and victimization phenomena continue to be experienced. It is essential, therefore, to identify effective interventions with the goal of reducing stereotypical views of difference and disability and enabling students to learn to collaborate, play and work with others. This chapter explores a number of evidence-based programmes and interventions to promote more inclusive environments from kindergarten through university, emphasizing the importance of mutual support and valuing of diversity, ensuring greater social justice for all.

While a number of scholars have observed that the contemporary self has to negotiate a “push and pull” between autonomy and a desire for community (Austin & Gagne, 2008; Bauman, 2001a, p. 60; Coles, 2008; Giddens, 2003, p. 46, the struggle between the “self” and “others” that is at the heart of symbolic interactionist (SI) understandings of the self is often missing from sociological discussion on the “making of the self” (Coles, 2008, p. 21; Holstein & Gubrium, 2000), and the current chapter contributes to this literature.

To gain insight into “the making of the self,” in-depth life history interviews were conducted with 23 former members of new religious movements (NRMs) specific to their construction of self. Interview data was analyzed for variations in the ways in which individuals describe their construction of self. To make sense of these variations, SI understandings of the self are applied.

Analysis indicates that the extent to which individuals are informed by the social versus the personal in their self-construction is a continuum. From an SI perspective the self is conceptualized as to varying degrees informed by both the personal and the social. These two “domains” of the self are interrelated or connected through an ongoing process of reflexivity that links internal experiences and external feedback. From this perspective, “healthy” selves reflexively balance a sense of personal uniqueness against a sense of belonging and social connectedness. While a reflexive balance between the “self” and “others” is optimal, not everyone negotiates this balance successfully, and the extent to which individuals are informed by the social versus the personal in their self-construction varies and can be conceptualized as on a continuum between autonomy and social connectedness. The current findings suggest that where individuals are positioned on this continuum is dependent on the availability of cultural and personal resources from which individuals can construct selves, in particular in childhood. Those participants who described themselves as highly dependent on others report childhood histories of control, whereas those who described themselves as disconnected from others report histories of abuse and neglect.

The problems of relying on retrospective accounts of former members should be noted as such accounts are interpretive and influenced by the respondents’ present situation. However, despite their retrospective and constructionist nature, life history narratives provide meaningful insights into the actual process of self and identity construction. The analysis of retrospective accounts is a commonly recommended and chosen method for the study of the self (Davidman & Greil, 2007; Diniz-Pereira, 2008).

The current findings suggest that significant differences may exist in the way in which individuals construct and narrate their sense of self, in particular in regards to the way in which they experience and negotiate contemporary tensions between social connectedness and individuality. In particular, the findings highlight the importance of childhood environments for the construction of “healthy” selves that can negotiate contemporary demands of autonomy as well as social connectedness.

The purpose of this study is to review the literature on liminal leadership, present a comprehensive perspective of it compared to other types of leadership, propose a conceptual framework of liminal leadership and provide a case on how liminal leadership addresses modern workplace issues in the ever-changing and competitive global environment.

This research is conceptual in nature. For this, the authors searched literature on organizational and leadership theories of liminality within organizational settings and analyzed various leadership perspectives to develop a construct of liminal leadership.

The comparative analysis revealed different and/or similar characteristics of liminal leadership with other types of leadership theories. On the basis of the comparative analysis, a synthesis of liminal leadership and a proposed conceptual framework to pursue future studies of liminal leadership are provided.

First, the notion of liminal leadership is emerging; few have been conducted to investigate the concept. Therefore, the authors’ approach to compose the theoretical background of liminal leadership is limited. Second, they drew a logical framework of leadership components a liminal leader might use from chosen leadership theories which had some kinship and likeness to liminal leadership. However, the comparative analysis of the relationship is limited because of the conceptually based nature of analysis. Third, the proposed model of liminal leadership is tentative and conceptual in nature. Empirical studies are needed to verify the psychometric structure and reliability of the model.

Despite its importance and a sense of urgency, almost no discussion on liminal leadership or liminality can be found in the field of HRD. The limited knowledge associated with liminal leadership places high value on the results of this study. This paper will provide a seminal base that may stimulate future human resource development (HRD) scholars. The purpose for this study is to contribute a conceptualization of liminal leadership as it applies to the field of HRD as leading and facilitating organizational changes.

In this chapter, we explore the importance of morality in groups. We draw from decades of research from multiple perspectives, including psychology, neuroscience, philosophy, and organizational science, to illustrate the range of ways that morality influences social attitudes and group behavior. After synthesizing the literature, we identify promising directions for business ethics scholars to pursue. We specifically call for greater research on morality at the meso, or group, level of analysis and encourage studies examining the complex relationship between moral emotions and the social environment. We ultimately hope that this work will provide new insights for managing moral behavior in groups and society.

Independent actors operating through peer-to-peer sharing economy platforms co-create service experiences, such as shared car-rides or home-stays. Emotional labor among both parties, manifested in the mutual enactment of socially desirable behavior, is essential in ensuring that these experiences are successful. However, little is known about emotional labor practices and about how sharing economy platforms enforce emotional labor practices among independent actors, such as guests, hosts, drivers, or passengers. To address this research gap, we follow a mixed methods approach. We combine survey research among Airbnb and Uber users with content analysis of seven leading sharing economy platforms. The findings show that (1) users perform emotional labor despite not seeing is as necessarily desirable and (2) platforms actively encourage the performance of emotional labor practices even in the absence of direct formal control. Emotional labor practices are encouraged through (hard) design features such as mutual ratings, reward systems, and gamification, as well as through more subtle (soft) normative framing of desirable practices via platform and app guidelines, tips, community sites, or blogs. Taken together, these findings expand our understanding of the limitations of peer-to-peer sharing platforms, where control over the service experience and quality can only be enforced indirectly.

A New Centre for Food Research was created in September 1993 at Queen Margaret College, Edinburgh. Its main purpose is to promote research into food choice, particularly factors influencing choice such as sensory, socio‐cultural and nutritional aspects. Research undertaken involves a multi‐disciplinary approach by bringing together expertise from various disciplines including consumer sciences, dietetics and nutrition, food science, social sciences and hospitality studies. A one‐day symposium “Food research in Europe” was held in 1994 to mark the Centre′s official launch. The symposium was well attended, with delegates representing a wide range of organizations in the UK and other EU countries. Presentations were given by eminent speakers and researchers – Dr David Lindsay, MAFF; Dr Ronan Gormley, The National Food Centre in Dublin; Dr David Kilcast, Leatherhead Food Research Association; Dr Wendy Brown and Dr Richard Shepherd, both from the Institute of Food Research, Reading. The centre′s major research interests and activities are related to fruit and vegetable consumption (sensory qualities of apples; barriers to consumption); the relationship between snacking, body weight and physical activity; healthy eating award schemes in the UK.

Parents’ collective involvement in their children’s education takes the form of holding leadership positions in schools. Employing the concept of liminality, which is used in anthropological and sociological approaches, the purpose of this paper is to explore the features of parent leadership in schools (PLS).

Interviews were conducted with 18 individuals: 11 chairpersons and 7 members of the parent leadership of 11 primary schools in Israel attended by students of high socioeconomic backgrounds.

Data analyses disclose PLS as a liminal framework, which constitutes both formal and informal dimensions, whether these be its in-school limited activities or out-of-school actions in introducing change and supporting the institutions. PLS’s functions are restricted by school principals, but simultaneously enhance school principals’ position.

The study’s findings carry implications for school collaboration with external entities. School principals need to support PLS and keep encouraging entrepreneurship, creativity and innovation. There is a need for acknowledging the value of PLS’s contributions whereas policy makers must provide more guidelines and support to parent leaders.

The study focuses on exploring the position of collective parental involvement in schools. This issue is of significance in a time where parents gain more responsibility over their children’s education and schools support more collaborative relationships with external agencies. The study highlights the benefits of parents in leadership positions for school benefits and for school principals’ legitimacy, from the approach of liminality.

The purpose of this application manuscript is to address assessing and evaluating the impact of leadership mentoring programs on collegiate mentors. Specifically, this paper addresses the nuanced considerations of creating appropriate program outcomes and associated objectives given the individualized nature of mentoring relationships. Additionally, the current paper discusses assessment and evaluation strategies to demonstrate impact of leadership mentoring on the collegiate mentor via a three-year program evaluation effort. By innovating leadership mentoring program practice, leadership educators can more soundly design and deliver leadership mentoring programs and more precisely measure and demonstrate impact.