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This discursive paper presents a lived experience leadership model as developed as part of the Activating Lived Experience Leadership (ALEL) project to increase the recognition and understanding of lived experience leadership in mental health and social sectors. The model of lived experience leadership was formulated through a collaboration between the South Australian Lived Experience Leadership & Advocacy Network and the Mental Health and Suicide Prevention Research and Education Group.

As one of the outcomes of the ALEL research project, this model incorporates findings from a two-year research project in South Australia using participatory action research methodology and cocreation methodology. Focus groups with lived experience leaders, interviews with sector leaders and a national survey of lived experience leaders provided the basis of qualitative data, which was interpreted via an iterative and shared analysis. This work identified intersecting lived experience values, actions, qualities and skills as characteristics of effective lived experience leadership and was visioned and led by lived experience leaders.

The resulting model frames lived experience leadership as a social movement for recognition, inclusion and justice and is composed of six leadership actions: centres lived experience; stands up and speaks out; champions justice; nurtures connected and collective spaces; mobilises strategically; and leads change. Leadership is also guided by the values of integrity, authenticity, mutuality and intersectionality, and the key positionings of staying peer and sharing power.

This model is based on innovative primary research, which has been developed to encourage understanding across mental health and social sectors on the work of lived experience leaders in seeking change and the value that they offer for systems transformation. It also offers unique insights to guide reflective learning for the lived experience and consumer movement, workers, clinicians, policymakers and communities.

Davenport Group Formed: Common Format for Online Documentation and Publication Systems. A group of over thirty UNIX system vendors, software vendors, and book publishers has formed the Davenport Group in response to the need for a standardized interchange format for computer documentation. The Davenport Group will focus on the establishment of a common interchange format among publishers and UNIX system vendors.

In the context of architecture education, design studio projects usually start with “research” on the design theme and the context, but often there is no strong link between this research and its application in the project and the resultant design product. This paper explores strategies which link knowledge acquisition and knowledge application in design studio teaching and learning.

These strategies have been applied in several design studios and master’s theses and involve sixteen years of research by the author through observation, surveys and analysis of student work.

The results show that these strategies are not limited to the design studio, with more than half of them (eight out of fourteen) also applicable in theoretical subjects that sit outside the design studio unit and generate knowledge of relevance to studio projects. As such, the paper advocates for a multi-level approach involving the following: course design and curriculum development, teaching and learning pedagogies and organizational decisions regarding the deployment of staff as for collaborative team-based teaching.

The results also recognize the relevance of problem-based and project-based learning to the broader higher education context and its dependence on a collaborative approach.

This paper which synthesizes this work contributes to the literature on architecture pedagogy, specifically that related to the integration of theoretical and practical subjects.

Organizational learning (OL) is receiving increasing attention from researchers and practitioners alike. In fact, some have suggested that the only sustainable competitive advantage is a firm's ability to learn faster than its competitors. In spite of OL's promise, the field has been slow to evolve. The primary impediments to the development of OL theory are that inconsistent terminology is used for comparable concepts and that different definitions are used to describe the phenomenon. Furthermore, many theorists have neglected to make explicit their underlying assumptions about the phenomenon. Employing an inductive approach, this review surfaces the implicit and explicit assumptions of OL researchers, identifying three key dimensions that differentiate perspectives: (1) unit of analysis—individual, group, organizational, and inter organizational; (2) cognitive/behavioral emphasis; and (3) the learning‐performance relationship.

After decades of successful expansion, The Reader's Digest Association's products were mature. With an average readership age for the flagship Reader's Digest magazine of 50.3 in 2004, efforts to develop new products had so far failed to entice a significant number of younger customers. Following a financial downturn in 1996, positive financial results remained illusive. Several major changes instituted by Thomas O. Ryder, CEO since 1998, including acquisitions, re-capitalization, restructuring and systematic re-engineering of the corporate culture, had proven mildly successful, but RDA, as well as the entire publishing industry, faced a persistent decline in profitability. Could RDA fulfill its stated mission to create “products that inform, enrich, entertain and inspire people of all ages and cultures around the world”, and could it do this by continuing to rely on the 80-year old Reader's Digest magazine?

Purpose – The purpose of this chapter is to explore and deliberate over ways in which culture may contribute to the interpretation of field texts while also intersecting the dimensions of time, space, and sociality in accordance with Clandinin and Connelly's (2000) notion of the three-dimensional narrative inquiry space.

Approach – This chapter highlights research interactions within a long-term, school-based narrative inquiry dealing with lived curriculum experiences.

Findings – The researchers gained insight into some of the nuances of interpreting field texts. In particular, this study highlighted the potential influence of the cultural, racial, religious, ethnic, or linguistic backgrounds of researchers and their participants in shaping the interpretation of field texts.

Research implications – The field texts that were presented and examined in this chapter shed light on key curricular experiences, spaces, and silences that might occur in relational and interpretive research stemming from cross-cultural experiences and vantages. This uncovered strand of inquiry interpretation has wide implications for qualitative work.

Value – Narrative inquirers and researchers employing other interpretive forms of qualitative investigations might be influenced to attend to the themes of culture in their work in novel ways. New understandings of researcher bias and the subsequent interpretation of results can be seen from a cross-cultural experiential paradigm.

This paper describes the personal history and intellectual development of Morris B. Holbrook (MBH), a participant in the field of marketing academics in general and consumer research in particular.

The paper pursues an approach characterized by historical autoethnographic subjective personal introspection or HASPI.

The paper reports the personal history of MBH and – via HASPI – interprets various aspects of key participants and major themes that emerged over the course of his career.

The main implication is that every scholar in the field of marketing pursues a different light, follows a unique path, plays by idiosyncratic rules, and deserves individual attention, consideration, and respect … like a cat that carries its own leash.

In the case of MBH, like (say) a jazz musician, whatever value he might have depends on his originality.

The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.

This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.

Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.

Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

This paper analyses the impact of institutional proximity, cognitive proximity and geographical proximity (in the form of agglomeration economies) on the firm-level productivity of foreign-owned firms in Ireland. The analysis of agglomeration economies, consisting of internal economies of scale, localization economies, related variety and urbanization economies, has a strong pedigree in regional economics literature. Increasingly, however, alternative explanations of firm-level productivity performance have been explored with institutional and cognitive proximity often identified as other important determinants of performance. This paper presents an analysis of the importance of agglomeration economies (based on geographical proximity) versus institutional and cognitive proximity (which may be a-spatial).

A series of measures capturing regional level agglomeration economies are generated as well as measures of institutional and cognitive proximity. The impact of these effects on foreign-owned firm-level productivity is analysed using data from the Irish Census of Industrial Local Units 2009. The estimation method employed is general method of moments (GMM) which allows for the potential endogeneity of variables within the system of analysis.

The results reveal that institutional proximity has a positive impact on productivity. A possible reason for this result is that local units of the same nationality are sharing knowledge in relation to successfully conducting business in Ireland. However, cognitive proximity is found to be statistically insignificant. Agglomeration economies are also important with urbanization economies and the availability of skilled labour having a positive effect on productivity.

The key contributions of this paper are as follows; firstly, the paper provides the first test of the institutional and cognitive proximity hypotheses on productivity while also controlling for a series of internal and external agglomeration economies. Secondly, the analysis considers, firm level, regional level and national level indicators as determinants of firm's productivity. In combining micro and macro level indicators, the paper attempts to answer the call of Van Oort et al. (2012) for such analyses. Thirdly, the paper provides the first detailed examination of the role of ‘proximity’ on foreign-owned manufacturing firms in the Irish context.