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Since 2010, Dorset HealthCare University NHS Trust has been running a Hidden Talents project seeking to better understand how mental health services can value the lived experience of their staff. The purpose of this paper is to inform discussions on how clinicians and other staff can share their lived experience of mental health problems to improve the experience of people who access services, their carers and supporters and promote the wellbeing of all staff.

The discussion paper was developed through the use of qualitative data collected through three focus groups. One of the focus groups represented people who are part of the Hidden Talents Project, one focus group had representatives of the different professional bodies and the third represented people who access services.

It was identified that there were two differing considerations between sharing personal experience one was sharing with people who access services, the other was sharing with colleagues and managers. It was identified that in order to safely share personal experience it needed to happen in an supportive organisational culture. A number of suggestions were made as to considered why, when, how and what to share with people who access services.

This is not a formal piece of research, rather it is an exploration of a range of views and set out into a discussion document. Further action and research is required to explore this topic area in more detail.

At present a number of mental health services are beginning to address the value of lived experience in the workforce. Very little has been published exploring how people can share their live experience. This paper provides a starting point for these discussions.

This chapter examines how hospitality and tourism researchers can use ‘expressive text’ (or writing) to express the lived quality of an experience in order to ‘show what an experience is really like’ rather than ‘tell what it is like’. Expressive text refers to written language forms such as narrative, poetry and metaphor that can be used as tools in research to vividly represent the meaning and feeling conveyed in an experience. The expressive text-based approach to researching lived experience provides a textual link between experience and its expression. For this reason, it is especially useful when working with lived experience accounts of phenomenological and hermeneutic research.

The expressive text-based approach suggested here is still a relatively under explored arena within hospitality and tourism research. As a relatively under explored arena, the rich insightful knowledge that can be gained from understanding practitioner experience is rarely a central focus of scholarly writings about the workplace in hospitality and tourism contexts. However, in order to be fully appreciated as a discipline in its own right and to advance knowledge of the field, understanding the typical and significant attributes of hospitality and tourism work will be decidedly helpful.

One of the difficulties of working with lived experience accounts is finding a suitable research approach that helps to both retain the lived elements of the experience and ensure the rigour of the inquiry. An expressive text-based methodological framework that has a phenomenological and hermeneutic philosophical underpinning is argued to be suitable for this purpose. Therefore, the focus of this study is to discuss such a methodology and explain the reasons for its content, style and structure in researching lived experience. The approach that is proposed here consists of a five-tiered textually expressive methodology that is employed to contextualise, portray and interpret the lived experience meanings in order to understand the significance of the experience in relation to relevant discourses in hospitality and tourism studies, and to consider implications for policy and professional practice. The guiding questions of the five-tiered framework cover the following issues: (1) What is the context of the lived experience? (2) What is the lived experience of this practice like? (3) What is the meaning of this experience for the practitioner? (4) What is the significance of the experience in contributing to the advancement of knowledge within the field? (5) What are the implications for practice and professional development?

To illustrate uses of this methodology in research, the study here includes an example showing portrayals and interpretations of the typical and significant lived nature of hospitality reception work. This shows and communicates the full meaning of the episode, circumstances or situation. The chapter then concludes with some reflections on benefits as well as tensions in working within an expressive text-based phenomenological and hermeneutic framework.

In this chapter, we think about shifting stories of research as our experience of relational methodology through narrative leads us to think differently about our work together – our research relationship and responsibility to one another as colleagues, as well as our participants. We inquire into the ways our relational methods of narrative inquiry have continued to compose shared, sustaining stories of research and research community, support our own curriculum making and identity-making experiences, and provoke our respective thinking in new ways. We revisit Aoki’s metaphor of planned and lived experiences to think about the ways that research is lived out in our lives and the complexities of sense-making about research and ourselves as researchers. Research-as-experience can be viewed as a lived curriculum of research, which interrupts the dominant narrative of research-as-plan and acts as a counterstory of research. Research-as-experience is not a static research plan that must be implemented but rather a course of lives within the context of research to be experienced. This perspective recognized that research shifts, just as the lives and identities of our participants shift. Our plans for our participants within our research cannot contain their shifting identities and must shift with them in order to honour their experience. Our work together helped us to understand that it is only through relationship with our research participants and each other that we could approach a deep understanding of their experiences and the narratives they shared about those experiences.

The live streaming of theatrical performances to cinemas has become increasingly common in recent years. The practice offers potentially positive returns for audience reach, audience development, revenue streams and global cultural exchange (Cochrane and Bonner, 2014; Nesta, 2011; King, 2016). However, the conceptualisation of live performance transmissions remains under-explored. The purpose of this paper is to review critically selected literature on event experience and apply it to the growing practice of live-streaming theatre (LST). In doing so, the paper develops a new conceptual model that can be used to guide future research on audience expectations, motivations and experience of LST.

A comparative historic case study approach combines a structured review of relevant academic literature and industry sources. Theories of live cultural experience and authenticity are critically reviewed. The opportunities and threats of LST to performing arts companies are summarised. The approach considers cognitive, affective and behavioural factors in probing themes of audience awareness, perceptions, expectations and experience of LST. The paper uses these factors to develop an original conceptual model for LST.

The research finds that the practice of cinematic live transmission of performing arts challenges existing conceptual categories and marketing strategies. Fundamental events studies factors such as “attendance”, “authenticity” and “experience” are re-evaluated. The model suggests that despite improvements in digital technology traditional theatre and broadcasted theatre are two different experiences, not substitutes.

As a conceptual paper, the results are subject to being tested in the field. The findings reveal implications for the evolving future of hybrid and mixed event experiences. The potential for LST screenings to attract new audiences requires further study.

The implications of the research reflect the changing business models and supply side dynamics of theatre production and touring. The results suggest that live streaming is of limited effectiveness in addressing the capacity limits of Baumol and Bowen’s (1966) “cost disease” in live arts performance. LST allows major brands to penetrate regional markets thereby potentially squeezing out smaller touring companies and restricting innovation.

The findings reveal implications for the evolving future of hybrid and mixed event experiences.

The influence of digital technology on live arts experience is currently under-explored and under-theorised. This paper develops a new conceptual model that captures in greater detail than previously the various factors that may determine audience engagement with, and experience of, LST. The paper contributes to knowledge by expanding the discourse on the gaps between the competing aims of access and authenticity. The analysis expands the academic understanding of hybrid and virtual event experiences.

This paper aims to find out if it is possible to consider live virtual tours, in the connotation assumed during the COVID-19 outbreak, as experiential tourism products. The paper focuses on Holbrook's “four Es” (“experience”, “entertainment”, “exhibitionism” and “evangelising”) to study the experience of live virtual tours.

This article develops an exploratory analysis and presents a content analysis of 1052 reviews of 108 live virtual tours posted on TripAdvisor and Viator.

The findings show that live virtual tours are perceived as experiences, all “four Es” are covered and two more sub-categories emerge.

The analysis is limited to the perception of tourists that are confident with the technology, to a small sample and a period of travel restrictions due to the COVID-19 outbreak.

Live virtual tours create a new segment, which “travels from home”. This does not preclude tourists from deciding to physically visit the places seen virtually.

Research on the analysis of the reviews of live virtual tours has not yet been carried out.

This chapter disrupts the common notion that identity can be understood through the use of categories. Categorical terms like gay, straight, man, or woman often mask the complexity of curriculum making and identity-making. Curriculum making and identity-making are narrative terms used to understand the dynamic, relational, and on-going process of making meaning about people, things, contexts, and identity through experience. Identity making, understood narratively as the composition of stories to live by, allows us to image diverse communities, contexts, and experiences that uniquely shape the stories that people live and tell. Inquiring into the experiences of two research participants, I begin the chapter by thinking with Calle’s stories of experience to explore the limited and limiting categorical stories of identity. Then, I consider Jamie’s stories to live by, attending to the role of his contexts and communities in the composition of his stories to live by. In doing so, I seek to further map out the narrative geography of curriculum making and identity-making places and communities for individuals who compose diverse stories to live by. Building on previous research findings that contexts shape the composition of stories to live by as identity is negotiated through these dominant stories as an individual’s ontology, his/her story of the world and self in it, is constituted in part, by these dominant stories; here, I argue that contexts that allow for diverse stories to be told are those that attend to experience rather than clinging to familiar dominant stories.

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.

Canadian epidemiological data suggest an increasing number of HIV infections among people from HIV-endemic countries, including sub-Saharan Africa. Currently, there are few studies that focus on the lived experience of HIV illness among Canadian residents of African ancestry. The purpose of this paper is to study the lived experiences of African immigrants living with HIV in Canada, using narrative inquiry methodology.

This qualitative study focussed on the experiences of sub-Saharan African immigrants living with HIV in Alberta, Canada. Using the philosophical underpinnings of narrative inquiry methodology (Clandinin, 2013), three African immigrants living with HIV in Alberta contributed to this study over an extended period of time. Between five and six interviews were conducted with each participant, over a period of 12 months. Interviews were digitally recorded, transcribed, and negotiated with each participant during analysis to uncover the experience and meaning of living with HIV as African immigrants in Canada.

The researchers found several narrative threads related to: stigma, social, and family exclusion; as well as HIV illness as a complex personal, familial, and social experience. Also, narratives across different geographic and social spaces shaped the complex experience among African immigrants living with HIV in their new host country of Canada.

The authors recognize that the sample size, though appropriate for narrative inquiry study, was small. The intention with this research was not to generalize findings to the broader African immigrant community that is affected by HIV illness in Canada. Rather, the intent was to demonstrate a deeper understanding of lived experience, among African immigrants living with HIV in Canada.

The findings show the complex personal, familial, and societal factors that shape the experience of living with HIV and HIV-related stigma among African immigrants. It is important to understand such factors and the experience of HIV-related stigma because such experiences impact access to health and social services, as well as health and social outcomes of immigrants living with HIV.

This is the first Canadian study to examine lived experience of African immigrants living with HIV in Canada. This study demonstrates a deep understanding of lived experience, among African immigrants living with HIV in Canada. Complex personal, familial, and societal factors shape the experience of living with HIV and HIV-related stigma. Based on the findings of this study, further research is needed to: study more closely the familial contexts of African families affected by HIV in Canada; explore the social and political landscapes that impact the experience of HIV illness and related stigma in Canada, in the context of migration and settlement; and examine the relationship between these experiences and the health and social outcomes of African immigrants living with HIV in Canada.