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This paper aims to explore the concept and practice, of dignity as understood and experienced by older adults and district nursing staff. The paper adds a new, nuanced, understanding of safeguarding possibilities in the context of district nursing care delivered in the home.

The research used an ethnographic methodology involving observations of care between community district nursing clinicians and patients (n = 62) and semi-structured interviews with nursing staff (n = 11) and older adult recipients of district nursing care (n = 11) in England.

Abuse is less likely to occur when clinicians are maintaining the dignity of their patients. The themes of time and space are used to demonstrate some fundamental ways in which dignity manifests. The absence of dignity offers opportunities for abuse and neglect to thrive; therefore, both time and space are essential safeguarding considerations. Dignity is influenced by time and how it is experienced temporally, but nurses are not allocated time to “do dignity”, an arguably essential component of the caregiving role, yet one that can become marginalised. The home-clinic exists as a clinical space requiring careful management to ensure it is also an environment of dignity that can safeguard older adults.

District nurses have both a proactive and reactive role in ensuring their patients remain safeguarded. By ensuring care is delivered with dignity and taking appropriate action if they suspect abuse or neglect, district nurses can safeguard their patients.

This paper begins to address an omission in existing empirical research regarding the role of district nursing teams in delivering dignified care and how this can safeguard older adults.

Purpose – Ecological cohousing communities, or ecovillages, are emerging as contemporary housing models that attempt to recreate a sense of community and encourage an environmentally sustainable lifestyle. This chapter analyzes a rural ecovillage (Ecovillage at Ithaca – EVI) to find out how the community conceptualizes and practices sustainability. The chapter also examines whether and how the community incorporates issues of equity and social justice into its activities.

Design/methodology/approach – The chapter uses a multi-method approach. It is a case study; however, participant observation was conducted at the site. In addition, interviews with residents were conducted and archival materials from the community's newsletters as well city government documents were also used.

Findings – As practiced at EVI, the green lifestyle emphasizes comfortable living that is both esthetically appealing and good for the environment. In making the decision to focus on building a community for the middle class, residents have limited their engagement with social justice issues and have struggled with incorporating minorities and the poor into their community.

Originality/value – This is one of the first papers to analyze the ecovillages from an environmental justice perspective. It shows where there are overlaps between the ecovillage and environmental justice movements. The chapter also fits into a growing body of scholarship that examines the concept of sustainability from a social justice perspective also.

The purpose of this paper is to illustrate, from the lived experience of the author, that recovery does not only apply to people who use services, it is just as relevant to the staff who work in those services.

Narrative account.

Reflective account, no findings presented.

In offer the author's account of moving from a dissatisfied, passive approach at work towards a rewarding, hopeful position, this paper demonstrates the relevance of hope, control and opportunity in recovering job satisfaction.

The purpose of this paper is to argue that if mental health services are to genuinely support the recovery of those who they serve then recovery principles must permeate all facets of the organisation, in particular human resources and workforce development.

This paper draws on the principles of recovery-focused approaches to people who use services and explores how these might guide a recovery-focused approaches to human resources and workforce issues.

The recovery principles like recognising and utilising the expertise of lived experience, co-production and shared decision making, peer support, focusing on strengths and becoming an expert in your own self-care all have as much relevance for creating a recovery-focused workforce as they do in the recovery journeys of those who use services. Everyone who uses services is “more than a mental patient” and everyone who provides services is “more than a mental health practitioner” – we need to use all the assets that everyone brings.

Although there has been a great deal of discussion about the features of recovery-focused services, there has been little, if any, consideration of extending the principles of recovery to human resources. The aim of this paper is not to offer a blue print but to begin an exploration of what a recovery-focused approach to workforce issues might look like.

To provide an example of how colleges can partner with local EcoVillages to further sustainability curriculum on campus and the educational mission of the EcoVillages, and to strengthen ties with the community.

Describes four structured courses developed for the Environmental Studies Program, including sustainable communities, sustainable land use, sustainable energy and environmental futures. Additionally, independent research opportunities in wind energy, solar photovoltaics, and GIS/GPS developed as part of the curriculum. Describes numerous ancillary activities that have promoted sustainability across campus and the community.

Provides information about how to develop educational partnerships with community groups, foster sustainability education on campus, recruit additional faculty involvement, and influence college operations with respect to sustainability.

A very useful source of information for those involved in building sustainability curriculum and linking it to campus operations and community outreach.

This paper describes a unique partnership between a college and an intentional community that serves as a model for other colleges and universities.

This chapter offers Australian and international insights into leadership development and discusses how aspirant and current middle leaders can use leader and teacher professional standards to foster their professional growth. Standards help inform performance and development planning, and shape feedback and provide a framework for professional learning design. This chapter provides an overview of how systems such as New Zealand, Australia, and Scotland, among others, describe leadership in terms of standards. When used alongside an annual performance and development process, middle leaders can tap into the power of standards to continually sharpen their leadership practice and create a thriving career leading from the middle. Practical guidance is provided for middle leaders to engage with national teacher and leadership standards.

This article draws on longitudinal research into the establishment of co‐principalships. It discusses this innovative approach to school management in relation to women’s negotiations of their motivations, aspirations and strategies for career advancement and work/life balance. Longitudinal case studies of three primary school co‐principal initiatives were carried out between 1995 and 2000. Repeat interviews and observations with co‐principals, board chairpersons and school staff were conducted. Interviews were also undertaken with parents; students; and representatives of state education agencies, national governing boards, principals’ associations and teacher unions, alongside analysis of school and state policy documents. The resulting case study narratives described how each co‐principalship was initiated and either established or dis‐established. A discourse analysis of these narratives then examined how links between discourse, knowledge and power were being negotiated and challenged, as the new subject position of “co‐principal” was being constructed in New Zealand. This article analyses the significance of the similarities and differences in the women’s career backgrounds, motivations and strategies for moving into management positions. As they initiated their co‐principalships, the women variously went “against the grain” and/or co‐opted elements of the new public management corporate executive model for school leadership, which was introduced within the radical state restructuring during the late 1980s and early 90s in New Zealand.

The purpose of this exploratory study was to examine the workplace experiences of current and former underrepresented ticket sales employees.

The study utilized survey methodology to answer the research questions. Purposive sampling was used to identify potential respondents: individuals who were either currently employed as sport ticket sales employees or had been previously. The researchers examined online media guides from North American major league sports teams and identified ticket sales representatives who were compiled into a database and then cross-referenced through social media platform LinkedIn. Individuals were located via LinkedIn profiles and sent an anonymous, electronic survey which included a combination of Likert scale and open-ended questions regarding respondent experiences working in ticket sales departments.

Survey responses from 511 ticket salespeople revealed negative experiences related to management and career advancement opportunities, as well as significant differences in negative experiences for underrepresented populations regarding mentorship and culture.

Sport sales managers desire to expand employee diversity (Wells et al., 2019) and improve overall retention rates, but if a clear understanding of organizational vision toward diversification is not established within sports teams, managers are less likely to embrace diversity initiatives. Thus, it is imperative to understand the lived experiences of underrepresented ticket salespeople in order to improve workplace culture and effectiveness.

Looks at the often overlooked dangers of an international M&A – differences in culture. From employment law, government regulations, political and cultural considerations, the article guides you through the maze of potential hazards.

We study the relationship between underwriter prestige, family control, and IPO underpricing in an international setting. Data are collected for 5,789 firms that went public across twenty‐five countries between 1995 and 2002. We find that non‐penny‐stock and non‐U.S. IPOs from countries where firms are predominately family‐controlled benefit from associations with well‐known investment bankers; i.e., these firms are less underpriced than similar firms from countries with a low level of family control. At the same time, our findings support prior evidence that suggests that underwriter prestige is positively related to underpricing in the U.S. IPO market. Family‐controlled firms should consider the findings of this study, which identifies factors that are associated with more successful IPO outcomes.