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Social climate (ward atmosphere) affects numerous treatment outcomes. The most commonly used measure is the Essen Climate Evaluation Schema (EssenCES) (Schalast et al., 2008). Though studies have investigated the psychometric properties of EssenCES in intellectual disability populations, few have focused on the clinical utility, or accessibility of the measure. The purpose of this paper is to examine clinician's experiences of using this measure with this population.

Clinicians experienced in administering EssenCES with forensic intellectual disability patients completed an open-ended questionnaire, which sought qualitative data on their experiences of using EssenCES with this population. Data were analysed using thematic analysis.

A number of issues were raised regarding use of EssenCES with patients with intellectual disability. Four overarching themes arose: Understanding of Language, Commenting on Others, Understanding of Likert Scale, and Scale Positives and Adaptation. Clinicians felt certain items were not uniformly understood by all patients, particularly those that incorporated abstract concepts, double negatives, or complex language.

Results suggest forensic intellectual disability patients vary in their ability to understand EssenCES items. This resulted in significant further explanation by the administering clinician, a practice which raised concern regarding reliability. Results provide preliminary evidence to indicate EssenCES use requires further consideration in intellectual disability services, or adaptation for this client group.

Existing histories of the free kindergarten movement in South Australia scantily acknowledge the key role of Lucy Spence Morice in helping to found the Kindergarten Union (KUSA) in 1905 and subsequently guiding the organisation through financially troubled times, internal conflict with respect to the independence of the Training College (Adelaide KTC) from Education Department control, changes of directorship, and in accordance with its original mission. This article seeks to restore Lucy Spence Morice to a place in South Australian annals alongside that of her distinguished aunt Catherine Helen Spence: teacher, journalist, author, Unitarian Church preacher, philanthropist, political and social reformer, self‐styled ‘new woman’ of the late nineteenth century, and to niece Lucy a dear friend, mentor and inspirational role model. In the light of fresh evidence contained in the papers of Mrs Marjorie Caw (an early KTC graduate), and informed by the work of Caine, Lewis, Ryan, and Goodman and Harrop most especially, it re‐assesses Mrs Morice’s contribution to kindergarten reform from a feminist revisionist historical perspective. I utilise biographical methods and network analysis in order to point up the genesis of Lucy’s zeal for the cause of kindergarten education; also to argue that her informal but expansive social ties, plus her links to professional women and other activists in the fields of child health, welfare and education were central to her work for the Kindergarten Union.

Not enough is known about the challenges faced by women professionals who possess the credentials, skills and knowledge that would allow them to be considered, alongside their male counterparts, for top‐rank positions. While, statistically, figures show an increase in women's representation in the Science, Engineering and Technology domain, academic research is yet to explore in greater depth both the reasons for women's continuing under‐representation at senior levels and their work experiences. This paper sets out to discuss this issue.

The paper examines the concept of the glass cliff, which seeks to explain what happens to women as they advance to senior positions. The analysis is based on qualitative research on women managers in the SET domain in the UK. Using career mapping and in‐depth ethnographic interviews, it discusses two case studies of senior women based at a leading multinational IT company with a range of supportive diversity schemes.

The investigation illustrates some of the opportunities offered, barriers raised and ways in which those interviewed sought to overcome them.

While specific in its focus, the study demonstrates the importance of understanding how women make sense of their careers and use organisational initiatives. The article also highlights the need to inspect the effectiveness of such programmes in particular work‐settings in order to identify best practices, and to draw effective equal opportunities policies.

The article presents further evidence to support the idea that women's representation at top‐ranking levels is fraught with difficulties and calls for fine‐tuning of both policy design and implementation and academic research.

The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy.

The focus of this paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability “champions”. A narrative variant of thematic analysis was used to examine the ways these sustainability “champions” made sense of the work they do. Through an analysis of their metaphors and metaphorical language, a sense of the identities that they held as educators of sustainability was gained.

Three types of identities emerged – the sustainability “saviour”, “nurturer” and “struggler”. These identities reflected the champion’s experiences, disciplinary affiliations and pedagogical approaches. Interdisciplinarity emerged as a key tenet and challenge for such sustainability champions.

This paper provides rare insights into the experiences, identities and teaching approaches of sustainability champions within higher education. It highlights the need for university-wide conversations and cross-discipline support for such academics.

The purpose of this paper is to explore the role of analysts in providing information to support business model innovation.

This paper is based on initial research by two of the co-authors on business models (Stott et al., 2016), to which is added the experience of members of the team in working in strategic analyst firms or in working closely with clients of business analyst firms and further secondary data.

The findings of this paper show that analysts could do more to help their clients capture the opportunities and meet the threats of business model innovation, but this may require business leaders and analyst firms to think differently about their mutual relationship, particularly the briefs that clients provide analysts and how analysts aggregate information to provide a clearer picture of business model choices and their likely consequences.

This paper needs confirmation of views by primary empirical research.

This study identifies the need for firms to brief their analysts to provide much enhanced information concerning business model opportunities and threats, and for teachers and researchers in marketing to become more closely acquainted with the business model literature and analyst reports and processes.

As the idea of business model change becomes a more acceptable part of the strategic armoury of firms, the understanding of the information requirements to support such change to become more widely understood, and business model change to be consequently more common can be expected. This paper contributes to the understanding of the information requirements involved in such changes.

This study highlights the gap in the discussion of information provision to business leaders concerning business model innovation requirements and threats.

In forensic mental health wards, patients spend more time with healthcare assistants (HCAs) than qualified nurses. Despite this, there is no universally utilised standardised HCA training. The purpose of this paper is to assess the HCAs’ experiences in the HCA role in order to better understand how to build on the HCA role to ensure safe practice, and enhance staff well-being.

HCAs working on low and medium secure NHS forensic mental health units were recruited through purposive methods. HCAs engaged in a semi-structured interview, with questions surrounding their support needs, clinical decision making and perception of risks in the role. Template analysis was used, applying an a priori template based on the existing literature to interview transcripts.

The participants described the HCA experience to be defined by two master themes: “HCA factors” and “organisational factors”. HCAs valued a holistic patient view which prized patients’ experiences. The participants described a lack of role clarity which may be defined through ward expectations and professional experience.

HCAs seek a holistic view of the patient; however, some overlooked patient offences in order to do their job. Future research should address how looking past offences impacts security and HCAs’ well-being long term.

Contemporary education initiatives require English language arts educators spend half their time on non-fiction and history and social studies teachers to include diverse sources. Beginning in the early grades within the aforementioned curricula, students are to scrutinize multiple texts of the same historical event, era, or figure. Whereas trade books are a logical curricular resource for English language arts and history and social studies curricula, the education mandates do not provide suggestions. Research indicates trade books are rife with historical misrepresentations, yet few empirical studies have been completed so more research is needed. Our research examined the historical representation of Eleanor Roosevelt within trade books for early and middle-grades students. Identified historical misrepresentations included minimized or omitted accounts of the societal contexts and social relationships that shaped Mrs. Roosevelt’s social conscience and civic involvement. Effective content spiraling, in which complexity and nuance increase with grade level, between early and middle-grades trade books did not appear. Pedagogical suggestions included ways to position students to identify the varying degrees of historical representation within different trade books and integrate supplementary primary sources to balance the historical gaps.

This paper aims to examine the effect of psychological ownership on consumer happiness, which is mediated through basic psychological needs satisfaction.

Data were collected by means of two online experiments. Study 1 tested and validated the hypotheses by examining post-consumption on a sample of 252 college students. Study 2 investigated the impact of psychological ownership in a pre-consumption scenario.

The results show that consumers feel happier when they have a higher psychological ownership over an item after consumption. Furthermore, consumers anticipate greater happiness from a product before consumption due to increased psychological ownership through customization. This effect is mediated by the satisfaction of basic psychological needs.

The study will help marketers make their products or services as a better candidate for the target of psychological ownership through user experience design. Furthermore, the study encourages new business and marketing models, such as the sharing economy, that exploit the effect of psychological ownership.

The core contribution of this study is that it extends self-determination theory by distinguishing the effect of legal and psychological ownership on consumer happiness. It provides a better understanding of the psychological mechanism behind happiness.

The purpose of this paper is to investigate how to overcome the dilemma of the lack of student workforce readiness upon graduation. Based on experiential learning theory, the authors propose an innovative three-step approach to marketing curriculum to help address this dilemma.

This study examines both quantitative and qualitative data. First, quantitative results were obtained from 5,222 end-of-course surveys of students taking an experiential learning course at a southeastern United States public university. Results were also obtained from 111 end-of-course surveys of students taking experiential learning courses in marketing. Second, qualitative results were obtained through a critical review of self-reflection assignments from over 1,000 students taking a variety of experiential learning marketing courses.

The authors identify a three-step process that can be used to develop curriculum that will better prepare students for entering the workforce. The advantages and disadvantages associated with this type of curriculum are also discussed. The outcomes indicate that an entire curriculum focused on experiential learning, self-reflection and ePortfolios will allow students to not only be better prepared for the workforce but also will help them be better communicators on what they have learned.

In this paper, the authors contribute to the literature by providing a curriculum-based approach to learning in order to minimize the gap between academic knowledge and workforce preparedness. Sample course projects, reflective prompts and grading rubrics are provided to aid others in the implementation of this type of curriculum.

While service inclusion principles raise the awareness of scholars to service that improves holistic well-being, little research explicitly investigates the spiritual dimensions of service inclusion. This study, therefore, aims to explore faith-based service inclusion in sub-Saharan Africa.

A qualitative case study of the Salvation Army’s Chikankata Services in Zambia was undertaken. Semi-structured interviews with the organization’s leaders and professionals were analyzed thematically.

Service inclusion pillars evince contextualized meaning and priority. In resource-constrained, vulnerable communities, faith-based service inclusion prioritizes two additional pillars – “fostering eudaimonic well-being” and “giving hope,” where existence is precarious, fostering (hedonic) happiness is of low priority. Findings reveal that pillars and processes are mutually reinforcing, harnessed by the individual and collective agency to realize transformative outcomes from service inclusion.

This paper provides unique insight into faith-based service inclusion but acknowledges limitations and areas warranting further research.

The study yields important managerial implications. Service providers can use the framework to identify the contextual priority and/or meaning of service inclusion pillars and relevant reciprocal processes. The framework emphasizes the harnessing potential of individual agency and capability development for transformative well-being.

Faith-based service inclusion, predicated on inclusion, human dignity and holistic well-being, has important implications for reducing the burden on scarce resources while building resilience in communities.

By examining a faith-based service in sub-Saharan Africa, this paper provides a holistic framework conceptualizing pillars, processes, agency and outcomes to extend Fisk et al.’s (2018) service inclusion pillars and to better understand the shaping of service delivery for service inclusion.