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Based on the job demands-resources theory, the objective of the current research is to investigate the influence of contextual (i.e. change information), as well as, personal (i.e. meaning-making) change resources on the perceived change uncertainty (PCU) and employee burnout (i.e. emotional exhaustion, cynicism, professional efficacy) relationship.

The paper examines (1) whether PCU is related to burnout, (2) the extent to which change information and meaning-making are directly associated with burnout and (3) whether change information and meaning-making moderate the relationship between PCU and employee burnout. The research data were collected (in three sequential phases) from 293 employees of a group of Luxury Hotels and Resorts located in Southern Greece that has undergone a major cultural change.

The research findings suggest that change information is related to exhaustion and cynicism, as well as, that meaning-making is directly related to all of the burnout components. Change information buffered the negative relationship between PCU and exhaustion and between PCU and cynicism. Meaning-making moderated the negative relationship between PCU and exhaustion.

The results support that leaders and managers will benefit significantly if they realize how important is to ensure that these change resources (i.e. change information and meaning-making) are in place during organizational changes and constantly evaluate the factors that can increase their employees’ well-being.

The originality of this study lies in the finding that change information moderated the negative relationship between PCU and exhaustion, as well as, PCU and cynicism; and that meaning-making moderated the negative relationship between PCU and exhaustion. Further, the study refers to the Greek tourism industry (9th in the word in terms of international tourist arrivals) which plays a pivotal role to the Greek economy. Finally, the research findings contribute to the uncertainty reduction theory, as well as, other related notions.

The digital platform-based sharing economy has become ubiquitous all over the world. In this paper, we explore how market actors’ conflicting interpretations of digital platforms’ business models give form and shape value co-creation and capture practices in contexts marked by weak institutions and underdeveloped markets.

Integrating insights from the broader literature on digital platforms and the contemporary turn to “meaning-making” in social theory, we adopt a problematization method to unpack the collective contest over the interpretation of value co-creation and capture from ridesharing platforms in contexts marked by weak institutions and underdeveloped markets.

Collective contest over the interpretation of digital business models may give rise to competing meanings that may enable (or impede) digital platform providers’ ability to co-create and capture value. We present an integrative framework that delineates how firms caught up in such collective contests in contexts marked by weak institutions and underdeveloped markets may utilise such conditions as marketing resources to reset their organising logic in ways that reconcile the conflicting perspectives.

The paper presents propositions constituting a contribution to a meaning-making perspective on ridesharing digital platforms by offering insights into how digital business models could potentially be localised and adapted to address and align with the peculiarities of contexts. It goes further to present a theoretical model to extend our understanding of the different sources of contestation of meaning of digital platforms.

The meaning-making perspective on digital platforms extends our understanding of how the collective contest over interpretations of value co-creation and capture may offer a set of contradictory frames that yield possibilities for ridesharing platform providers, and their users, to assimilate the organising logic of digital business models into new categories of understanding.

The purpose of this phenomenological study is to explore leader identity development experiences of emerging adults at a large Midwest university and how retrospective family storytelling (Koenig Kellas, 2018) plays a role in the sense-making of the leader identity process. Through a unique, three-phase qualitative and narrative inquiry approach, this research further explores LID sense-making through retrospective family storytelling.

Qualitative phenomenology and narrative inquiry approach. Data collection consisted of three different data sets: (a) two semi-structured interviews, (b) leader artifacts and (c) journals.

The stories told by the emerging adults described how key messages influenced their identity within the context of leader identity development and their college experiences. Furthermore, a key finding in the narratives exhibited the stories emerging adults recalled in the sense-making of their leader identity centered on persevering, overcoming hardships and interpersonal connections and relationships. Findings from this research contribute to LID literature for leadership educators, researchers and practitioners in leader development.

The research presented in this article advances LID by using a narrative approach to explore the role of family narratives in identity development. Further, it approaches qualitative work with rigorous data collection and analysis processing using a cross-case analysis to develop leader identity archetypes. This study directly impacts those who work with emerging adult college students and supports the development of college student leaders.

Many professionals who work with children champion the concept of child participation. However, professionals’ attempts at listening to children to understand their perspectives and include them in decision-making are often difficult or missing. This paper aims to report on a study that examined the lived experiences of child and family professionals and children, aged five to nine years, to understand what happens in their everyday conversations and interactions and what is needed to prepare pre-service professionals to uphold children’s right to have their views heard and considered in decision-making.

Narrative Inquiry was used as the methodology for this study as it is a useful research methodology for developing interventions for practice. Narrative Inquiry methodology allows the researcher to learn from their participants, and to validate them as knowledgeable in their own lives and as contributors to change.

The findings indicated that everyday conversations and interactions that take place between professionals and children influence an adult’s ability to hear a child’s perspective. The key findings indicate that for adults to hear a child’s perspective and include them in decision-making, there is a need to build trust and acknowledge how power plays a role in having meaningful conversations with children.

To better prepare the child and family practice workforce, they will need theoretical knowledge and practice skills in developing self-awareness about how children are viewed, building reciprocal relationships with children and creating safe spaces for conversations to take place.

Postsecondary institutions that purport to build leaders are ubiquitous. Yet, given such ubiquity, the curriculum and co-curriculum dedicated to student leadership development is diffuse as an overall field of practice and lacks firm grounding in matching consensus outcomes for leader development to specific principles of teaching and learning. We propose a conceptual model for leader development of undergraduates that describes what leadership education should strive to accomplish.

Recent scholars (Leroy et al., 2022) suggest such lack of consensus and weak structure stems from a lack of commitment to defining the ultimate goals for leader development programs, matching curriculum and pedagogy to meet these goals, and then rigorously evaluating programs. Our proposed model illustrates a structure of leadership skill mastery founded in adult constructive development theory, applies a range of adult learning principles, and includes several suggestions for specific curricular and pedagogical applications. We describe each aspect of this conceptual model and explain how it might be enacted and assessed across diverse postsecondary contexts.

We have no findings to report.

Numerous scholars have advanced models that seek to define and provide a structure for “leadership.” The novelty of our work is to combine the work of other scholars to provide an explicit framework for the work of leadership education in higher education – how to conceptualize “leader development,” how to combine such development with adult learning principles, and what specific curricular and pedagogical elements should be included to achieve intended ends.

This study aims to examine how veganism is “seen” by young adult non-vegan consumers and how prevailing attitudes reinforce or challenge stigmas around veganism.

Photovoice methodology was used to explore young non-vegan consumers’ attitudes and beliefs towards veganism. Data was collected from students studying advertising at a major university in Australia, who produced images and narratives reflective of their own attitudes towards veganism. Polytextual thematic analysis of the resulting visual data was then undertaken to reveal the dominant themes underpinning participants’ attitudes. Participant narratives were then reviewed to confirm whether the ascribed meaning aligned with participants’ intended meaning.

Participant images were reflective of first, how they saw their world and their place within it, which showed the interplay and interconnectedness between humans, animals and nature, and second, how they saw vegans within this world, with both positive and negative attitudes expressed. Interestingly, vegans were simultaneously admired and condemned. By situating these attitudes along a spectrum of moral evaluation, bounded by stigmatisation and moral legitimacy, participants saw vegans as being either Radicals, Pretenders, Virtuous or Pragmatists. For veganism to become more widely accepted by non-vegans, there is an important role to be played by each vegan type.

This study offers a more nuanced understanding of how and why dissociative groups, such as vegans, become stigmatised, which has implications for messaging and marketing practices around veganism and associated products/services. Future research could use a similar methodology to understand why other minority groups in society are stereotyped and stigmatised, which has broader social implications.

The article presents research on the long-term information needs of homicide bereaved individuals in the context of record-keeping practice within Major Crime Units (MCU) in England. The research objectives were to: (1) identify the long-term information needs of individuals bereaved by homicide; (2) establish MCU officer perceptions on the provision of information to individuals bereaved by homicide; (3) establish the current practice of MCU officers in managing and providing access to homicide records and (4) explore the capability of current recordkeeping practice to move beyond the use of homicide records for their primary “policing” purpose.

The research objectives were met by combining findings from a literature review across policing, bereavement, death, victimology, criminology, records management and archival studies with results from a singular interview-based study with officers at the Bedfordshire, Hertfordshire and Cambridgeshire Major Crime Unit (BHCMCU).

The findings indicate that the long-term information needs of homicide bereaved individuals are ill-served by the current police recordkeeping framework which provides them with little involvement in record-keeping decision-making and limited long-term access to the information required for sensemaking/adaption in a post-homicide world. In this context, the research demonstrates a long term need for: (1) information access; (2) support for access; (3) a direct and personalised information access service and (4) trauma-informed and victim/survivor centred practice in police recordkeeping contexts.

The research addresses a major gap across disciplinary research literature in its focus on the ways investigative information is disclosed by the police to the bereaved following case closure.

This paper investigates the meaning of spirituality and empowerment from the perspective of women of color (WOC) in Fortune 500 companies how it impacts their leadership.

Detailed data were collected through in depth semi-structured interviews documenting their experience as lived in the context of their daily work environments. Twelve WOC in leadership positions were interviewed, and transcripts analyzed using thematic analysis. Their narratives provide insight into the experiences of discrimination and bias and the stress and disenfranchisement that result from these experiences.

Analysis shows that for these women, spirituality was more than a philosophical orientation but comprised a core facet of their identity, empowering them to cope with adversity and uplift others through a leadership style defined by compassion, trust, strong interpersonal relationships and purpose.

Implications for creating more compassionate and inclusive environments that draw on principles of empowerment and spiritual leadership are provided.

This study contributes uniquely to the literature by exploring the perspectives of understudied women leaders who identify as African American, South-Asian and Latina on spirituality and empowerment and their impact on their leadership.

Within minutes, our group, who had no prior introduction, began to learn the value of emerging from a relational space of (re)presenting and (re)storying our experiences. “I” became “We”, which became “Us”

Recently, the seventh bi-annual conference of the World Federation for Teacher Education 2023 focused on the theme of “Re-imagining Teacher Education: From Words to Action.” During the session on métissage as methodology, participants from four different countries, three ethnic backgrounds and gender and sexual differences were invited into dialogue to explore the nuances of our identities, academic positions and life experiences.

Doing métissage as novices, our subsequent discussion problematized the perpetuation of procedural narratives that contested the Cartesian cuts of methodological normalcy.

Sharing our stories of self in our group we referenced how institutional frameworks had shaped and were reconstructing contexts for our being and belonging in the academy. In our narrating vulnerability we were once again located in telling relations to do with identity, power and social being. Jones (2015, p. 8) has asked. “Other than dry academic reports, how can we retell these stories in sensitive and ethical ways to wider audiences? How do the stories themselves inspire creativity in retelling them? How can we involve participants in the retelling of their stories?”

This study examines the temporal dynamics shaping our understanding of search in education and the role language plays in legitimising these dynamics. It critiques the way online search is discursively constructed using home-education as a case study, and problematises how particular discourses are privileged, whom this privileging serves, as well as the likely consequences.

The study employs Faircloughian Critical Discourse Analysis (CDA) as its methodological framework. Search and discursive practices were recorded during observations, search-tasks and interviews with five Australian home-educating families. Discursive features from the Google interface were also analysed.

A discursive privileging of hasty search practices was identified. This was found alongside largely ineffectual search, but participants continued to discursively represent search as fast and easy. The study highlights the complex co-option of discourses surrounding online search that privilege particular temporal and commercial landscapes.

This study contributes new knowledge regarding time as a context for understanding search behaviours, locating the perception of temporal scarcity in education within broader discursive and social structures. To date, no studies are found which investigate the temporal factors surrounding search in home-education. Increasing global reliance upon online search means the findings have broad significance, as does the proliferation of home-education induced by COVID-19. Additionally, while much work problematises the power search engines wield to privilege certain discourses, few investigate the day-to-day discursive practices of searchers affording Google and others this power.