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The purpose of this paper is to highlight the potential implications and non-implications for leadership and organization development of a recent systematic review of empirical developments in organizational cognitive neuroscience (OCN).

Butler et al.’s (2016) systematic review of 40 empirical articles related to OCN is re-interpreted in terms of its potential to reveal (non-) implications for practice. OCN is critically discussed, then related to the research findings from studies with two methodological designs.

At this stage of OCN’s emergence, it appears that neuroimaging and physiology-based research methods have equal potential in their implications for practice, though hormonal data poses ethical public interest dilemmas. Both methods cannot be reduced to specific forms of application to practice, but they set an aspirational direction for the future development of leadership and organizations.

There appear to be two paces of translational activity – practitioners are moving more quickly than academics in applying OCN to practice. It is suggested that a meeting of minds may be needed to ensure that any risks associated with applying OCN to practice are minimized or eliminated.

Inter-disciplinary research, like OCN, requires a social consensus about how basic research in cognitive neuroscience can be applied to organizations. A think tank will provide opportunities for deeper engagement and co-production between academics and practitioners.

Critically exploring the potential implications of OCN for practice, by basing the discussion on a systematic review of empirical developments.

Conventional wisdom tells us that mediation without ripeness is a fool’s errand (Zartman and Touval, 1985). What, then, is Türkiye’s motivation for mediating the war in Ukraine in lieu of ripeness – and what can its behavior as a mediator tell us about that motivation? In pursuit of this question, this paper inductively analyzes Turkish mediation in the Ukraine war to unpack the relationship between a contextual (ripeness) and actor-level (motivation) variable. Of particular interest is the decision-making and behavior of third parties (like Türkiye in Ukraine) who elect to mediate highly complex conflicts in which ripeness is indiscernible. The purpose of this research is not to propose or test a causal relationship between obscured ripeness and mediation, but rather to examine mediation behavior in situations where ripeness is obscured.

The impact of weaponized information on ripeness and third-party mediation is evaluated through an original, systematic and inductive case study analysis of Turkish mediation in the Russia–Ukraine war. As an intense theater of operations for information warfare for well over a decade, the war in Ukraine serves as an especially apt choice for an analysis of “obscured ripeness.” Likewise, Türkiye’s anomalous position as the only substantive source of mediation in the conflict lends significance to an empirical examination of its motivation and behavior as a mediator.

This research reveals that the pervasive use of weaponized information in the Russia–Ukraine war has distorted and disordered the information environment, thereby obscuring the ability of third parties to determine if the conflict is or could be ripe for mediation. However, the condition of obscured ripeness that prevails in the conflict has not proven a deterrent for mediation by Türkiye, which, as the only mediator in the conflict, has used a transactional approach to mediation motivated by self-regarding interests and animated by a manipulative mediation strategy. In sum, this inductive analysis of Turkish mediation in Ukraine reveals that the use of weaponized information in a conflict indirectly selects on transactional mediation (and mediators). The significance of this finding is magnified by the widespread use of weaponized information in contemporary conflicts as well as the declining frequency of third-party mediation.

There have been few, if any, systematic assessments in Turkish mediation of the Russia–Ukraine war, and none specifically concerned with the effects of weaponized information. Additionally, the paper proposes a typology of mediator motivation that is used to structure that assessment, while also introducing a new concept (“obscured ripeness”) and linking that concept both to the existing literature on ripeness and to the use of weaponized information in contemporary armed conflicts. As such, this manuscript represents an important contribution both to the empirical and theoretical landscape with respect to the study of mediation and international conflict management.

This paper aims to focus on developing critical understanding in human resource management (HRM) students in Aston Business School, UK. The paper reveals that innovative teaching methods encourage deep approaches to study, an indicator of students reaching their own understanding of material and ideas. This improves student employability and satisfies employer need.

Student response to two second year business modules, matched for high student approval rating, was collected through focus group discussion. One module was taught using EBL and the story method, whilst the other used traditional teaching methods. Transcripts were analysed and compared using the structure of the ASSIST measure.

Critical understanding and transformative learning can be developed through the innovative teaching methods of enquiry‐based learning (EBL) and the story method.

The limitation is that this is a single case study comparing and contrasting two business modules. The implication is that the study should be replicated and developed in different learning settings, so that there are multiple data sets to confirm the research finding.

Future curriculum development, especially in terms of HE, still needs to encourage students and lecturers to understand more about the nature of knowledge and how to learn. The application of EBL and the story method is described in a module case study – “Strategy for Future Leaders”.

This is a systematic and comparative study to improve understanding of how students and lecturers learn and of the context in which the learning takes place.

The purpose of this paper is to evaluate how a UK business school is addressing the Government's skills strategy through its Graduate Certificate in Management, and to identify good practice and development needs and to clarify how the Graduate Certificate is adapting to the needs of Generation X and Millennial students. The paper also aims to test Kolb and Kolb's experiential learning theory (ELT) in a business school setting.

A case study methodology was adopted. In order to get a cross‐section of views and triangulate the data, three focus groups were held, supported by reading documentation about the programme of study.

The skills strategy is not just an ambition for some business schools, but is already part of the curriculum. Generation X and the Millennials have more in common with the positive attitudes associated with older generations than stereotyped views might allow. ELT provides a useful theoretical framework for evaluating a programme of study and student attitudes.

The research findings from one case study are reported, limiting the generalisability of the study.

Good practice and development needs are identified which support the implementation of the Government's skills strategy and address employer concerns about student skills.

New empirical data are reported which supports the use of ELT in evaluating programmes of study and student attitudes to work.

The purpose of the paper is to present the findings of a study of factory closure management. It details the sequence and the results of the key strategic manufacturing management decisions made from the time of the announcement of the plant closure to the cessation of operations. The paper also includes an analysis of the human resource management (HRM) actions taken during this same time period and their consequences upon all those involved in the closure management process.

The case study methodology consisted of two initial site visits to monitor closure management effectiveness (adherence to plan and the types and frequency of closure management communications). During these visits, documentary evidence of the impact of the closure decision upon production performance was also collected (manufacturing output and quality performance data). Following plant closure, interviews were held with senior business, production and HRM managers and production personnel. A total of 12 interviews were carried out.

The case study findings have informed the development of a conceptual model of facility closure management. Information obtained from the interviews suggests that the facility closure management process consists of five key management activities. The unexpected announcement of a factory closure can cause behavioural changes similar to those of bereavement, particularly by those employees who are its survivors. In addition, similar reactions to the closure announcement may be displayed by those who choose to remain employed by the factory owner throughout the phased closure of the plant.

Facility closure management is an insufficiently researched strategic operations management activity. This paper details a recommended procedure for its management. A conceptual model has also been developed to illustrate the links between the key facility closure management tasks and the range of employee changes of behaviour that can be induced by their execution.

The purpose of this paper is to place all of the contributions to this special issue into a theoretical framework and to highlight the role that the so‐called “information age mindset” has in the facilitation of employability skills.

The paper discusses the major themes of this special issue.

Undergraduate students do see the importance of technological innovation in the classroom but they see the development of experiential or work‐based skills to be more important.

Future curriculum design should consider the expectations and attitudes of the modern day undergraduate student to ensure that potential employability is maximised.

The findings are placed into the wider context of the emerging field of evolutionary educational psychology.

The purpose of this chapter is twofold: to explore the difficulties and potential of turning to the perpetrator of sexual violence; and to track the affective economy of engaging with perpetrator accounts.

This chapter will consider one of the earliest feminist studies of incest, Sandra Butler’s (1978) Conspiracy of Silence: The Trauma of Incest, followed by an analysis of Philippe Bourgois’ (1995, 1996, 2004) ethnographic study of Puerto Rican crack dealers. These are important studies for the fact that both Butler and Bourgois let the men speak freely of their violence, which for the Puerto Rican cracker dealers include tales of gang rape.

The chapter endorses the need to study the perpetrator, arguing that it is imperative to ensure the demythologization of perpetrators. It finds also that feminists must explore how they will teach emotionally difficult material, and how they negotiate the legacy of radical feminism. The chapter concludes that there are times when politics requires little theoretical innovation, requiring instead a willingness to repeat known insights and to fight back with words.

This chapter has implications for classroom practice.

The value of this chapter is its demand to reconsider the doing of feminism in the classroom when the split between feminist theory and activism appears greater than ever.

Research on the social determinants of health demonstrates that workers who feel insecure in their jobs suffer poorer health as a result. However, relatively few studies have examined the relationship between job insecurity and illegal substance use, which is closely related to health. In this study, we develop a theoretical model focusing on two intervening mechanisms: health and life satisfaction. Additionally, we examine differences in this relationship between women and men. We test this model using logistic regression models of substance use for women and men based on longitudinal data from the National Survey of Midlife Development in the United States. The results indicate that job insecurity is associated with a significantly higher probability of illegal substance use among women but not men. We interpret this as further evidence of the gendering of precarious employment. This relationship is not channeled through health or life satisfaction, but there is evidence that job insecurity has a stronger association with illegal substance use for women with poorer overall health.

Depending on the research approach one uses, the development of particular bodies of knowledge over time is the result of a combination of agency, chance, opportunity, patronage, power, or structure. This particular account of the development of geographies of tourism stresses its place as understood within the context of different approaches, different research behaviors and foci, and its location within the wider research community and society. The chapter charts the development of different epistemological, methodological, and theoretical traditions over time, their rise and fall, and, in some cases, rediscovery. The chapter concludes that the marketization of academic production will have an increasingly important influence on the nature and direction of tourism geographies.