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This paper aims to provide a more comprehensive understanding of the concept of community archives, offering a critique of the community archives discourse through a historical case study focused on the origins of the Gerber/Hart LGBTQ library and archives in Chicago.

This study explores the archival collections of the founders of the Gerber/Hart library and archives and the librarians that have worked there as a means for understanding the origins of the archival impulse, the rationale for building the collections and the practices that shaped the collections during the first decade of the organization’s history.

The historical analysis of the Gerber/Hart library and archives situates community archives and LGBTQ collections within the broader historical context that lead to the founding of the organization and reveals deep connections to the information professions not previously considered by those studying community archives.

The paper offers a reconceptualization of community archives as archival projects initiated, controlled and maintained by the members of a self-defined community. The authors emphasize the role of the archival impulse or the historical origins of the collection and the necessity for full-community control, setting clear boundaries between community archives and other participatory archival models that engage the community.

The concept of transition and preparation for adult life has been an important yet controversial governmental initiative since the early 1980s. This governmental focus prompted special educators to develop and implement curricula to better prepare students with disabilities for adult life (Price, Gerber, & Mulligan, 2007). The curricula process involves forming linkages among local educational agencies and other human service agencies, including employment and training, adult services, leisure and recreation, and health and rehabilitation. Educators and policy makers continue to encounter great challenges to building capacity and sustained implementation of the transition curricula process at both the local school and the community levels.

Hybrid career has been discussed in the literature for some time but is still an emergent concept. The study investigated the careers of university professional staff working in universities in Australia and the UK to better understand the careers of this underresearched cohort of staff. The findings were used to extend the theory of the hybrid career.

A total of 139 career stories were collected via an open-ended question in an online survey. Inductive thematic analysis was used to create themes and theorise career pathways relevant to the participants' careers.

It was found that participants had a hybrid career orientation (HCO) based on their essential values and their reciprocal relationship with their employer. Four career pathways emerged from the data: intra-organisational advancement, inter-organisational advancement, work–life balance and dead end.

There is a need for future research to investigate the HCO, both to add depth to the understanding of careers for university professional staff in universities and to examine the hybrid concept in other settings.

It is suggested that by grouping staff into career pathways, human resource practitioners could provide more targeted interventions to ensure that staff are motivated and productive for the benefit of the organisation.

The research has extended the concept of the hybrid career and discovered four career pathways relevant to university professional staff.

This chapter presents an over-review of the related literature and describes current findings in learning disabilities. Specifically, a definition of learning disabilities (LD) is provided, followed by a description of the prognosis for students identified with LD, predictors of success, factors in coping, and the relationship of LD to behavior. Methodologies are presented to effectively train teachers in the use of research-validated methodologies, particularly in the area of positive behavior support (PBS). The authors also explain how a problem-solving process, embedded within the framework of school-wide PBS, can help children with learning disabilities increase their chances of achieving success over time and across a broad range of environments. Case studies and an application process are included to support and guide teachers in their implementation efforts.

Using latent profile analysis, the authors explored the career profiles of young adult tertiary students (N = 468, 73.9% women; mean age 20 years) to determine the relative importance of traditional career orientation (TCO) and protean career orientation (PCO) beliefs for them.

Young adults studying at university can aspire to traditional career experiences as they believe organizations will support their professional and career development. However, since the development of newer career models, the TCO model has received little research attention compared to the PCO.

The authors found that the dominant profile exhibited average levels of TCO, PCO and career competencies, and that this mixed profile was associated with more mature career identity development and greater organizational commitment. A second profile, with low TCO, average PCO and career competencies, showed a similar level of career maturity to the mixed profile, but exhibited less organizational commitment. A third profile, with average TCO, low PCO and career competencies, especially vocational identity awareness, was related to less career development and organizational commitment.

The findings suggest that a mixed traditional-protean orientation is common in young adult tertiary students and that the development of a vocational identity is important for positive career outcomes, regardless of orientation.

Meetings can serve the important role of facilitating communication and coordination for systems of teams known as “multiteam systems” (MTSs) that work interdependently to achieve grand societal challenges. Given that MTSs often appear in complex, ambiguous, urgent, and multifaceted task contexts, the MTSs require effective, and efficient but thorough, communication within and between teams in order to achieve shared goals. However, the extant literature regarding the science of meetings has left much to be explored in regard to the inter- and intrateam influences and impacts. This chapter considers the significance of meetings and their practical value in facilitating MTS processes and performance by leveraging what is known thus far regarding MTS structural attributes, their value, their challenges, and opportunities, integrating this foundation with the broader science of meetings. Building on this rationale, the authors move toward empirically and theoretically derived considerations for how meetings may best be designed, facilitated and utilized for MTS effectiveness, as guided by our current understanding of critical MTS attributes.

Human capital is a key component of the success of organisations, and career development of staff is a vital component to both increasing and retaining human capital. Universities are no different, their people are key to their mission. There has been limited rigorous study of the careers of professional staff in the academy. The paper aims to discuss these issues.

A systematic literature review methodology resulted in a review of 23 articles dedicated to research on careers of professional staff in higher education (HE). Thematic analysis identified a series of enablers and barriers that influence career development and progression.

Career enablers and barriers have been found to exist at both the institutional and individual levels. Within the HE context, professional staff have a hybrid career mindset, desiring traditional and more contemporary career factors, leading to a reciprocal relationship between the organisation and the individual.

There is a need for future research to investigate the hybrid career mindset, and the reciprocal relationship, both to add depth to understanding of careers for professional staff in universities, and to examine this in other settings.

Universities may need to consider ways to integrate institutional support for high performance work systems (HPWS) with opportunities for professional staff, while individuals may need to consider adopting career self-management behaviours (CSMB) to fit their hybrid mindset.

This review has highlighted organisations and individuals will benefit if the relationship between HPWS and CSMB is better understood for the hybrid career mindset.