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The purpose of this paper is to provide an observational examination of the recent Scottish elections, within which an e‐counting system was employed to manage the increased complexity of the Scottish electoral system for the first time.

Observations of an ethnographic nature, supplemented by written documentation used for both training and public consumption during the Scottish election process.

It was found that the voting system for the Scottish elections had not received sufficient review or testing prior to the election; further that the design choices imposed by the DRS software did not support the actions of its users efficiently enough, or justify confidence in the dependability of the system.

That the deployment of e‐counting systems requires careful consideration; many of the issues raised in this paper are similar to those of the official Scottish Elections Review, to which our team provided input.

The Scottish elections were the first to allow members of the public to register as election observers, accredited by the Electoral Commission. As such, the Scottish elections represented the first large‐scale opportunity to observe such processes for the academic community.

The authors use a co-auto-ethnographic study of Hurricane Harvey where both authors were citizen responders and disaster researchers. In practice, large-scale disaster helps temporarily foster an ideal of community which is then appropriated by emergency management institutions. The advancement of disaster research must look to more radical perspectives on human response in disaster and what this means for the formation of communities and society itself. It is the collective task as those invested in the management of crises defer to the potentials of publics, rather than disdain and appropriate them. The authors present this work in the advancement of more empirically informed mitigation of societal ills that produce major causes of disaster. The authors’ work presents a departure from the more traditional disaster work into a critical and theoretical realm using novel research methods. The paper aims to discuss these issues.

This paper produces a co-auto-ethnographic study of Hurricane Harvey where both authors were citizen responders and disaster researchers.

The authors provide a critical, theoretical argument that citizen-based response fosters an ephemeral utopia not usually experienced in everyday life. Disasters present the possibility of an ideal of community. These phenomena, in part, allow us to live our better selves in the case of citizen response and provide a direct contrast to the modern experience. Modernity is a mostly fabricated, if not almost eradicated sense of community. Modern institutions, serve as sources of domination built on the backs of technology, continuity of infrastructures and self-sufficiency when disasters handicap society, unpredictability breaks illusions of modernity. There arises a need to re-engage with those around us in meaningful and exciting ways.

This work produces theory rather than engage in testing theory. It is subject to all the limitations of interpretive work that focuses on meaning and critique rather than advancing associations or causality.

The authors suggest large-scale disasters will persist to overwhelm management institutions no matter how much preparedness and planning occurs. The authors also offer an alternative suggestion to the institutional status quo system based on the research; let the citizenry do what they already do, whereas institutions focus more on mitigate of social ills that lead to disaster. This is particularly urgent given increasing risk of events exacerbated by anthropogenic causes.

The advancement of disaster research must look to more radical perspectives on human response in disaster and what this means for the formation of communities and society itself. It is the collective task as those invested in the management of crises to defer to the potentials of publics, rather than disdain and appropriate them. The authors also suggest that meaningful mitigation of social ills that recognize and emphasize difference will be the only way to manage future large-scale events.

The authors’ work presents a departure from the more practical utility of disaster work into a critical and highly theoretical realm using novel research methods.

Young adults have been particularly adversely affected by COVID-19-related disruptions, especially in relation to industries with an over-representation of young adults. This study, a report, aims to discuss the findings from survey data from young adults who reported poorer mental health comparative to older generations prior to the pandemic. Drawing on the international literature and the research findings, the authors propose recommendations for rebuilding the workplace post-pandemic to support young adult's mental health.

Data from 1,999 respondents from 200 organisations in the UK were sought in relation to workplace well-being and mental health through a 15-item multiple choice online survey. Overall, 17% of the sample were senior management, 31% junior management, 37% in non-management roles and a further 15% stated “other”. Exploratory quantitative analyses were undertaken to assess differences in responses to questions between age groups.

Participants in the 16–25-year-old age group were more likely than any other age group to report that work adversely affected their mental health, that their mental health challenges influenced their performance at work, that they had witnessed colleagues' employment negatively influenced by mental health challenges and they felt more comfortable citing physical health challenges for absence than mental health difficulties.

COVID-19-related disruptions meant a large-scale move to remote working for many people. As we return to physical workplaces, we have an exciting opportunity to reform and improve the status quo. The findings, in relation to the mental health of young adults, highlight key risk factors that need to be addressed.

Clinical genomics is a complex, innovative medical speciality requiring clinical and organizational engagement to fulfil the clinical reward promised to date. Focus thus far has been on gene discovery and clinicians’ perspectives. The purpose of this study was to use implementation science theory to identify organizational barriers and enablers to implementation of clinical genomics along an organizations’ implementation journey from Preadoption through to Adoption and Implementation.

We used a deductive qualitative approach study design drawing on implementation science theory - (1) Translation Science to Population Impact Framework, to inform semi structured interviews with organizational decision-makers collaborating with Australian and Melbourne Genomics, alongside and (2) Theoretical Domains Framework (TDF), to guide data analysis.

We identified evolving organizational barriers across the implementation journey from Preadoption to Implementation. Initially the organizational focus is on understanding the value of clinical genomics (TDF code: belief about consequences) and setting the scene (TDF code: goals) before organizational (TDF codes: knowledge and belief about consequences) and clinician (TDF codes: belief about capability and intentions) willingness to adopt is apparent. Once at the stage of Implementation, leadership and clarity in organizational priorities (TDF codes: intentions, professional identity and emotion) that include clinical genomics are essential prerequisites to implementing clinical genomics in practice. Intuitive enablers were identified (e.g. ‘providing multiple opportunities for people to come on board) and mapped hypothetically to barriers.

Attention to date has centred on the barriers facing clinicians when introducing clinical genomics into practice. This paper uses a combination of implementation science theories to begin to unravel the organizational perspectives of implementing this complex health intervention.

The purpose of this paper is to explore the intersection between critical literacy and digital activism. Critical literacy is a form of instruction that teaches students to question power structures and societal injustices, while digital activism introduces methods for individuals and groups to use digital tools to effect social and political change. This review argues that digital literacy is the natural partner to pedagogical approaches informed by critical literacy, which attempts to uncover, address, question and solve social problems.

An illustrative example of collaborative student choice and action is offered through a multimedia project with actionable hashtags for sharing online. The paper concludes with a discussion of how educators can foster more collaborative choice and action by intertwining critical and digital literacies at all levels of education. However, implementation and application of these ideas lies not only with educators and administrators, but most importantly, with students themselves.

In order for students to be most prepared for meaningful interactions in the global and digital world, critical literacy, digital literacy and digital activism must become a core part of classroom instruction. Multimedia projects that are easily sharable and can track analytics are a successful way to raise consciousness and advocate for local and global action.

The powerful instructional practices that link critical and digital literacies provide students with the skills to continue questioning multiple viewpoints and promoting social justice issues within and beyond classroom walls.

The purpose of this paper is to apply a self‐reflexive interpretive method of writing as a method of analysis of findings from a critical research based on videography documenting the relationship between ethnicity, consumption, and place.

An innovative theoretical approach employed is interpretativist ethnography inspired by creative writing. This methodological approach allows the researcher to move beyond the rigidness of academic discourse and consequently enables a more intimate connection with the object of research.

The main outcome of this paper is realization that the presence of the researcher and her own autobiography affects the results of research and that articulation as much as execution of research is always subjective. A significant implication of this kind of approach is uncertainty and unreliability which questions the positivist objectivism dominating in both consumer studies and marketing. A subsequent limitation is a free reading which evades possibility of definite conclusions.

By providing a film and a commentary to it in one publication, this paper overcomes the traditional separation between the visual and the textual and contributes to the multisensory model of academic practice. It is particularly important for ethnography and visual studies where the application of the senses has both a theoretical and a practical value.

The purpose of this paper is to explore the process of development of cultural knowledge and cosmopolitan identities among international management students in multicultural learning environments and to investigate how international business students develop global mindset during their studies.

A comparative analysis was conducted within four undergraduate management and business administration programs in international higher educational institutions, based on constructivist grounded theory methodology. The empirical study is grounded in data that were collected from triangulated multiple sources: qualitative semi-structured interviews with students, faculty and student services professional (n = 95) from 23 countries, participant observation in four programs and document reviews, and were analyzed using the dimensional analysis.

The study presents a global mindset development process model, which takes into the account social capital of the learners, as well as the existing and emergent social ties.

The paper provides tentative recommendations for the steps that management educational programs and multinational companies can take to promote an environment conductive for cultural knowledge exchange.

The paper presents the development of global mindset as a social learning process; in particular, it addresses the role social capital plays in knowledge generation and sharing in multicultural learning environment. It contributes to the understanding of cultural knowledge development in social networks. Additionally, the paper examines the feasibility of development of global mindset in international higher educational.

Reviews the development of the gay and lesbian movement. The theoretical foundations for gay and lesbian archives and libraries are discussed, together with the way in which their mission statements reflect concerns for their history, heritage and the need to correct the past neglect of the gay and lesbian role in society. The problems faced by the archives and libraries include funding and that they rely mainly on volunteer help. Much of the pre‐1960s material is in danger of deterioration and of being lost since there is not adequate cataloguing and listing of documents. There is a need for national databases of collections, networking, and digitisation.