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This study aims to examine supervisors' temporal reminders and subordinates' pacing style as they relate to employees' absorption in work tasks, and subsequently creativity.

The study involved a weekly diary study among 32 employees of an IT‐development department of a large multinational. An initial questionnaire measured employees' pacing style and their perceptions of supervisors' temporal reminders, after which participants completed a weekly survey for four consecutive weeks to report on their levels of task absorption and creativity.

Whereas supervisors' temporal reminders related positively with task absorption for individuals who scored high rather than low on the deadline action pacing style, they related negatively to task absorption for those high rather than low on the steady action and the U‐shaped action pacing styles. Moreover, task absorption fluctuated consistently with individual creativity.

The way individuals allocate efforts over time is not only related to the resources they invest in activities but also to their creativity.

The findings suggest that creativity requires that employees find the time and space to fully immerse in their work. Supervisors can facilitate this process by customizing their leadership practices to individual differences in time use.

In an increasingly time‐pressured corporate society, an effective management of temporal strategies is important to ensure sustained employee well‐being as well as the quality of products in terms of creative solutions.

This study is the first to show that supervisors' temporal reminders relate positively to task absorption, and subsequent creativity levels, but only for specific pacing styles.

The authors examine the time allocation and management of deputy ministers (DMs) in Canada.

The authors analyze the results from a 2020 survey of DMs.

The authors observe that, like private sector leaders, DMs work very long hours and tend to allocate their time fairly consistently across functions. Nevertheless, important differences exist particularly depending on the size of their department.

While a substantial percentage of answers were returned, these skew toward provincial rather than federal public servants and not all jurisdictions are equally represented.

The distribution of areas of focus for DMs and their time allocation differences speak to potentially important discussions to be had in time management practice.

This is the first and only analysis of time management for senior public service executives based on a survey instrument.

This paper aims to report the detailed findings of a Centre for Education in the Built Environment (CEBE) funded study into good practice in the use of blended learning in property education. “Blended learning” is a combination of face‐to‐face learning experiences and online learning experiences which aim to complement each other in order to support and enhance student learning. The aim of this paper is to examine the benefits that blended learning provides to students' learning experience and engagement in property education. It also seeks to discuss lessons learnt from academics who deliver Royal Institution of Chartered Surveyors (RICS) and Chartered Institute of Building (CIOB) accredited property‐related courses, in developing blended learning and students' interaction with the blended learning environment.

This paper presents the research findings from interviews and questionnaire surveys of RICS and CIOB accredited property‐related course providers and the students who currently study these courses. Eight course directors of property‐related courses were interviewed and through discussion with the academic interviewees a questionnaire was developed and sent to all RICS and CIOB undergraduate and postgraduate course directors in the UK. The eight interviewed course directors were requested to send out a questionnaire to their students, and 442 completed students' questionnaires were returned. Further telephone interviews with seven students were conducted. The interviews were recorded, transcribed and coded to identify similar themes. The frequency of the answer in the questionnaire and comments from interviewees is presented.

Both academics and students find that blended learning gives greater flexibility for student learning in terms of learning style and study pace. With the adoption of a wide range of delivery methods, blended learning can successfully improve students' experience and enhance their engagement. It is also important to ensure that blended learning is really “blended” and includes a good mix of delivery methods. “Face‐to‐face interaction” with students is important as students require reassurance and on‐going support from lecturers. Providing training for students to use specialist software in order to equip them to fully utilise blended learning is also essential. Finally, allocation of sufficient time and resources for the development and maintenance of blended learning programmes is also key to its success.

This paper is the first to investigate the lessons learnt from academics in developing blended learning and also students' interaction with the blended learning environment in property‐related courses in the UK. Property‐related course providers can use the results of this study to inform the design of blended learning in their programme in order to enhance students' learning experience and engagement.

During the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early career principals in the independent school sector from March to November 2020 in Victoria, Australia. It investigates transformative work that was undertaken by these leaders in leading their schools over a protracted crisis.

The study builds on constructs of crisis leadership, adaptive leadership, agile leadership and emotional intelligence, exploring the leadership approaches undertaken by twenty-two early career principals in Victoria, Australia. Using a narrative inquiry approach, across three temporal points in 2020, storied productions drawn from the findings present four emergent types of emotionally intelligent leadership approaches undertaken by these principals. These leadership approaches are presented as the commander-leader, the conductor-leader, the gardener-leader and the engineer-leader with each approach demonstrating both organisational leadership approaches as well as individual leadership styles used by these principals as they led their schools.

The findings have direct implications for professional development programs focusing on aspiring principals and early career principals with emphasis on the importance of developing emotionally intelligent skillsets in principals for use during periods of rapid change or high crisis in schools. The findings present insight into the support useful for early career principals in the first five years of principalship.

This study uses a unique emotional intelligence approach to understand school leadership during and after a crisis.

Prior research into multinational enterprises’ (MNEs) entrepreneurial initiatives has drawn from various theoretical bases, including entrepreneurial cognition, knowledge-based view, and management control theory. Empirical studies and cases have consistently pointed to the temporal dimension, highlighting the dynamic elements of learning, capability development and evolution, and consequences of conflict. By incorporating theory on time use into the analysis, we develop a new theoretical insight regarding the temporal dimension of MNE entrepreneurial initiatives. Our analysis offers a basis for a more explicit focus on time use in studies of entrepreneurial initiatives in MNEs than has been offered to date. Implications for research and practice are discussed.

Drawing from findings in sociology and anthropology on time as a symbol of status, this paper examines the role that status differentials affect how group members internally align the pace of their activities over time (group synchronization). We examine the psychological process of group synchronization from the perspective of the individual, the nature of status differentials in work groups, and how one’s status within a group affects a person’s willingness to adjust the timing of his/her activities to match other people’s timing. We then identify three types of status structures within work groups and analyze how each affects the group’s ability to synchronize. We close by considering the implications of our approach for better understanding temporal dynamics in work groups.

Since the mid-2000s, there has been a marked resurgence in Hollywood action films featuring older male heroes, predominantly showcasing stars ranging from their mid-fifties into their seventies. This ‘geri-action’ cycle – a less-than-kind label that combines geriatric and action – has revitalised the careers of aged action stars such as Sylvester Stallone and Arnold Schwarzenegger. A core element of the cycle, beyond action franchise revivals and all-star ensembles featuring stars from the 1980s and 1990s, has been the emergence of late-career action turns by ageing Hollywood actors in globally successful French-produced, Hollywood-style action films. Part of a larger trend in French cinema towards the production of films in a distinctly commercial register, the ‘globalised’ aesthetic of French action film cannily mimics Hollywood action film style and aesthetics. These French-produced geri-action films are the roots of the cycle, represent some of its biggest box office successes and have transformed the career of several acclaimed recent-to-action Hollywood stars, exemplified by the prolific late action career of Oscar-nominated actor, Liam Neeson, most notably across three Taken films (2008–2014, EuropaCorp). Despite this, these French-produced geri-action films have predominantly been examined as a Hollywood and American phenomenon.

Geri-action quickly became synonymous with 1980s Hollywood action cinema's white male ‘hard bodies’, who are still widely understood to diagnose national anxieties and social ills – and violently embody their so-called “cures”. These French geri-action films similarly feature protagonists who forcefully struggle against perceived threats to the cultural position of traditional (white) masculinities and professional and paternal redundancy. Yet they also showcase deep-seated European anxieties about the threat of porous borders, immigration and social change, presaging a later shift in the cycle in Hollywood. Focusing on films that have received comparatively less scholarly attention, Taken 2 (2012), 3 Days to Kill (2014) and The Commuter (2018), this chapter examines the productive confluence of lower budget French-produced geri-action films and their ageing recent-to-action stars. These films depend on their stars to fortify their globalised Hollywood aesthetic and the stars' personae permit efficiencies such as clipped pacing. At the same time, budget constraints enhance the action performance of recent-to-action stars as unadorned, visceral and authentic-feeling. The films often stage fight sequences in confined, everyday spaces of work and tourism with ageing heroes who must creatively ‘make do’ with objects available to them. Equally, stunt coordination and choreography, editing and sound design make ageing and less experienced action performers appear to move faster and hit harder. Taken together, French-produced geri-action and its recent-to-action stars have transformed not only who stars in ‘Hollywood’ action cinema but who produces it.

Dramatic changes are constantly shaping the business world. Business in such bizarre settings requires shooting on moving targets. The need to constantly rejuvenate organizations for enduring strategic advantage mandates an out‐and‐out adoption of the learn‐unlearn‐relearn (LUR) model. The purpose of this paper is to highlight the paradigm shifts in the extant literature on the three concepts and then attempts to club the three. It also introduces the concept of the FAST culture symbolized by flexibility, agility, steadfastness and tactfulness in the light of LUR model. Further it takes up a discussion of the strategic nuances, barriers and prerequisites involved in implementing the LUR model.

The paper bases itself on extensive review of literature and industry experience, citing several examples to drive home the central idea of the thesis.

It is concluded that adopting the LUR model requires a gradual and steady process of strategic transformation. It requires challenging old assumptions and creating newer layers of assumptions. The approach to LUR has to be seamlessly beaded with the firm's line of attack.

The paper will provide insights to strategic decision leaders vis‐à‐vis implementation of LUR model and its utility to the organization.

The paper proposes and introduces the LUR model as an important modern‐day imperative for organizations and has supplemented the idea with relevant examples and arguments. The paper also introduces the concept of the FAST culture.

Purpose – In this chapter, we outline early sociological thinking on time rooted in various philosophies of time and review the relatively current research in the area of temporal perspective. Next, we define the scope of the social psychology of time and illustrate how and why social psychology has failed to properly and effectively include time as a central component of study. Finally, we link current thinking about time to group processes research, most directly to identity and social identity processes (though not exclusively), making clear the ways current and future approaches could benefit from including temporal perspectives.

Methodology – We review relevant research engaged with concepts related to time in psychology, sociology, and social psychology. On the foundation of our review and the identification of gaps in the literature, we provide insights and recommendations regarding how temporal perspectives may be adopted by existing knowledge bases in sociological social psychology.

Findings – As a conceptual chapter, this work presents no empirical findings. A review of the literature reveals a scarcity of research effectively embedding temporal perspectives in major areas of social psychological research.

Practical Implications – The recommendations we make for connecting temporal perspectives to existing research areas provide a practical foundation from which to develop new ideas.

Social Implications – This work contributes to the social psychology of time by detailing how time is an important, yet mostly overlooked, component to our understandings of many social psychological processes. In the effort to extend identity and social identity theory in specific, we add to the general knowledge of the self and self-processes via the incorporation of temporal perspectives.

Originality – This work is the first to explore how temporal perspectives in sociological social psychology are employed, but mostly, how they are underutilized. We make recommendations for how novel theoretical predictions may emerge by including perspectives about time in existing research programs.