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The paper aims to present a pedagogical model tailored to the development of key competences in the urban planning profession in post-socialist transitional countries that is based on the creation of an integrated platform for dialogue and the development of professional competences as part of the process, whereby students produce their final projects.

The pedagogical model is based on the principles of education for sustainable development and focuses on the establishment of a repeatable platform for dialogue between students and mentors, members of the mentoring team, the local community, external members of the consulting team of experts and foreign master’s degree programmes, in the process of producing students’ projects. The proposed method addresses several dimensions, including: the education of students, teachers, professionals and local experts, the establishment of a network for cooperation and collaboration and the delivery of practical and usable results.

The paper provides a comparative overview of the pedagogical model’s application in producing the final master’s degree projects of three generations of students, as well as its alignment with the needs of re-defining the role and reach of the profession of urban planner in an environment of post-socialist transition. The model was improved, enhanced and optimised through this process and then corroborated with its practical implementation.

The innovative pedagogical model comprises an instrument to enhance the professional capacities of all participants in the production of final master’s projects: academics, practitioners and future professionals/students, through discussions of topical issues, innovative modes of work and new professional responses grounded in the local context and tested by a broad range of stakeholders. It is of particular importance for countries in transition experiencing a shift in the paradigm of professional action, especially as the proposed pedagogical model establishes a problem-solving platform that surpasses academia.

Talent management (TM) is underdeveloped and TM recognition is unclear in the context of Chinese private‐owned enterprises (POEs). As talent definition is the basis of TM practices, the purpose of this paper is to explore talent definition and TM recognition in the context of Chinese real estate POEs, in order to explore how Chinese cultural context and POEs' characteristics influence talent definition and TM recognition.

In total, 27 semi‐structured interviews were conducted in three case study companies.

Based on qualitative analysis, the paper finds talent definition is influenced by the important Chinese cultural factor “guanxi” and is quite different from existing Western TM literature. TM recognition is also influenced by the Chinese POEs' operation characteristics.

The paper finds a new talent definition criterion, “guanxi”, and identifies TM recognition in the context of Chinese POEs. The paper thus contributes to TM literature in China.

This paper aims to describe and evaluate the impact of a compassion-focused therapy (CFT) group for adults with intellectual disabilities (ID).

People with ID are commonly subjected to stigmatising experiences that can contribute to feelings of shame. CFT targets shame and self-criticism by helping people to cultivate self-compassion. There is evidence to suggest that CFT can be meaningfully adapted for people with ID. Qualitative and quantitative data were collected using a mixed-methods design, aiming to gain a rich evaluation of the CFT group. Eight adults with ID were referred by their local community psychology team. An 11-week group protocol was based on materials from previous research. The protocol included the development of a “compassion box”, aiming to make CFT concepts more concrete and tangible. Questionnaires measuring psychological distress, self-compassion and negative social comparisons were completed pre- and post-group. Feedback from participants and carers were collated and facilitators’ observations were recorded.

Questionnaire findings were mixed, and some participants found the measures difficult to understand. Participants’ qualitative feedback and facilitators’ observations suggested that the group created feelings of safety and connectedness whilst facilitating engagement and action with shame and self-criticism. Several participants highlighted the usefulness of the ‘”compassion box”, although some barriers were noted.

This paper provides a rich description of how group CFT can be adapted to meet the needs of adults with ID and is the first study of its kind, to the best of the authors’ knowledge, to evaluate the incorporation of the “compassion box”.

The paper critically reviews women managers' experiences of managing transition in post‐Soviet Belarus. The main aim of the paper is to explore the emerging learning experiences and learning practices of women managers in Belarus who are working in small and medium‐size business enterprises.

The paper commences with an exploration of the country context. It then seeks to draw attention to ongoing economic, political and cultural transformations within Belarus with a view to highlighting ways in which these transformations have impacted on the professional identities of women in Belarus in the post‐Soviet era. Interviews with 16 female managers were constructed to investigate specific issues such as how women managers in Belarus learn to be managers, how they perceive their own positions within organisations, the ways in which women managers use learning strategies as sense‐making mechanisms, and the career‐related obstacles faced by women managers in Belarus.

The findings indicate that women managers have adopted a variety of learning strategies to adjust to the changing nature of Belarusian business culture. These strategies involve drawing on multiple notions of a feminine work identity, which both resists and reaffirms traditional gender roles. The findings highlight women have learn to cope with a fragmented learning organisational context that is devoid of established networking and mentoring systems that are accessible normally to women managers. As such, the interview data indicate that women are developing and adopting individualised learning strategies and mechanisms to enable them to survive and succeed within business organisations.

This research describes experiences of middle‐aged, urban, educated women employed in small and medium business enterprises without taking into account generational, ethnic and other differences.

Although this paper was written from the experiences of women in Belarus, it will be of interest to women experiencing career‐related obstacles.

The transition of people to the ordinary market after completing the due process of a work integration social enterprise is a critical moment that exposes their vulnerability. This paper aims to present the results of an intervention programme designed to support job search efforts and identify the main factors that contribute to this transition.

This study used a mixed-methods approach. Quantitative data on the programme results were collected through administrative documentation and the Employability Factors Scale. Qualitative data were gathered using focus groups and questionnaires to understand participants’ perspectives.

The levels of employment achieved, improvement in employability and participants’ assessment provided evidence of the programme’s effectiveness. Likewise, having an individual’s support, systematisation of the program and intermediation with ordinary companies were the factors that most influenced the programme results. Therefore, this study confirms the need for personal, systematic, personalised and sustained support over time to facilitate the transition from work integrated social enterprises to ordinary markets.

There are few studies on transitioning from work integration social enterprises to ordinary companies. This study offers a unique view of implementing an employment support programme and its impact on people.