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This paper aims to explore how varsity football athletes and coaches negotiate meanings when faced with the unmet expectations of a new head coach brought into lead a turnaround process. It also aims to pay particular attention to the role of history in this meaning making process.

This paper draws on semi‐structured interviews with players and coaches at two points in time. To preserve the richness of their experiences and illuminate the historical aspects of change, it focuses on the stories of three players and one supporting coach.

Numerous symbols of change emerge that have multiple and contradictory meanings. The meanings around success and failure are renegotiated over time as individuals struggle with the unmet expectations of change. Moreover, individuals are unable to shed the failures of the past and move forward.

Change is a complex and messy process of managing multiple meanings. Understanding change entails more than a snapshot picture of an organization. New leaders have no control over the past, yet they need to be aware of how individuals experienced the past in order to increase the likelihood of success in the present.

Success and failure are experienced as an ongoing process as athletes and coaches experience, reflect on and interact with others. In illuminating the role of history in how change is experienced in the present, the paper demonstrates that the past can serve as both an immobilizing force, as well as a comparative point enabling individuals to rationalize their emotions.

Inequality is an important organizational phenomenon. Scholars have argued that inequalities persistently dwell in the flow of our lives and have a lingering impact. Yet, despite such compelling evidence, research has overlooked how individuals make sense of the inequalities they face inside and outside the organizations. The purpose of this paper was to address these gaps and capture its complexity on individual lived experiences with inequalities.

The present study used Seidman's adapted 2-interview strategy to collect the data. The first interview placed the participant's life history at the center, allowing the participant to share their childhood and adulthood experiences with inequalities inside and outside the organizations. The second interview focused on the concrete details of the participant's present lived experience and their reflections on the meaning of their experiences. In total, the present study relied on 26 interviews with 13 participants.

Lived experiences provided an extended-time view and allowed the researcher to explore how study participants perceived, coped and were shaped by inequalities throughout their lives. In addition, the sense-making perspective offered a new lens to study inequalities. Findings underscore the racial, class and gendered dynamics within organizations supporting their intersectional impact and acknowledge the pre-existing societal norms that condition individual actions and choices.

The study presents an “engaged” view of inequality to highlight it as a cumulative and complex experience. The findings help us recognize that participants are immersed in their specific contexts to act, negotiate, empower and make decisions under real-life pressures. Overall, the study pushes the boundaries of inequality research beyond its current episodic treatment.

The purpose of this paper is to explore a number of tensions arising in the presentation of autoethnographical research.

The paper provides a reflexive autoethnographical account of undertaking and publically presenting autoethnographical research.

The paper problematises the extent and form of disclosure; the voice and representation of the researcher; the difficulties in dealing with sensitive subjects; conflicts between public and private domains; questions of validity; the extent and form of theorisation of autoethnographical narratives; and emotion and performativity in presenting autoethnographical research.

The paper provides an analysis of the potential of autoethnography, while exploring the presentational and performative context of academia.

The purpose of this study is to capture the variation in entrepreneurs' understandings and experiences through which they contextualise cultural factors within a national setting to articulate how they use their knowledge and social capabilities to advance their activity.

This study adopts an interpretivist approach through which culture is investigated at the individual level. Phenomenography is used as a methodology to capture the variation in the entrepreneurs own understanding and experiences of the cultural factors.

The findings introduce four different understandings and eight experiences to explore how entrepreneurs contextualise culture in their environment. The findings present a change in the role of culture in influencing entrepreneurial social capabilities and confidence; and a change in the local culture from collectivism to individualism. Furthermore, the findings show how entrepreneurs use their knowledge, experience and understanding to achieve socially driven acts to pursue economic value, integration and acceptance.

We encourage further research in the Middle-East region to examine the model and identify other factors that affect entrepreneurial behaviour, including the important developments with regard to women entrepreneurs. While Jordan has embarked on introducing policy level changes to support entrepreneurship, the findings report that the culture of collectivism is changing. This requires a longitudinal research to capture the change and its implication on entrepreneurial activity in Jordan and its impact on unemployment and economic value.

In terms of practical contribution, the study introduces a policy level contribution by answering the question presented by the GEM report (2014) pointing out the high entrepreneurial opportunity identification in Jordan, yet the country has the lowest entrepreneurial activity in the region. Although the report pointed out issues in policy and institutional support the role of culture was not addressed. The study recommendation is to celebrate and entrepreneurial activity and introduce entrepreneurial studies at schools to influence a positive change.

We addressed some of the several calls to further investigate and understand the role of culture, how entrepreneurs contextualise it (Foss and Klein, 2012; Garud et al., 2016; Zahra et al., 2014; Welter et al., 2019). Our research provides a fertile ground for further enquiries that pose questions such as “What other factors do entrepreneurs contextualise in their environment?” and “how these factors are contextualised?” The use of phenomenography as an interpretive methodology might therefore assist in revealing further shared understandings of the variation in entrepreneurs' behaviours. Further research on capturing “understanding” presents the complex forms of interactions and mechanism in the cognitive world of the entrepreneurs (Barandiaran et al., 2009; Brannback and Carsrud, 2016).

In this study, phenomenography has enabled new insights into the multiplicity and idiosyncratic role of culture within a national setting and introduces a model of social capability and integration which capture the contextualisation of cultural factors. The study contributes to entrepreneurship literature as follows: first, the implicit assumption in this research is that culture is an active construct that entrepreneurs understand, experience and also influence; second, the variation in entrepreneurs' outcomes is based on their subjective and personal understandings which form the ways of contextualisation. Third, the variation in understanding and experiences captures the different ways entrepreneurs use their social capabilities to achieve integration and economic value.

The purpose of this paper is to examine, from a curricular perspective, fresh ideas emanating from the USA that have potential to improve educational settings across the globe. As such, this conceptual undertaking begins by arguing that little attention is being paid to the quality of present experiences in schools and classrooms. Stated differently, there is too much focus on tests, standards, workforce development and college readiness. Subsequently, educators are ignoring present experiences, which in the authors’ view may lead to mis-education rather than education.

To assist the authors in understanding this problem, as well as remedying it, they examine John Dewey’s ideas about experience generally and his notions of continuity and interaction in particular. From there, the authors argue that to delve deeply into present experiences, educators might use ideas found in aesthetic and ecological education. They elaborate upon each based on their prior research into a style of aesthetic education called CRISPA, an acronym that stands for connections, risk-taking, sensory experiences, perceptivity and active engagement, and a mode of ecological education called ecological mindedness.

The authors suggest that educators use CRISPA. Further, they argue that attention be paid to ecological care, interconnectedness and integrity.

The authors believe that workforce development and college readiness are important goals, but to achieve these goals, as well as any others deemed important by educators in their local contexts, we must focus on the quality of present experiences for both teachers and students. Only then will we have an education worthy of the appellation.

In an effort to better understand leadership educator preparation, this qualitative study explores leadership educators’ identity constructions, or (re)presentations of experiences, beliefs, and practices that contribute to one’s professional identity. We used three narrative approaches (storytelling, symbolic interactionism, and anticipatory reflection) to capture short stories of leadership educators’ lived experiences and life perspectives. Analysis of these narratives illustrate the kinds of past experiences that led to shifts in thinking or practice. Leadership education was seen as a process of leadership development, with teachers and students both exercising leadership. And participants’ reflection on their intentions for future practice emphasize learning that is both personal (relational) and procedural (developing knowledge and skills). Findings offer insight into recommendations for intentional professional development experiences and future research.

This paper explores the combined impact of past job histories and present job opportunities on turnover decisions. We predict turnover decisions on the basis of the structural approach, emphasizing previous work experiences (time spent in past job positions) and the organizational approach (focusing on objective and perceived internal and external employment positions opportunities). A cross‐sectional analysis of employees from four occupational groups in eight medical institutions and a follow‐up sample of 81 “quitters” formed the database for the study. The results suggest that past work history and present employment opportunities produce occupation‐dependent differences in turnover behavior. It is shown that differences in employees’ perception of opportunities, modified by the occupation’s “market viability”, influence turnover. These results demonstrate that integrating the structural and organizational approach, involving both past job histories and present opportunities, improve the prediction of turnover decisions.

The purpose of this article is to explore barriers and motivators for new professionals who write and present for the professional literature.

Authors from the ALIA New Librarians' Symposium held in December 2006 in Sydney, Australia were surveyed about their experiences of writing and presenting early in their career. The author of this paper was the symposium's programme coordinator.

The majority of authors were working in Australia, and few were required to write or present as part of their work role. In the absence of this requirement, factors that motivate new professionals to write can be difficult to define. Barriers to writing include time, skills, and responsibilities outside work.

The paper discusses a publishing opportunity aimed at new professionals and other strategies to reduce barriers to writing and presenting.

The purpose of this paper is to present the geocaching online survey – the implications of geocaching to social interaction and tourism as useful for making small segments such as adventure tourists (geocachers) active participants in the development process of creative tourism experience in adventure tourist destinations.

The case study approach presented is an empirical inquiry that investigates a contemporary problem within its real‐time context. The main goal of this case study was to gain detailed understanding of the current and future geocacher's positive and memorable experiences in the creative tourism context. This case study was gathered by internet survey for geocachers in October 2009, and is based on 52 responses. The study was approved by the Unit of Human‐Centred Technology, Tampere University of Technology. Geocaching players were told that their responses would be kept confidential. Secondary material is based on geocaching stories in magazines all over the world, linked to Geocaching.com, that are used here to expand the description of creative tourism products and of how geocaching is used in tourism or to design new applications around the game.

The main contributions of this study are the increased knowledge of creative tourism, especially geocacher's needs regarding sharing positive and memorable geocaching experiences, and the new creative tourism services and events by creating geocachers.

The paper's findings are used to discuss broader implications for location‐based creative tourism experiences and present guidelines based on results of case study.

The paper discusses how geocachers created a new format in adventure tourism and in the wellness tourism business.