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Comment on the contribution that housing can make to delivering better health and wellbeing outcomes. More specifically, the purpose of this paper is threefold: summarise recent evidence that makes the case for housing in helping to address health and social care issues; comment on the challenges and opportunities of partnership working; and describe examples of interesting and innovative local joint provision.

Draws on the author’s briefing papers on housing, health and social care for housing quality network, which is a national housing consultancy organisation as well as the author’s role as Chairperson of East Midlands Housing Care and Support, which is a regional housing association.

Collaboration between housing, health and social care is making slow progress at the national level in England. This is despite an ever-increasing evidence base highlighting that good housing can help to address issues, such as delayed discharges. Nevertheless, there are an increasing number of interesting examples of successful local initiatives on housing, health and adult social care. The way forward is to facilitate joint working at a local level.

Focusses on the success of examples of local joint working between housing, health and social care to achieve better outcomes for vulnerable people.

This paper examines events management as a Community of Practice (CoP) and to demonstrate that knowledge management and practice within events operate as a CoP. The paper adds to the events management literature which is currently superficial in considering events conceptually as a CoP.

An interpretive and inductive approach was adopted for the research which incorporated quantitative and qualitative methods undertaken in a United Kingdom setting. Twenty-five in-depth semi-structured interviews with event professionals were conducted and this was complemented by a survey of 215 event professionals.

The findings demonstrate that within the evolving events industry, as well as reflected in aspects of the academic literature, events can be depicted as a “domain” which connects event professionals to a “community”. The themes emerging revealed that there are modes of working, shared values and practices, a shared identity and a desire to work as a wider collective in order to maintain and enhance knowledge and practice, which are in keeping with a CoP framework.

This study provides new insight on an under-researched area concerning knowledge and practice development within events management.

This is a novel study that considers how the emergent field of events management should be considered as a CoP. It addresses a gap in the literature pertaining to knowledge and practice creation within events management from a CoP perspective.

Students need to learn and practice creative thinking skills to ensure success in solving everyday, national, and global problems that include those affecting economic issues. The global economy requires workers to have research and innovation skills that depend upon creativity. However, many current educational programs focus mostly on factual content, doing little to inspire or apply the creative process. The project presented here shows an engaging activity that combines creative thinking skills with economic content. Although the activity occurred in a college course on creativity theory and practice, this challenging game can be easily adapted and embedded in the Kindergarten-12 social studies curriculum. This article discusses the set-up of the activity and its connection to creativity theory and curriculum standards. It showcases the work of eleven participants who each made a unique object or scene from a given set of craft and recycled materials, subsequently relating the resulting product to a current economic issue. Photographs of the resulting products are provided along with descriptions of the theme of each item, its connection to economics, and creative aspects of the work. Suggestions for adaptation to the Kindergarten-12 classroom are given.

Copper‐clad polyimide glass laminates that pass the GPY/Polyimide Specifications of IPC‐L‐108A have been developed using the Michael reaction of bismaleimide and m‐aminophenol. The addition reaction of m‐aminophenol to N‐phenylmaleimide has been confirmed from NMR, IR, and ultimate analysis. The peel strength of copper‐clad laminates is 1·8–2·0 kg/cm. The coefficient of expansion in the Z direction (25°C–246°C) is 0·96%. The glass transition temperature with post‐curing for an hour at 250°C is about 295°C. Water absorption by IPC‐L‐108A is 0·25%.

This “Masterclass” for corporate leaders aims to explain how to integrate three revolutionary approaches to business innovation to stimulate and propel the creativity that remains latent in and around most organizations.

Veteran “Masterclass” author Brian Leavy believes that collaborative innovation is the new corporate imperative and explains how three sets of revolutionary thinking and practices – design thinking, value co‐creation and the power of “pull” – can create new opportunities for businesses.

The paper reveals three key lessons: within the world of business, the design perspective is now being applied to a much wider range of challenges beyond the traditional concerns of product aesthetics and ease‐of‐use, including the search for innovative strategies, business models and organizational structures and processes; the core principle of co‐creation is ‘engaging people to create valuable experiences together while enhancing network economics; and organizations need to learn how to “pull” together, and mobilize as needed, the resources to meet the demands of more engaged consumers, responsively and flexibly as they unfold.

Instead of thinking about “what to build,” prototyping is about “building in order to think,” and the prototyping process itself “creates the opportunity to discover new and better ideas at minimal cost.”

This “Masterclass” offers leaders a lesson on how three revolutionary ideas about business innovation complement each other.

This paper seeks to explore the impact of new forms and organisation of work on a medium sized engineering company on Tyneside. It will involve an analysis of the way management have used the heterogeneous nature of the workforce in question to implement change. This change includes the introduction of TQM, JIT and HRM policies as well as fundamental change in the way the work is organised in the factory itself. This paper will seek to link these internal conditions with the impact of external factors. These will include a discussion of the product market, and the labour market at both local and regional level.

The purpose of this paper is to address the theoretical gap between design thinking (DT) and management. DT is a strategic concept in the current business world whereas the discussion of it is still insufficient. Ambidexterity could be a promising concept to explain the benefits of DT in the realm of management and strategy.

This paper conducts a thorough literature review and theoretical analysis, and offers propositions that engage the outcome of DT and the ambidextrous learning and innovation.

The author suggests the connection between DT and ambidexterity. By thoroughly discussing the effect of the traits of DT on ambidexterity, the author proposes that DT can facilitate ambidextrous learning, and ambidextrous learning could mediate the relationships between DT and ambidextrous innovation.

This paper offers a preliminary ground for the operationalization of it. Besides, ambidexterity could provide a lens to discuss DT with other strategic concept. Furthermore, the discussion extends understanding of the pursuit of individual ambidexterity.

This paper provides a clearer reason for managers to adopt DT. Furthermore, it might facilitate the management education in management schools to incorporate DT as a section topic, and subsequently propagate education of DT in management schools.

The paper offers a theoretical platform for the study of DT in the field of management and strategy, which was rare before. The integration of DT and ambidexterity offers a decision support to the managers. Furthermore, it serves as a new approach to obtain ambidexterity in organization, which addresses the call of the research on the micro-foundations of management.

This chapter uses the re-development of an undergraduate business degree in a large Australasian university as a case study of the systematic embedding of social responsibility into the curriculum. The chapter discusses the drivers for curriculum change including the converging desires of both employers and students for business education to not only equip graduates with thinking skills for a fast-changing future but also provide guidance to students on becoming ethical leaders. The design thinking process that underpinned the curriculum re-development is outlined and the graduate profile and curriculum structure that emerged from the process are discussed. The graduate profile includes an aspirational goal for students to be future generators for sustainable value for business and society at large. Attainment of this goal is supported by development of other aspects of the graduate profile and the structure of the degree itself. Students are required to undertake multi/interdisciplinary study in order to expose them to different perspectives and ways of thinking and doing. They are scaffolded through the development of an understanding of social responsibility in business and the application of ethical frameworks to complex problems over the course of three years, through four compulsory courses. The chapter notes the importance of the hidden curriculum in teaching social responsibility and demonstrates how the teaching of social responsibility in the business curriculum is reinforced through the structure of the degree and consistency with both the Business School’s and University’s mission.

Leaders are important social actors in organizations, centrally involved in establishing and maintaining institutional values, a view that was articulated by Philip Selznick (1957) nearly a half-century ago, but often overlooked in institutionalists’ accounts. Our objective is to build on Selznick’s seminal work to investigate the value proposition of leadership consistent with institutional theory. We examine public interview transcripts from 52 senior executives and discover that leaders’ conceptualizations of their entities align with the archetypes of organization (i.e., economic, hierarchical, and power oriented) and institution (i.e., ideological, creative and collectivist) and cohere around a set of relevant values. Extrapolating from this, we advance a theoretical framework of the process whereby leaders’ claims function as transformational mechanisms of value infusion in the institutionalization of organizations.

Design thinking has become something of a buzz word in innovation discussions and has recently also invested occupied education spaces. In this chapter we briefly compare design thinking to problem-based learning (PBL) and enquiry-based learning (EBL) approaches to problem solving in education before focusing on the approach itself and current debates about its meaning and significance. This chapter focuses particular attention on the problem finding aspect of design thinking and its integration of creative methods for solving a range of tame to wicked problems in a variety of spaces. We ground our analysis in three environments of design thinking and five specific cases of application across education sectors from primary through to university. The examples focus on the generative potential of design thinking for all students and especially those from non-design disciplines. It is this capacity of design thinking to complement existing pedagogies and provide inspiration for change and innovation that is the strength of the model.