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Involving People with Lived Experience (PwLE) in the development and delivery of teaching provides a more in-depth insight and authenticity to students learning about important social concerns like substance use. Involving PwLE is recognised as an approach to teaching and collaboration which is beneficial for those involved as learners and (if done correctly) for those who gift their time to sharing their opinions and experiences. More is known within the literature about the benefits for academics and students in relation to involving PwLE in the development, design, and delivery of teaching, less is known about how PwLE experience their involvement and how they prepare for their involvement in the process. In this reflective chapter, we utilise our own collective experiences of working with and/or supporting the involvement of PwLE in the development of teaching resources and teaching practices. The reflections contained here are based upon own highly subjective experiences of working with and supporting PwLE to get involved in the development of resources and delivery of teaching content. From these reflections, we hope that you the reader is able to understand more about how PwLE and this will encourage you to become engaged with this process. In doing so, we hope you also gain some insights into your own teaching practices and learning needs.

Any topic can be sensitive, and every subject area will have sensitive issues and topics that academics in higher education and further education settings will be expected to negotiate. Your ability to negotiate sensitive topics is important because the ways in which you engage and teach about sensitive topics will affect your ability to provide a positive learning experience and teaching alliance with students. In practice, you will face enormous pressure to ‘deliver’ on teaching, which will only be mirrored by similar freedoms in deciding on how and what needs to be done to get students to where they need to be. Negotiating, identifying, preparing for and delivering teaching on sensitive subjects and topics can be difficult in individual academics. This chapter, seeks to prepare you for developing a deeper understanding of some of the philosophical, theoretical, and practical-based concerns and issues related to teaching sensitive topics and subjects. This chapter begins with providing a rationale for what follows, and it explores some of the key themes, positionality, identity, transformational learning and lived experience, that are explored in greater depth in the collection. This chapter also contains a detailed breakdown of the structure and the content of this edited collection, and it concludes with some reflective comments about the implications of the collection for you as an individual and your career.

This paper aims to gain an understanding of the nature and extent of the practice of “public relations” in history.

The paper uses an analysis of popular narratives (in particular rumour, legend and myth) to inform a detailed case study of Glastonbury abbey in the medieval period.

Glastonbury Abbey worked in partnership with the Crown to develop a detailed promotional campaign based on powerful narratives. As a consequence it was able to grow to become one of the wealthiest communities in the country. The Crown, meanwhile, consolidated its position by being able to engender a whole national “brand” around the mythical corpus.

Methodologically, using folklore and other popular narrative material is useful as to an extent it is outside official control, but also provides information about the story tellers and the audiences.

The research builds on Watson's recent work on St Swithun and Winchester, taking the ideas forward several hundred years (and finding many of the same patterns). It finds new developments in terms of co‐branding and brand revivals.

The Content Theories of Motivation — those of Maslow, Herzberg and Alderfer — yielded four criteria by which alternate promotion structures in N.S.W. High Schools could be evaluated. The four criteria are the extent to which the promotion structure: 1. Acts as a source of intrinsic motivation; 2. Is a source of job enrichment; 3. Allows for and encourages participative management; and 4. Offers non‐administrative career paths. The four criteria were used to evaluate the existing promotion structure in N.S.W. High Schools, the structure proposed in A Discussion Paper, the proposal of the N.S.W. Institute of Inspectors, and the promotion structure policies of the N.S.W. Teachers Federation. It was concluded that the existing promotion structure failed to satisfy any of the criteria. The proposal contained in A Discussion Paper advocated measures to meet all of the criteria except non‐administrative career paths, yet did not incorporate practical means of achieving such objectives. The policies of the N.S.W. Teachers Federation cannot be fully appraised until they are formulated into a concrete proposal. The proposal of the Institute of Inspectors went closest towards satisfying all criteria except that of participative management.

The paper conducts a metadata analysis of articles on developing countries in highly ranked “international” accounting journals, the topics covered, research methods employed, their authorship and impact, across countries and continents.

A database of the publications of accounting journals ranked A*, A and B in the Australian Business Dean Council (ABDC) journal rankings from 2009 to 2018 was constructed. A structured literature review, partly using NVivo and Leximancer, analysed the 1,317 articles on developing countries. A parallel online repository contains the research data.

Articles on accounting in developing countries increased by 36% over the ten years but remained a small proportion of all published articles (i.e. 1,317 of 13,805 representing 9.5%). They have concentrated on quantitative market-based studies of financial reporting and auditing, especially in larger and relatively richer developing countries in Asia and Africa, with developed capital markets. Broader topics deemed important in recent reviews of the area, for instance, on achieving Sustainable Development Goals (SDGs) and on smaller, poorer countries, which have been neglected, albeit less so in qualitative studies. The research identifies important jurisdictional differences. Many authors held positions in British Commonwealth universities. The most cited articles overall, all quantitative, were in highly ranked North American journals, whereas most qualitative studies came from journals located in richer British Commonwealth countries.

The study only covers English language journals. Journals in other languages and lesser ranked journals, especially those based in developing countries, may be important sources too.

More research on a broader range of accounting issues, especially in smaller and poorer developing countries, is needed. Although quantitative work is valuable, more recognition of the value of qualitative studies is needed, especially given the disappointing results of market-based policies prescribed by foreign institutions and their shift to advocating good governance reforms and achieving SDGs.

To the best of the authors’ knowledge, this is the most exhaustive analysis of recent accounting research on developing countries. It traces which journals have published such research, when, on which countries, on what topics and by whom. This is of interest to journal editors, course designers and researchers in the area. The authors hope that making the raw data and detailed analyses available online, consistent with protocols adopted in science disciplines, will encourage accounting researchers to do likewise to enable further testing of results and claims and build knowledge cumulatively.

Performance management can play an important role in the implementation of strategic change, by aligning employees’ mindsets and behavior with organizational goals. However, the ways in which employees react to change efforts aided by performance management practices are far from straight-forward. In this chapter, we develop a conceptual framework for understanding employees’ reactions to strategic change as a consequence of their occupational identities and their performance management outcome. We further apply the framework to an empirical study of a strategic change initiative in a school organization that was supported by a new performance management practice. We show how variations in perceived identity threat translate into four distinct patterns of emotional and behavioral reactions, where only one represents whole-hearted change acceptance. The study contributes to our understanding of individual- and group-level heterogeneity in reactions to strategic change, and also to a more nuanced conception of identity threat.

WITHIN THE PAST HALF CENTURY OR SO certain autobiographies have stood out from one's reading and reviewing, not always for their literary quality. Vera Brittain's Testament of Youth was a 1933 landmark because, sensitively, earnestly written, it achieved its author's aim: to show what the 1914 war and postwar period had meant to men and women of her generation, the changes wrought in the minds of a large section of the middle class, her own as daughter of a Staffordshire paper‐mill owner.