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This paper aims to provide a deeper understanding of what collaborative leadership in interorganizational systems entails.

The empirical basis consists of the dynamics observed during two behavioral simulations involving seven stakeholders with managers and professionals as participants, dealing with a complex regional development issue.

The authors describe what functions collaborative leadership in multiparty collaboration serve by discussing relevant literature and introducing a system psychodynamic perspective on leadership that focuses on the emerging dynamics between a leading party and other stakeholders. The relational dynamics between the leading party on the one hand and the other stakeholders on the other, are described and interpreted, taking the larger systemic context into account.

The authors discuss some important group dynamics aspects that emerge in a multiparty context that can be used by participants in and facilitators of such complex systems in order to foster effective collaboration.

Multiparty systems are set up to deal with some important societal challenges that require the integration of insights, resources and interests across several organizations and societal actors, therefore this study provides important insights into the complexity of collaborative leadership emergent in such contexts in which position power is lacking.

The study provides a qualitative, in depth analysis of the collaborative leadership as it emerges in a multiparty context simulated by an experiential learning context.

The purpose of this paper is to introduce the authors’ action research praxis regarding the development of collaborative relations between organizations that incorporates an element of play. Based on transitional change thinking, the authors use play and simulation, creating a naturalistic setting, and provide spacing for relational dynamics to unfold so as to learn from these.

The perspective taken in this paper draws on organizational psychology, systems psychodynamics and organization development.

One workshop is described in detail, namely, “The Yacht Club.”

The rationale for and design of workshops that provide transitional space for experiencing, researching and learning about interorganizational dynamics as a valuable alternative to positivist experimentation are described.

This paper contributes to a dialogue about the psychoanalytic concept of free association and its application in the context of qualitative research interviewing. In doing so, it also adds to wider discussion regarding the relationship between clinical psychoanalysis, psychoanalytic psychotherapy and qualitative research.

Critical consideration of different perspectives on the application of free association in the qualitative research interview, extending earlier work addressing this issue. Differences and similarities in the way the concept of free association is articulated are examined regarding its framing in psychoanalysis and psychoanalytically oriented psychotherapy.

Whether researchers see themselves as borrowing, applying or drawing inspiration from free association, there is scope for muddling distinct ways of viewing it as it is conceived in psychoanalysis.

Considerations are outlined for researchers interested in psychoanalytically informed methods to be mindful of.

Any credible agenda that seeks to eradicate global poverty must seek to correct the structural injustices and inequities that cause and perpetuate endemic poverty. Such an agenda must aim not merely to aid the poor with grants, welfare, and subsidies (that indirectly perpetuate poverty) but seek to enhance self-sufficiency and productive skills of the poor by ensuring them comparable access to opportunities of the market economies to participate, on more equitable terms, in the dynamic process of overall economic growth. In this context, we apply critical thinking to identify and recognize the structured injustices of the market system, which not only cause poverty but also compromise human dignity via social inequalities and inequities arguably caused by the free market and corporate capital systems of the world. Global poverty that affects more than a quarter of the human population is a pernicious self-serving system connected to the injustices of the business and political systems of the world. The persistent nature of poverty is in direct proportion to our inability to eradicate it as a whole in the cosmic system. Eradication of global desperate poverty and its unjust structural causes can be achieved, we submit, by tracing the roots of global poverty to corporate and free enterprise capital systems and their unexamined structures of social injustice and social inequalities.

Organizations are increasingly emphasizing inclusive practices to leverage the valuable potential of their human resource. This study seeks to investigate the influence of organizational norms on the experiences of inclusion among women in manufacturing organizations. This study aims to comprehend how gendered perceptions of the ideal worker shape women’s sense of inclusion within the workplace.

The research adopted a qualitative approach to understand women’s experience of inclusion in the manufacturing workplace. Purposive and snowball sampling techniques were used to conduct semistructured interviews with 52 professionals working in the four manufacturing organizations. These employees were working in different roles as functional managers, human resource managers, diversity officers and female employees. Interviews were analyzed following a three-step coding process. ATLAS.ti software was used to analyze the data. The study draws upon Acker’s theory of “gendered organizations” and West and Zimmerman’s concept of “doing gender” to understand workplace narratives, adapting these theories to the specific context of India.

This study highlights frequent experiences of exclusion experienced by women in the workplace. This is because of a prevalent culture that prioritizes the ideal worker image within workplace narratives, serving as a significant catalyst for these experiences of exclusion. Additionally, the study underscores how apparently supportive measures, initially appearing beneficial, can inadvertently heighten women’s vulnerability to workplace exclusion.

This study shows how broader national and industrial cultures, which are often male-dominated, can, further reinforce barriers to creating a gender-inclusive workplace. Overall, the study underscores the importance of addressing ideal worker narratives as pivotal steps toward fostering a workplace that is genuinely inclusive for women.

In this chapter, I present a concept named Diversity Icebreaker® where the participants in a seminar are categorized along red, blue, and green dimensions based on a psychological assessment. The participants co-create the meaning of the dimensions in mono-colored groups due to their dominant scores where they describe themselves and others from inside and outside perspectives. Blue is more task and detail oriented. Green is more holistic and future oriented. Red is more social and communicative oriented. The language as a metaphorical structure as well as the seminar builds a culture of inclusivity. The simplicity and easiness of mastery of the categories make it easy for everyone to apply the categories. The social co-creation of the categories makes every participant at an even level. The colors are defined reciprocally strengthening the needs of the others. Everyone has all colors which makes it easier to connect and see commonalities that build cohesion. In the seminar, participants experience uncertainty followed by dialogues with others. Positive emotions and insight reinforce the script of “dialoguing with others when uncertainties arise.” The positivity and humor in the seminar reinforce the behavior of being together. The closure is a collective reflexivity process where all participants have even possibility to contribute due to their unique perspectives on their shared experience. I end this chapter with reflections and questions on leadership models in this seminar that has evolved in a Norwegian context and their relevance in a global context.

The purpose of this study was to investigate cognitive behavior therapists and trainees’s beliefs about various aspects of traumatic memory and to investigate cognitive behavior therapists’ practices in relation to alleged traumatic experiences and whether they are linked with their beliefs about various aspects of traumatic memory.

In the current study, the authors surveyed, by a questionnaire (in Italian), certified Italian cognitive behavioral (CB) therapists and trainees with respect to their beliefs in traumatic memories and whether they discussed about the possibility of repressed memory with their patients.

The majority of participants held strong beliefs about many controversial aspects related to traumatic memory, such as the mind being able to block out of consciousness memories of traumatic experiences. Also, more than half of CB therapists stated that they sometimes discussed about the importance of traumatic events in the genesis of their patient’s disorder and half of them sometimes talked with patients about memories for traumatic events of which they may be unaware. Such practices could lead to false memories of abuse

One particularly novel finding relates to the evidence that therapists reported that they had discussed with patients the importance of traumatic events in the genesis of their illness and frequently noted that they talked about the possibility of repressed memories with them. In turn, patients may be induced to recall traumatic experiences from their lives, thereby producing false memories which may tear families apart and could even lead to wrongful convictions.

The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities.

This study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps.

The review’s findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps.

One strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review.

The practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience.

The social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion.

This paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.

This study aims to examine the impact of conscious and unconscious processes on risky investment intention. In this framework, the effect of individual cultural values and phantasy on risky investment intentions was investigated. In addition, the mediating role of phantasy in the relationship between individual cultural values and risky investment intentions was also analyzed.

Data were collected between May 14, 2020 and June 01, 2020, when our graduate students voluntarily shared the online survey link on their social networks. In this way, 1,934 people in total answered the questionnaire. To test the study model, structural equation modeling (SEM) was performed using the AMOS program. In addition, ANOVA and independent sample t-test analyses were conducted using the SPSS program to analyze whether individual cultural values and risky investment intent differ according to demographic variables.

According to the analysis results, power distance, collectivism, masculinity and long-term orientation are seen as antecedents of phantasy. While a positive relationship was found between power distance, collectivism and risky investment intention, a negative relationship was found between uncertainty avoidance and risky investment intention. Statistical findings regarding the mediating effect of phantasy on the relationship between individual cultural values and risky investment intentions were also determined. In addition to these, the differences in individual cultural values and risky investment intentions according to age, education level, sex and marital status were investigated. Individuals with the highest uncertainty avoidance level were in the 41–50 age group. Individuals with the highest long-term orientation level were individuals aged 41 and over. Individuals with the lowest risky investment intentions were in the +51 age group. Collectivism and power distance did not differ according to age. There were no differences in the relevant variables according to the level of education. Males have higher levels of risky investment intention, power distance, masculinity and collectivism than females, and married individuals have higher levels of uncertainty avoidance, masculinity and collectivism than singles.

This study is the first to investigate the impact of conscious and unconscious processes on risky investment intentions together. On the other hand, the number of studies empirically investigating the relationship between phantasy and risky investment intention is quite limited, and the authors have also provided the findings for the existence of a relationship between these two variables.