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Mental health education aims to develop valuesbased practice to support practitioners in clinical decision‐making. Values‐based practice requires high levels of cultural competence achieved through service user participation in professional preparation. The degree of service user participation remains dependent on the values of programme providers.In this paper, we consider whether strategies to involve service users in mental health professional education can support the principles of valuesbased practice. To do this, we have drawn on the findings from qualitative studies of educators' practices and their views regarding service user involvement. Values‐based practice requires self‐awareness of values impacting on decisions and knowledge derived from service users' personal accounts. The studies suggest that while opportunities exist for service users to present their accounts, few examples of service user involvement facilitated deeper examination of values underpinning decision‐making. Enabling service users to influence values‐based practice development requires more authentic participatory approaches. Educators valued the contribution of service users' experiential knowledge to the learning process, but there was less evidence of educators' values base that would model commitment to the empowerment of service users.

Although educators would likely agree that values and ethics are important in all disciplines, they have particular importance for practice-oriented fields. These applied professionals need to solve complex social problems that require the application of ethical standards and value perspectives. While the importance of value-engaged practice is known to the applied field, there is little research and conversation about how values can be integrated into teaching. This chapter synthesizes values-education approaches in various practice-based disciplines such as public administration (PA), program evaluation, social work, and public health. This chapter draws from empirical and theoretical works as well as the authors' experiences developing, participating in, and conducting values-based research on professionals and professional education.

There are two key approaches in doping prevention research: (1) to investigate why athletes dope (i.e. risk factors) and (2) to investigate why athletes do not dope (i.e. protective factors). Both approaches aim to reduce the occurrence of doping. Even though there is a lot of evidence showing which factors protect athletes from doping, there is still the problem of putting research into practice. Currently, evidence-based prevention is lacking. In this chapter, we propose a roadmap of possible solutions in three areas: improving the translation of research findings into practice, increasing financial resources and training of human resources, and acknowledging the recipients' voice.

This chapter analyzes the importance and performance of values in tourism higher education and business as seen by the alumni of the European Master in Tourism Management. The students were exposed to the values-based education framework proposed by the Tourism Educational Future Initiative. This chapter empirically tests the relevance of its model for an ideal and real industry, and for the corresponding world of tourism education. Using importance performance analysis, results identify gaps between the importance and performance in the values. The findings have implications for the future development and implementation of experimental values-based education.

This exploratory study examined the leadership education potential of sexual assault prevention training via a prevention approach that expressly constructs bystander education as a leadership issue. Evaluation of the Mentors in Violence Prevention (MVP) program offers a practical application of a leadership education approach through a feminist lens, a framework recently advocated by Iverson, McKenzie, and Halman (2019) to better prepare student leaders for active engagement with the central social issues of their time. After undergoing one-day MVP leadership trainings, student leaders (n = 239) evidenced positive gains in such areas as leadership readiness in gender violence prevention, confidence as bystanders, and a willingness to help others. Results also suggest that participants’ prior knowledge, leadership background, and peer group membership shaped their engagement with the program. As a feminist method, MVP worked well for both women and men and across students’ varying racial/ethnic identities, but differences by peer group reveal areas in which additional research and intervention programming may be needed.

This paper aims to examine the attractiveness of Library and Information Science (LIS) professions and programs to culturally and linguistically diverse individuals.

Between September and December 2014, current students and alumni from 57 North American LIS programs were surveyed regarding their learning experiences and perceptions of the state of diversity in LIS.

The findings point to deep, emotive reflections on diversity in LIS. Noting the general societal turn toward values-based, integral diversity, this paper proposes looking beyond the quantitative measures and paying attention to the volume of negative emotion surrounding the diversity debate in our field. Making both philosophical and practical arguments, a three-tiered approach is advocated, which can contribute to nurturing the climate of diversity: outreach and promotion; recruitment and retention; and interpersonal and intercultural dialog that will not only sustain diversity but also transform diverse environments into healthy and vibrant places with transparent communication channels.

This paper departs from the focus on increasing diversity and emphasizes sustaining diversity in both academia and workplaces. The improvement of interpersonal relationships, human understanding and interpersonal communication is seen as a way to systemic change.

This paper will review aspects of current policy in mental health with specific reference to policy that has a values focus. In this context, values refers to the standards and expectations we hold and which we use to guide aspects of practice performance. Service users state that core values that support, respect choice, collaboration, and customer service are critical foundation stones of a trusting therapeutic relationship. Attending to these foundations for practice has merit in ensuring the quality of care delivery in mental health. This paper will analyse what this means for the mental health workforce in their engagement with service users and delivery of policy priorities. Finally, the paper will explore resources, such as the Ten Essential Shared Capabilities (see Appendix 1), which support engagement and ongoing promotion of person‐centred mental health care.

Wisdom from Africa comes in different forms: proverbs, adages, folktales with moral lessons, the use of figurative speech which transmit deep messages, a variety of wise sayings, songs, etc. Such wisdom guided many interactions including those relating to trade, entrepreneurship and other activities that drive the dynamics of economies. African communities are well known for a sense of communal living and a concern for others often manifested as solidarity. Aggregating the combined data from the preceding chapters, this final chapter in Volume 2 of Responsible Management in Africa explores the role of these two realities that are part of the African cultural heritage in promoting solidarity and inclusion. Four themes emerge: values-based education, mutual trust, personal social responsibility and sustainability factors. Beyond these four, since responsible businesses ought to have inclusive growth among their goal, they can also apply the knowledge of traditional values such as Ubuntu and Omoluabi for tackling challenges to sustainable development and contributing to attaining an ethical economy.

Human resource management.

The case can be used on courses related to human resources management (HRM), which are offered in management programmes like MBA/PGDBM. The case could also be used in management development programmes, seminars and workshops that have HRM as a component of the programme. The case can be used effectively for classroom discussions as well as in distance learning programmes.

The case looks into the HRM practices at a leading Indian construction company – ABC Constructions. The case tries to explain the management perspectives behind the people practice initiatives undertaken by the company in order to recruit/retain and nurture talent. The case also explains the basic principles underlying its human resource policies. It tries to explain the initiatives taken by ABC Constructions to meet the challenges posed by the changing business environment, as the company moves beyond the borders of the country of its initial operations. The case provides an overview of unique challenges faced by a company in the Indian construction industry, where a significant number of people executing its projects are not its permanent employees.

The students would get a fairly good understanding of existing good practices in the field of human resource management, especially in the context of a multifaceted and labour intensive construction industry in the Indian corporate scenario. Anecdotes of actual experiences with respect to people management would facilitate greater understanding of the complexities involved at the grass root level of functioning and implementation. Theoretical inputs relating to training could be better understood through the customised programmes provided by the company for its diverse workforce. The HR challenges faced by the top management as a company grows and expands to new markets can better be understood.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

The Australian Football League (AFL) is the premier sporting competition in Australia in terms of capital outlay, breadth of industry associations, public consumption, and arguably cultural significance. The AFL competition is now a domain of specialisations and interests, which provides vast opportunity for both sporting and non-sporting institutions seeking to utilise the game to capitalise on a society of consumption, entertainment and risk. AFL officials expect high standards of their players both on and off the field. These standards are expressed in various forms of Codes and Policies. Off field player misconduct is an ongoing concern not escaping media attention, which is a resounding indication more needs to be done by the AFL to improve responsible player character development. Whether the current education programmes are sufficient to meet the AFL’s own expectations is the central issue addressed in this chapter. As it stands AFL governance is deficient on several counts. In this chapter I will focus on three governance deficiencies: firstly, the AFL Illicit Drug Policy (IDP) contains unnecessary inconsistencies relative to its primary purpose; secondly, the present measures undertaken to ensure players have appropriate education to achieve the expected character development are far from efficacious and so arguably can be vastly improved; and thirdly, the promotion of live-odds gambling during televised games is culturally problematic and inconsistent with its own demands. The ethical grounds central to this investigation are ‘fairness’ and ‘cultural influence’. In order to resolve some of its governance concerns I will explain why the AFL should be characterised as a practice-community and as such should adopt a comprehensive virtue and value-based compliance ethical education programme consistent with its own vision and conduct expectation of its players and officials. I will argue that the AFL as a practice community is much more than simply a game, given its cultural influence, commercial associations and community programmes.