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The purpose of this study was twofold: to explore the everyday experiences and interpretations of verbalised self-criticism in emergent adult males (ages 18–25) in social contexts and, secondly, to explore the utilisation of vignettes in phenomenological research exploring social processes.

Four Australian male participants participated in semi-structured interviews to share the participants' experiences and sense-making of self-criticism in social contexts. Vignettes of verbalised self-criticism were used to prompt attentive reflection. Interpretative phenomenological analysis was used to analyse the data.

Four superordinate themes emerged from participant responses: (1) searching for context, (2) self-improving or self-attacking, (3) self-criticism as a social tool, and (4) engaging and distancing responses.

This study provides useful insights into how verbalised self-criticism in social contexts was experienced by four emergent adult males. Furthermore, this study provides a working example of how vignettes can be used within an interpretative phenomenological analysis frame to prompt attentive reflection on sensitive, nuanced social phenomenon. Implications for future research are discussed. Further research could use this study's findings to explore female responses to verbalised self-criticism and potential causality between contextual factors and the nature of responses.

Public acts of self-criticism in Eastern Europe – a genre cultivated and extorted by the communist parties – did not disappear with the end of communism. In the young democracies of the region self-criticism has become an attempt to diagnose society’s ‘backward’ character and to develop ‘self-correction’ scenarios in order to participate in the Western modernising discourse. On the one hand, conservative and right-wing elites suppose that public acts of self-criticism (performed by politicians, artists or scholars) can endow the vetting procedures of the ancien régime with a sense of social catharsis and retroactive justice. On the other hand, liberal and left-wing intellectuals subject themselves to collective self-reckoning, not only with their choices made in the transition period, but also with the memory of WWII, in order to shape a civil society free of anti-Semitism and intolerance. An analysis based on the discourse-historical approach in critical discourse analysis, Reinhart Koselleck’s historical semantics and Michel Foucault’s notion of discourse, and carried out on the text corpus of selected acts of self-criticism in Poland, aims to diagnose the role these acts had in shaping public discourse on the troublesome past.

The responsible leadership movement may be seen as part of the wider sustainability revolution. Sustainability was defined by the World Commission on Environment and Development as “economic development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. Since then, guiding principles have been formulated and a growing number of business leaders have issued a call to action. Still one expert, Orr, recently concluded that “virtually no indicator of planetary health is moving in a positive direction, and we should ask why.” The purpose of this paper, heeding the admonition to “ask why”, is to examine what it means to be responsible as a leader at this time, in this context.

A consensus view of the context and the accountabilities it implies is gleaned from an analysis of sustainability principles. A psychological approach to conceptualizing leader responsibility as a variable in personal development is elaborated under the normative construct of generativity. A new model for coaching developing leaders and promoting leader responsibility is proposed. It is based on recent advances in psychoanalytic psychology, and aspects of its theory base and method are illustrated in a case example.

Development of responsibility is found to hinge on personal value commitments that can best be awakened and cultivated through professionally‐relevant personal development in conjunction with experiential development strategies such as stretch assignments and action learning.

The approach offers a practical, developmental pathway for promoting leader responsibility.

Most of us have some appreciation for the healing nature of forgiveness in our personal lives, even if we do not always practice it! But, in the world of work it is an act even more rare than the expression of authentic gratitude and appreciation. It is the intention of this paper to show that, in this new economy, which is characterized by escalating speed of change, increasing alienation and a growing search for meaning, it makes good business sense to practice the art of forgiveness. True forgiveness supports the retention of valued employees, allows for greater creativity and innovation, leads to increased profitability, and generates greater flexibility in adapting to changing market conditions.

WHERE IS the Youth Employment Service going? It is going in the direction of a community advisory and action programme.

The aim of this study is to explore how mentors' and mentees' self-concepts and related reflective practices in mentored teacher training are supported by using audio diaries within the framework of Dialogical Self Theory (Hermans, 2001), and how it could be used in the wider context of teacher training.

This study explores a specific qualitative methodology, the use of audio diary in self-reflective activities, in the context of teacher training in Hungary. When analysing the data, we used the thematic analysis approach to employ a relatively high level of interpretation.

Multi-level meta-position reflections have emerged from the data that were comparable at a given point in time. We found five different I-positions (Hermans, 2001) that suggest that mentors and mentees perceived of these as shared themes of the emerging incidents in mentoring. However, those aspects of the mentoring process on which mentors and mentees reflected only vaguely or have not reflected mutually in their audio diaries involved a certain level of mis-positioning and further tension.

Audio diaries are beneficial for personal and professional development. The tools and the methodology around them could be leveraged to broaden mentor–mentee dyads, which may lead to including university-based teacher educators and researchers from the field.

The value of this study arises from the process of recording audio diary logs as a direct representation of thoughts during the mentorship process.

What are the factors that encourage or discourage a successful university experience and how is this subjectively understood by Black (African, Caribbean and Asian) students? How might university cultures and subcultures better enhance the development of Black students and staff, particularly Black women in the UK? This will be considered by imagining what a more inclusive academy might look like, in the light of associated theorizing. There is, as part of the above, an interrogation of what being a university is and might be. There can be emptiness in policy statements, as well as avoidance, on the one hand; on the other, moments of courage, and struggle, to remind us of what a university can be; a place where difficult issues are addressed, in reflexive, intellectual yet also humane ways. A critical race theory framework is used to theorize and examine the way race and racism implicitly and explicitly impact on social structures, practices and discourse, and asserts itself within the corridors of higher education. It paints a picture of what the more inclusive university might be like, alongside an understanding of how difficult it is for humans to engage with the complexity, of race, stereotyping and discrimination.

With the increasing mobility of higher education students across the world, institutions and instructors are confronted with the need to mitigate the linguistic challenges that multilingual students face in learning advanced content in universities or colleges where English or another language is the medium of instruction. This usually pertains to students who have low competence in the language of instruction, as it is a second or third foreign language for them, hence encountering difficulties in the mastery of discipline-specific content and knowledge. First and foremost, this chapter explores the specific linguistic barriers that multilingual students encounter in this context, which relate to several elements of communicative competence in the language of instruction, while investigating empirical studies on instructional strategies for multilingual classes. Secondly, it discusses the use of Merrill’s (2013) first principles of instruction as the main framework in the design of technology-enhanced lesson plans and in the selection implementation of technology-nested instructional strategies, which can assist instructors in creating linguistically inclusive learning environments across disciplines, while maintaining high academic standards. The chapter critically addresses the use of ICT tools in supporting instructional strategies and lesson plan design to mitigate students’ linguistic difficulties with the receptive and productive language skills within discipline-specific contexts. Finally, it provides a lesson plan template and examples encouraging instructors to carefully plan and design instruction and to experiment and monitor the outcomes in their classes.

Describes the training model employed to train trainers for the UK‐based ATLS (Advanced Trauma Life Support) programme. A questionnaire evaluation of the course reveals the effectiveness of the training model when compared to other training provision in postgraduate medical education. The course is seen to be very effective in raising the confidence of instructors who have little previous training in instructional methods. Identifies and discusses the successful characteristics of the course which include a high tutor:student ratio, extensive use of interactive learning strategies, continuous assessment, a focus on problem‐based learning and the use of self and peer group critiquing strategies.