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The purpose of this paper is to discuss the legislative and policy architecture governing the protection of individuals with an intellectual disability (ID) in the UK, and whether these protections extend to protect those with a borderline ID (BLID) in prison.

The paper presents policy and legislative analysis.

This paper argues that the legislative definitions of disability are broad and draw on a needs-based understanding of disability, meaning that those with a BLID – if they experience disability – should be included in these protections. But the clinical definitions of ID that guide access to support services tend to exclude those with a BLID. Notions of horizontal and vertical equity are invoked to examine the spirit of “equivalence” captured in legislative instruments, and how these filter into policy that may ultimately be discriminatory to those with a BLID.

If the founding principle of equality legislation is equivalence, and an argument can be made that those with a BLID are protected from disability discrimination, public authorities will need to reconcile their use of clinical diagnostic cut-offs to justify service provision inside and outside of the prison estate. In essence they are faced with a choice: consider how best to provide equitable support for those with a BLID (which may not necessarily mean identical support), or risk breaching these fundamental rights.

The paper calls into question the extent to which the current suite of ID-related services (both in the community and in prison) fulfil a public authority’s obligations for vertical and horizontal equity that are captured in the disability discrimination legislation. Specifically authorities must consider whether: replicating services in prisons serves the particular needs of the prison population, or is horizontal equity only partial fulfilment? The higher than expected numbers of BLID in prison justify consideration of different services for these different needs? There is an opportunity to rethink the conceptualisation of disability service provision in the National Health Service from one defined by diagnostic bands rather than a socio-ecological understanding of need, and in doing so whether the needs of the BLID group in prison are being suitably met.

The paper provides a line of legal argument and analytical thought useful to those seeking to challenge the non-provision of support for those with a BLID; particularly those who are especially disadvantaged in prison. This paper draws attention to the disconnect between legislative intent and policy operationalisation for those with BLID. Further research and possible legal challenge is needed to clarify whether this amounts to direct or indirect discrimination.

The purpose of this paper is to examine Australian efforts to promote gender equality in policing, suggesting that future police leaders will be confronted with the challenge of ensuring that their organisations are not only demographically diverse, but more importantly, that they are inclusive.

The paper utilises current Australian efforts to promote gender equality (case study), as a means of examining the way in which the conceptual distinction between diversity and inclusion plays out in practice.

The paper finds that current efforts to promote gender equality are being used as a proxy for diversity more broadly and are overly focussed upon demographic diversity. Less attention is being paid to the development of inclusive work environments, which will present a challenge to future leaders who are required to manage more heterogenous workforces.

Research into the efficacy of existing strategies, which will further theoretical debate, is proposed, with a call for research by those from a wider range of disciplines, in addition to psychology and management studies, being made.

It is recommended that policing organisations utilise language focussed upon inclusion rather than diversity and foster cultures of learning, beginning at the academy.

The paper contributes to the global debate on workforce diversity by drawing on a Southern Hemisphere perspective on contemporary efforts in policing. This complements extant studies on diversity which emanate primarily from the UK and USA, and provides an important reflection for police organisations across the world as they proceed with good intentions around creating much needed cultures of difference in thinking and operating.

The purpose of this study was to understand student experiences of authentically assessed community partnership projects and reflect on authentic assessment from a social and environmental sustainability perspective.

The authors present an elaborated case study including graduate-level courses at a university in Aotearoa, New Zealand. The authors draw on a thematic analysis of in-depth semi-structured interviews and written reflections from 18 students.

Students appreciated the benefits of authentic assessment, such as workplace realism, a greater level of personal investment and opportunities to draw on diverse skills. Teams varied in how they navigated novel challenges and in their ability to develop focused projects capable of affecting change for sustainability. Students considered group work the greatest obstacle to achieving sustainability goals.

The case study provides a novel contribution by exploring in-depth the student experience of authentic assessment activities designed to foster social and environmental sustainability outcomes. The authors provide practical limitations of authentic assessment and discuss tensions between authentic assessment and other education goals.

The purpose of this paper is to address the role of accelerators as authentic learning-based entrepreneurial training programs. Accelerators facilitate the development and assessment of entrepreneurial competencies in nascent entrepreneurs through the process of creating a start-up venture.

Survey data from applicants and participants of four start-accelerators are used to explore the linkages between accelerators and the elements of authentic learning. Authentic learning processes are then mapped onto the start-up processes that occur within the accelerators.

Accelerators take in nascent entrepreneurs and work to create start-ups. This activity develops the participants’ entrepreneurial competencies and facilitates authentic self-reflection.

This study explores how accelerators can be useful as authentic learning platforms for the development of entrepreneurial competencies. Limitations include perceptual measures and the inability to conduct paired sampling.

Entrepreneurship training is studied through the lens of authentic learning activities that occur within an accelerator. Participants develop and assess their mastery of and interest in entrepreneurship through tasks, exposure to experts and mentors, peer learning, and assessments such as pitching to investors at Demo Day.

This paper reports on the authentic learning processes and its usefulness in competency development and self-appraisal by accelerators participants. The opportunity for competency development and self-appraisal by nascent entrepreneurs before escalating their commitment to a start-up may be an accelerator’s raison d’être.

This paper aims to investigate how online communities of practice facilitate the embedding of personal professional knowledge in a complex online environment.

This research consisted of exploratory, interpretivist case research, using qualitative methods. Forty‐one individuals from five online communities in a national professional development programme were interviewed. Additional data were drawn from diverse online records. Data were coded via text analysis. A wiki was used for participant feedback.

Embedding of new knowledge was facilitated by individuals' crossings between different engagement spaces – communication and sense‐making contexts. Community members repeatedly crossed between online and offline, visible and invisible, formal and informal, and reflective and active engagement spaces as they sought to meet diverse needs. As they did this, they had to continually recontextualise knowledge, adapting, varying and personalising it to fit the function, genre and conventions of each engagement space. This promoted the embedding of professional knowledge. The complex online environment in which they operated can be seen as providing a situation of enhanced polycontextuality, within which multiple boundary crossings facilitated strong personalisation. At the community level, knowledge convergence was fostered by the recurrence of dominant, powerful mnemonic themes.

An opportunity exists to investigate the applicability of these findings in other online professional contexts.

The paper extends the concept of boundary crossing to crossings in a polycontextual online environment. It updates literature on communities of practice by outlining the dynamics of a complex online community system. It provides an explanation for how personal knowledge evolves to fit emerging trends and considers how information systems can support deep knowledge transfer.

The purpose of this review is to examine the influence of music on consumption experience and explore the relationships between musical variables and consumer responses in the context of retailing.

The paper is based on the review of studies conducted over last 30 years, empirical and conceptual, dealing with a large number of music‐related variables and their impact on various dimensions of consumption experience.

The studies report that music influences consumption experience at cognitive, emotional, and behavioural levels, specifically with regard to attitudes and perceptions, time and money spend, and moods and feelings, in retail experience. The influence of music is moderated by customer and store profiles, purchase timings, and other ambience factors.

The study provides important insights into critical issues related to influence of music, for future research.

The research brings out important issues for designing musical environment in the retail stores to influence shopping experience and consumer responses.

Based on a critical review of important studies, the present paper proposes a framework to understand the effect of music on consumption experience in retail stores.

Interest in leadership research began in early 20th century; yet the definition of leadership has been blurred, and contested. This is evident in countless leadership theoretical perspectives, models and frameworks that have been emerging and which make it challenging for aspiring leaders to learn and develop especially in this volatile age. Higher institutions, to future proof their undergraduates, have responded to this critical need, by offering either specialized leadership content or leadership communication courses, or focusing more on one discipline than the other. However, a more holistic approach, underpinned by behaviorist and constructivist theories of teaching and learning, that prepares leaders for these turbulent times is urgently needed. This teaching experience discusses the evolution, process and impact of a collaborative effort between two disciplines, Information Systems (IS) leadership content and IS leadership communication skills. University administered anonymous qualitative and quantitative post module evaluation reports show that while some students see the relevance and transference of leadership knowledge and skills to other domains, other do not see the need to learn about these skills before they begin their professional career. These findings offer valuable potholes to avoid and insights for future leadership training efforts.