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Complex and adaptive challenges threaten human well-being and sustainability. However, our leadership graduates often lack the capacity and or commitment to address these challenges in a meaningful way. This paper details a five-year study exploring the impact of an interdisciplinary undergraduate course on the development of global capacities, complex Adaptive Leadership, Socially Responsible Agency, and systems thinking. The course instructors used innovative and intentionally divergent learning methods to challenge students to serve as stewards of their own knowledge and facilitators of their own learning through the confrontation of authentic and complex challenges. The researchers note transferable qualitative findings that demonstrate the profound impact of the noted leadership learning experience on the development of Socially Responsible Agency, along with Adaptive Leadership capacity and systems thinking.

The purpose of this paper is to provide insight into how female entrepreneurs develop and communicate an authentic personal brand. The authors examine the entrepreneurial marketing (EM) activities undertaken by female entrepreneurs and identify the impression management (IM) behaviours and tactics used. The authors explore the risks associated with self-promotion to gain a better understanding of how female entrepreneurs market themselves and their businesses.

The study adopts an interpretative phenomenological approach (IPA). Using semi-structured interviews, the authors explore the experiences of female entrepreneurs as they engage in IM behaviours. The sample is drawn from female entrepreneurs who have small-scale businesses, which span a range of specialist service sectors. All participants are engaging in personal branding activities. Participants were recruited via a gatekeeper and invited to take part in the study. Data from 11 female business owners were collected and analysed using IPA. Interview transcripts and field notes were analysed for broad patterns, and then initial codes developed, which allowed for themes to emerge, with a number of core themes being identified. These core themes are presented, together with verbatim quotes from participants, to provide a rich insight into the marketing activities of these female entrepreneurs.

The findings reveal the complex challenges faced by female entrepreneurs as they engage in self-promotion and IM to market their business. Four key themes emerge from the data to explain how female entrepreneurs engage in managing their brand both online and offline: experimental, risk, authenticity and supplication. The study identifies, in particular, that female entrepreneurs use the tactic of supplication in combination with self-promotion to communicate their brand. Additionally, it was found that female entrepreneurs share their personal fears and weaknesses in an attempt to be seen as authentic and manage the risk associated with self-promotion.

The study contributes to the EM literature by extending the understanding of the risks associated with self-promotion for female entrepreneurs. The study also contributes to the IM literature by providing a better understanding of IM beyond organisations and applied to an entrepreneurial domain. The study highlights a number of important implications for entrepreneurial practice and policy.

This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms.

A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis.

During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context.

While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.

The authors examine authenticity in relation to Alternative Political Commentators (APCs) on YouTube and Twitch. Drawing on Owens (2019) provocative claim that contemporary (online) culture may be ‘post-authentic’, the authors use the term post-authentic engagement to explore in/out-group dynamics between influencers and their audiences. This view is evidenced through an examination of the usage of emojis and emotes by audiences to engage in the fast-paced chats that accompanied the livestream coverage of two APCs, HasanAbi and The Young Turks, during the 2020 US Presidential Election.

The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language Arts curriculum.

This paper analyzes middle school students’ survey responses before and after their participation in a critical service-learning project designed to engage students in authentic writing. Specifically, the paper considers students’ perspectives of community and writing as a result of their participation in the project.

Participants’ perspectives fell into three categories: audience influence, empowerment or personal knowledge to act and confidence in ideas.

These perspectives suggest a deviation from common findings regarding the benefits of authentic writing instruction, as the presence of an audience in this study often hindered student confidence in their abilities as writers and community change agents. Authors draw from the findings to offer recommendations to support teachers in effectively incorporating authentic writing practices and audiences into their instruction.

The purpose of this work is to identify the components of authentic communication with LGBTQ publics and to examine if there is a difference in what constitutes authentic communication for LGBTQ publics compared to other publics.

We conducted in-depth interviews with professionals who both identify as LGBTQ and are instrumental in developing content targeted to this public.

Authenticity is synonymous regardless of the target public; however, differences emerge in the manifestation of authenticity with historically marginalized groups, like LGBTQ publics.

Practitioners working with historically marginalized communities need to make sure they are walking the walk, not just talking the talk.

Authentic communication arises from an organization's broader holistic commitments to diversity, equity and inclusion.

The insights derived by our participants are unique, as they are perspectives traditionally “written out” of research.

To describe the role one classroom writing community played in shaping students’ understandings of the analytical writing genre; and to discuss the impact the community had on students’ developing academic writing identities.

While research has demonstrated the impact of classroom writing communities on student writing practices and identities at the elementary level (Dyson, 1997) and for secondary students engaged in fiction writing (Halverson, 2005), less is known about the role classroom writing communities may play for secondary students who are learning to write in academic discourses. This chapter explores the practices of one such classroom community and discusses the ways the community facilitated students’ introduction to the discourse of analytical writing.

The teacher turned the classroom writing community into an authentic audience, and in so doing, he developed students’ understandings of the analytical writing genre and their growing identities as academic writers. First, he used the concept of immediate audience (i.e., writing to persuade real readers) as the primary rationale for students to follow the outlined expectations for analytical writing. Second, he used inquiry discussions around student work (i.e., interacting with other members of the writing community) to prepare students for a future audience of prospective independent school English classrooms.

By turning the classroom writing community into an authentic audience through inquiry discussions, teachers can develop students’ deep and flexible understandings of a potentially unfamiliar writing genre. Furthermore, by employing the classroom writing community as a support for moving students through moments of struggle, teachers implicate students’ expertise as academic writers, thereby facilitating their willingness to take on academic writing identities.

Our prior work has identified a trade-off that new entrants face in obtaining favorable market reception, whereby initial entrants suffer from a deficit of legitimacy whereas later entrants suffer from a deficit of authenticity. This research has also proposed that a single mechanism is responsible for this trade-off: the tendency for customers and other stakeholders to assess the entrant's claim to originality based on the visible work that it has done to legitimate the new product or organizational form. This chapter extends and deepens our understanding of such “legitimation work” by showing how it can illuminate cases that seem in the first instance to defy this trade-off. In particular, we focus on two “off-diagonal” cases: (a) when, as in the case of “patent trolls” and fraudulent innovators, early entrants are viewed as inauthentic despite having a credible claim to originality; (b) when late entrants, as in the case of Dell Computers, mechanical watches and baseball ballparks, are viewed as authentic despite obviously not being the originators. We clarify how each off-diagonal case represents an ‘exception that proves the rule’ whereby audiences attribute authenticity on the basis of legitimation work rather than on the order of entry per se. The last case also leads to an opportunity to clarify why “cultural appropriation” can sometimes project authenticity and sometimes inauthenticity, why audiences bother to make inferences about a producer's authenticity on the basis of visible legitimation work, and why legitimacy is a universal goal of early movers whereas authenticity varies in its importance.

The purpose of this paper is to explore the impact that theatre can have on its audiences, both immediately and over time.

The article evaluates the existing literature on impact and critically reviews a number of benefits models. Through a textual analysis of 42 semi‐structured depth interviews, the paper deconstructs the concept of impact and rearticulates it in audiences’ terms.

Impact emerges as a personal construct articulated by audiences in terms of emotion, captivation, engagement, enrichment, escapism, wellbeing, world view and addiction. Impact is ultimately described as a relative concept, dependent on audience typology and perceived by audiences in holistic terms, incorporating both intrinsic value and instrumental benefits. While catharsis is confirmed as a key enabler of impact, flow emerges as both an enabler and a benefit in itself.

As this is a qualitative study with a sample of 42, the results are not representative of theatre audiences in general. Future research might test the findings of this study in a larger, quantitative survey, which might also test the relationships between the emerging variables.

There are significant implications here for theatre‐makers and venues. From a marketing perspective, more sophisticated segmentation of audience databases could uncover ‘value ambassadors’ to spread positive word of mouth about the impact theatre has on their lives. Venues and touring companies could also consider how to prepare audiences for impact more effectively and how to minimise distraction and facilitate audience interaction with artists and theatre‐makers. Obvious solutions here are mood enhancing atmospherics and well trained front‐of‐house staff.

The originality of this study lies in its audience‐focussed approach. Impact has tended to be constructed from the perspective of producers, marketers and academics, whereas this study invites audiences to describe it in their own, authentic vernacular. These authentic insights are of value to academics, producers, policy advisors, funders and marketers working in the arts, because they help shed light on why people attend the arts and the benefits they derive from them.