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Using a complexity-informed approach, we aim to understand why introduction of a mobile service delivery model for osteoporosis across diverse organisational and country contexts in the UK National Health Service (NHS) met with variable success.

Six comparative case studies; three prospectively in Scotland using an action research-informed approach; and three retrospectively in England with variable degrees of success. The Non-adoption, Abandonment, Scale-up, Spread and Sustainability framework explored interactions between multi-level contextual factors and their influence on efforts to introduce and sustain services.

Cross-boundary service development was a continuous process of adaptation and evolution in rapidly shifting healthcare context. Whilst the outer healthcare policy context differed significantly across cases, inner contextual features predominated in shaping the success or otherwise of service innovations. Technical and logistical issues, organisational resources, patient and staff actions combined in unpredictable ways to shape the lifecycle of service change. Patient and staff thoughts about place and access to services actively shaped service development. The use of tacit “soft intelligence” and a sense of “chronic unease” emerged as important in successfully navigating around awkward people and places.

“Chronic unease” and “soft intelligence” can be used to help individuals and organisations “tame” complexity, identify hidden threats and opportunities to achieving change in a particular context, and anticipate how these may change over time. Understanding how patients think and feel about where, when and how care is delivered provides unique insights into previously unseen aspects of context, and can usefully inform development and sustainability of patient-centred healthcare services.

This study has uniquely traced the fortunes of a single service innovation across diverse organisational and country contexts. Novel application of the NASSS framework enabled comparative analysis across real-time service change and historical failures. This study also adds to theories of context and complexity by surfacing the neglected role of patients in shaping healthcare context.

Superintendents’ agency in the US is shaped by governance systems within education systems. These Education Governance Systems have been in a state of flux and experienced turbulence for twenty years. The professional challenge this research addresses is how do 14 credentialed educational professional African American women superintendents with doctorates and track records of school improvement, navigate the turbulence to empower families, and Empower Young Societal Innovators for Equity, Renewal (EYSIER), Social Mobility, and Peace.

This chapter identifies three aspects of a theory of knowledge to action to emerge from the empirical evidence presented. First, African American women superintendents need to know how to access policy and legislation, how to stay up to date with policy and need to be empowered to challenge policy. Policy has the back of African American women fighting institutionalised racism. Second, African American women superintendents need role models, and mentors with wisdom who can create proactive and mobilising networks across the state and the nation to advocate for and to support the teachers’ and leaders’ professional learning to be the best teachers, leaders and superintendents they can be. Finally, the African American women superintendents who have been self-selecting, or identified as potential future superintendents by current superintendents and schoolboards, need to be part of succession planning that transcends the short elected lives of district school boards. Newly incumbent African American women superintendents need to be empowered by Education Governance Systems to enable them to deliver on their manifestos and track records of outstanding school improvement with the impact strategies they were employed to implement. The impact strategies include promoting high-quality home–school engagement and ensuring all students learn how to learn, are culturally sensitive, ask good questions and solve problems as Young Societal Innovators for Equity and Renewal. The chapter recommends a network of African American women superintendents implements this theory of knowledge to action and that their work is documented, and if successful in optimising students’ learning, and outcomes, disseminated to build capacity for EYSIER.

This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England, Northern Ireland, Arabs in Israel, Trinidad and Tobago and the United States, with Nigerian interests represented in the research design. The context is that of a global phenomenon of a Black–White achievement gap (Wagner, 2010). The quality is world leading in terms of originality, significance and rigour. We present a theory of colonisation between groups with different interests, which includes nation states colonising other nation states, and dominant groups within nation states colonising marginalised groups. We also explored how dominant groups within educational governance systems may colonise marginalised groups within education governance systems. We theorised colonisation using Karpman’s Triangle (1968) identifying that different groups can be oppressor, and/or victim, and/or rescuer, and these roles may shift as changes occur in power and economic influence. We present the Empowering Young Societal Innovators for Equity and Renewal Model (Taysum et al., 2012, 2013, 2014, 2015, 2016, 2017) with five principals for equity and renewal. We explain the turbulence that senior-level leaders experience and how education governance systems need to empower their autonomy as credentialed educational professionals’ with track records of school improvement. Impact strategies to optimise students’ learning and students’ outcomes, and build the community’s values of social justice, courage and prudence need to underpin social mobility. These innovations are only possible if they are informed by grass roots participatory philosophical inquiry, that is informed by and informs policy, and is carefully monitored for quality assurance against the highest of educational professional standards.

This study aimed to understand the effect of repeated exposure to personal threats on hospital security guards' well-being.

A single site, qualitative study using a convenience sampling approach to recruit hospital security guards who attend code black (staff, patient or visitor exposed to a personal threat) calls.

Five interviews were held with eight hospital security guards. Seven of the eight participants were male. Seven were Caucasian. All had extensive experience in the industry. Six consistent themes emerged from the data covering well-being, coping and support; concerns about physical safety; compassion and compassion fatigue; effective communication is crucial; role/s; and training and equipment.

This study used a convenient sampling approach to recruit security guards from one acute hospital in Australia, limiting the applicability of the findings to other contexts. Although the majority of hospital security guards were interviewed, the format of interviews varied between one-to-one interviews and focus groups, based on the availability of guards to participate and attend.

We recommend that the role of the hospital security guard in Code black situations is documented in policy and practice documents, and articulated in multidisciplinary aggression management training. There should be clear statements on the importance of strong communication and clinical leadership in code black situations. Hospital security guards should attend Mental Health First Aid training, which teaches on and off the job coping strategies. There is a need for debriefing and consideration should be given to supporting “time-out”. Hospital security guards require education on infection control and the risks associated with blood and body fluids.

Hospital security guards play an important role in the safety of patients and staff in code black situations. When they are well supported, they experience high levels of job satisfaction and are able to maintain their compassion towards people who are aggressive and violent towards them. However, repeated exposure to code black situations has the potential to erode the well-being of hospital security guards.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

The purpose of this paper is to explore leadership for diversity informed by intersectionality and radical politics. Surfacing the political character of intersectionality, the authors suggest that a leadership for diversity imbued with a commitment to political action is essential for the progress towards equality.

Drawing lessons from the grassroots, political organizing of the black and Indigenous activist groups Combahee River Collective and Idle No More, the authors explore how these groups relied on feminist alliances to address social justice issues. Learning from their focus on intersectionality, the authors consider the role of politically engaged leadership in advancing diversity and equality in organizations.

The paper finds that leadership for diversity can be developed by shifting towards a more radical and transversal politics that challenges social and political structures that enable intersectionality or interlocking oppressions. This challenge relies on critical alliances negotiated across multiple intellectual, social and political positions and enacted through flexible solidarity to foster a collective ethical responsibility and social change. These forms of alliance-based praxis are important for advancing leadership for diversity.

This paper contributes to studies of leadership and critical diversity studies by articulating an alliance-based praxis for leadership underpinned by intersectionality, radical democracy and transversal politics.

This chapter addresses how Black, Asian Minority Ethnic (BAME) Chief Executive Officers (CEOs) of Multi-academy Trusts (MATs) with track records of outstanding school improvement navigate turbulence when leading school improvement to optimise students’ learning. There are different ideas of what it means to have equitable access and equitable outcomes in education systems, and beyond, and how to live a good life on the journey to both. These different ideas and values’ systems have different intersectionalities of recognition by ‘the other’ in societies. Crenshaw argues, once these intersectionalities of discrimination have been identified, it will be possible to understand what Dewey calls their intrinsic nature and to seek ways to reconnect the isolated, and marginalised that are subjects of discrimination. The BAME CEOs articulate the current Public Governance of Education Systems that induces fear of forced takeovers and job insecurity creates a kind of divide and conquer approach of colonialism and intersectionalities of discrimination. The chapter identifies BAME CEOs want to create cultures where they can make a commitment to take the time to know the self, in relationship with the other, and build bridges between different groups in society for equity, renewal, trust, and peace in our time. The BAME CEOs wishing to empower others to engage in this moral training for democracy in education need to have and share the thinking tools to prevent community members from being manipulated by people who wish to rush them into new ways of thinking and doing. Change requires giving mature citizens the time and space to think things through by: asking good questions, critiquing the evidence underpinning the change, inquiring into the logic of the change and holding the moral compass of the change to check the direction steers a sure and steady ethical course with what Adler calls the primary virtues of social justice, prudently and with courage.

This study using a prison sample to explore Social Dominance Orientation (SDO), socially dominant inmate behaviour, index offence, age and length of time served in secure environments. A sample of 397 adult male prisoners completed the Direct and Indirect Prisoner Behaviour Checklist‐ Scaled (prisoner behaviour towards other inmates and staff) and the Social Dominance Orientation (SDO) Scale. It was predicted that prisoners would report higher SDO than non‐incarcerated populations and that among inmates those with approach orientated index offences would be higher in SDO than those whose offenses were more remote. It was also predicted that SDO would be related to younger age, higher lifetime rates of incarceration, more negative behaviour towards other inmates and staff, and more resource focused behaviour. The results broadly supported predictions, and possible implications for practice and directions for future research are discussed.

In this chapter, we present a critical engagement with the methodology that each research team presenting a case study in this book from England, Arab Israel, Northern Ireland, Trinidad and Tobago and the United States adopted.

Education is a cultural project that consists of history, narrative and faith. The Black, Asian Minority Ethnicity (BAME) and senior leaders representing marginalised groups that we talked to in this research all stated that their faith, and religion was central to their service as an educational leader. The faiths represented in our research are Islam, Christianity, Sikhism and no faith where a humanitarian approach is taken. The chapter presents the scientific significance of what values underpin these leaders’ behaviours, and to understand how their values align with legislation, education policy and the values found in Education Governance Systems.

A constructivist comparative analysis approach was adopted to address four research questions. First, how do the senior-level leaders describe and understand how school governance systems and school commissioners empower them to develop school communities as societal innovators for equity and renewal for peace in our time? Second, how do they describe and understand the role mentors, and/or advocates play to support their navigation through the governance systems? Third, to what extent do they believe a cultural change is required to empower them in school communities to Empower Young Societal Innovators for Equity and Renewal for peace in our time? Finally, how can the findings be theorised to generate a theory of knowledge to action through impact strategies within an international comparative analysis framework?

Each of the five international cases collected the narrative biographies of up to 15 superintendents, or chief executive officers of multi-academy trusts of colour. In the Northern Ireland case, eight religiously divided key agents of change were selected as an equivalence for the governance structures in the other five case studies. The total number of senior-level leaders participating in the five case studies was 40.

Each author read their findings through Gross’ (2014) Turbulence Theory and typology to categorise the level and the impact of the challenges the key agents of change need to navigate as they mediate between the governance systems. Gross (2014, p. 248) theory of turbulence is used as a metaphor and states that ‘turbulence can be described as “light” with little or no movement of the craft. “Moderate” with very noticeable waves. “Severe” with strong gusts that threaten control of the aircraft. “Extreme” with forces so great that control is lost and structure damage to the craft occurs’. The chapter identifies the findings were read through the theory of turbulence to reveal the state of the Education Governance Systems and their impact on empowering cosmopolitan citizens to participate fully and freely in societal interactions and cooperation between diverse groups. The authors’ chapters are subject to a comparative analysis that took place at the European Conference for Educational Research Annual Conference in two large seminars (Taysum et al., 2017) in Denmark, further developed by the editors and committed to peer-review.