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This purpose of this paper is to present findings from three workshops that aimed to enable learners with profound and multiple learning disabilities to have a richer, more meaningful experience of a digital curriculum and to bolster a more meaningful creative exchange than currently offered by off the shelf products.

Informed by the maker culture and participatory action research, this workshop method focussed on making prototypes and creating concepts that encourage a dialogic approach for envisioning future technologies. As a process of enabling design, this approach placed participants at the heart of iterative methods that support imaginative ideation and improvisation, rather than the production of marketable products.

A thematic analysis of post-workshop discussions revealed that participants felt inspired and supported to envision learner responses to stimuli as novel interactions, without prior knowledge of designing and coding. The collaborative approach provoked the articulation of narratives on learner ability and a reconsideration of “digital” with a contemporary curriculum for learners with profound disabilities.

Running a maker workshop requires a time and resource commitment from all parties. The emphasis is on easy-to-follow, direct teaching together with low cost electronics and non-digital materials, ensured that these demands were kept to a minimum. However, the gains of participation can only be maintained when support exists both in and out of the workshop environment through the provision of resources and communication channels.

The originality of the workshops lies in the focus on basic electronics, coding and prototyping as a means to think about digital futures. As a method of enabling technologies to tap into learner ability, this process fostered design dialogues through the social act of making, sharing and learning without the need for prerequisite skills.

Essays on social responsibility call the United Nations Global Compact (UNGC) “by far the world’s largest corporate responsibility initiative”. The authors look at two avenues to encourage responsible business behavior. First, at law, where law is not the answer and, second, at the UNGC. This paper aims to increase awareness of the UNGC, an umbrella organization supporting corporate good conduct.

The goal is to make corporations socially responsible. Law by nature addresses misconduct. The UNGC is more positive, encouraging responsible behavior in ten areas. The UNGC could be more effective. The authors suggest that social media and management education can help the UNGC positively impact corporate behavior.

The UNGC represents a significant opportunity. If the UNGC lives up to its potential, corporate misconduct may be lessened and corporate good behavior could be publicized, rewarded and increased.

The time has come to let readers start thinking about the UNGC and its goals. This can help bring greater social responsibility in tomorrow’s businesses.

The purpose of this paper is to explore the nature of leadership learning in the entrepreneurial context, by building a dynamic learning perspective of entrepreneurship. It draws on contemporary leadership literature to appreciate entrepreneurial leadership as a social process of becoming located in particular contexts and communities.

Through qualitative phenomenological interviews with nine entrepreneurs the lived experience of learning to lead is explored. The principles of interpretative phenomenological analysis (IPA) are utilised to analyse the data and enable inductive theory‐building.

The findings illustrate situated leadership patterns and relationships unique to the entrepreneurial context. A number of significant structural and experiential factors are identified that both shape and restrict the development of leadership practice in small ventures. Specifically, the limited opportunities for leadership enactment and observation, the dominance of the business as the crucible for leadership learning, the influence of the family and the low salience of leadership are highlighted.

In appreciating the leadership learning task that nascent entrepreneurs are faced with it is vital that further research delves deeper into the varying levels of “leadership preparedness” brought to new venture creation. From a policy perspective, there is significant value in enabling entrepreneurs to engage in meaningful dialogue, critical reflection and purposive action with their peers through the creation of leadership “learning networks”.

The research demonstrates leadership learning processes and pathways that are significantly different to those experienced by managers in the employed context. In so doing, this article represents the first systematic attempt to apply a learning perspective to the subject of entrepreneurial leadership.

Research and dissemination of the results has always been an important activity for those in the academic community. The Research Assessment Exercise (RAE) has brought the whole area of research publication and dissemination into sharp relief, and striving for high research rankings seems, for some, to have become an end in itself. Some argue that the RAE has restricted the wider dissemination of research as academics focus on refereed journal articles to the detriment of other forms of output, eg professional articles, consultancy, books and practitioner conferences. The RAE has intensified interest in the purpose and process of publication in most discipline areas and has created considerable controversy regarding the status of different publication channels. The small business research area is no exception. This research provides a profile of the UK small business research community, it explores their perceptions regarding research and establishes the esteem that various publication channels are held. Defining precisely what constitutes the area of small business research is problematic. Indeed, providing a specific boundary would create a false precision, small business research overlaps with areas such as entrepreneurship and innovation, and it also draws upon a range of disciplines. Nevertheless, relative limits were placed on this research by the nature of the people who were asked to express their opinion and the questions they were asked. The attitudes were sought through a survey of active UK researchers (97 per cent of respondents had published in the area, 81 per cent were academics, 7 per cent were policy makers and 4 per cent business practitioners) listed on the Institute of Small Business Affairs/Small Business Research Trust database. The title and nature of these organisations suggests that those listed at least identify with the notion of small business research as an area. In addition, the questionnaire emphasised small business research throughout, and no mention was made of entrepreneurship, innovation or associated areas. Ninety‐eight questionnaires were returned, representing a 47 per cent response rate. The community was found to be more stable and mature than expected, but small business researchers held other research areas in greater esteem and most regarded themselves as empiricists rather than theorists. The implications of these results are explored for the next RAE and for the future of small business research.

This editorial introduces the papers within the special issue and outlines their contribution to the emerging and evolving study of sexuality and sexual orientation in organisation and management studies.

A review of some key themes within the literature on sexuality and sexual orientation is provided prior to drawing out key points within the submitted papers and considering how they contribute to this literature.

These six papers make an important contribution to the fast‐changing and evolving study of sexuality and sexual orientation in organisations and the development and implementation of equality and diversity policy and practice.

The editorial refers to papers presented at the Equality Diversity and Inclusion Conference held in Istanbul, July 2009, which included a stream entitled: “Spirals of silence? Tackling the ‘invisibility’ of the sexual orientation strand and sexuality in academic research and in organisation equality and diversity policy and practice” which can lead to reflections on the processes of voice and silence as these pertain to the discussion of sexuality and sexual orientation issues in academic organisations and at academic and practitioner conferences.

The purpose of this paper is to provide a critical reflection on the profound changes regarding sexual minority rights in Britain and Ireland. It seeks to illustrate how recent legislative changes can impact the working lives of gay employees living and working in nonmetropolitan locales. The paper also aims to assess the role of LGBTQI movements, groups and networks, in facilitating voice and visibility and advancing equality.

Secondary research was undertaken to assist in contextualising the empirical findings, within a literature review. The paper presents findings derived from a qualitative study, involving in-depth interviews with 44 gay men in Britain and Ireland.

LGBTQI movements and groups have played a crucial role in facilitating voice, and visibility for LGBTQI people in both Britain and Ireland. These movements have themselves, undergone change, moving from liberationist-queer-radical approaches to normalising-sexual citizenship-radical approaches. Significant legislative advances have taken place in the 2000s, and these have had a positive impact on gay workers. However, there is a continuing need for organisations to respond in ever more strategic, effective and inclusive ways, if the promise of sexual citizenship is to be realised by gay people in the workplace. Local, self-organised LGBT groups can play an important role in building sexual citizenship in nonmetropolitan locales.

This paper’s value and contribution lie in its application of theoretical principles and models, most notably models of sexual citizenship, in a specific historical, geographical and spatial context. The paper offers an insight into the lives of gay men who reside and work in nonmetropolitan locales; and highlights the emergence of subtle forms of gay resistance and radicalism, through self-organised groups.

The management of organisational knowledge and the promotion of staff knowledge sharing are largely neglected in higher education institutions. The purpose of this study is to examine how enterprise social networks can enable staff knowledge sharing in communities of practice in that context.

The study is framed as an Action Research project, covering three cycles over a 12-month period. During the Diagnosing phase, a conceptual model was developed for empirical testing. Data were collected through 30 semi-structured interviews and a number of focus groups. This was supplemented by content analysis and reflective journaling.

The findings support the conceptual model and provide insight into the antecedents necessary for the creation of an enterprise social network-enabled knowledge-sharing environment, the motivators for and barriers to participation, and the perceived organisational and individual benefits of increased staff knowledge-sharing activity.

As the study has a higher education focus, all of the findings may not be generalizable to other types of organisation. Further development of the conceptual model and testing in other contextual settings will yield greater generalizability.

A number of findings have practical implications for the management of higher education institutions, such as the evidence of a divide between faculty and other staff. In general, the study findings provide an opportunity for educationalists to better understand the scope and impact of employing social media platforms for knowledge sharing.

This paper adds to the growing body of work on organisational implementations of social media, and should be of interest to practitioners and researchers undertaking similar projects.

The purpose of this paper is to consider whether lesbians may experience an “advantage” in non‐traditionally female work compared to heterosexual women, but argues for an intersectional approach to understanding the relationship between gender, sexuality and class in male‐dominated work.

The research uses semi‐structured interviews with women working transport and construction, focusing here on an analysis of 13 interviews with lesbian workers, eight working in transport and five in construction, representing both professional/managerial and skilled manual occupations.

The paper considers the question of whether lesbians may experience an “advantage” in non‐traditionally female work compared to heterosexual women, but finds that their experience is complicated by other factors such as ethnicity, class and organisational culture. Organisational response and practice in relation to sexual orientation is found to be equally significant in shaping the realities of working lives for lesbians in traditionally male work.

The findings in this paper are based on an analysis of interviews with lesbians drawn from a larger research project examining the experience of both heterosexual and lesbian women working in the transport and construction sectors.

The paper addresses a gap in the literature on lesbian experience in non‐traditionally female work and aims to contribute to knowledge of the diversity of lesbian experience through examining the working lives of lesbians in both professional and skilled manual roles.

The purpose of this paper is to examine the relationship between “locker room” hegemonic masculinities at work and the construction of homophobia, particularly the use of the word “fag” to describe gay men – real or perceived. Although research indicates that men are more homophobic than women, examples are presented which examine some of the reasons why women use the word “fag” at work. Although equal opportunities at work have improved for sexual minorities over the past two decades, studies indicate that some forms of anti‐lesbian, bisexual and transgender (LGBT) behaviour continue, which raises the question whether a hierarchy of inequality exists in some organizations.

The data used to analyze this under‐researched phenomenon come from the author's observations working for three multinational corporations in the USA.

The paper shows how men and women engage in locker room culture to construct homophobic narratives.

The issues raised in this article will be useful for empirical studies which examine the relationship between competitive sports and sexuality in the construction of masculine hegemonies in the workplace. Additionally, research should address the workplace experiences of sexual minorities who are also ethnic minorities, and disabled.

The paper contributes to the largely invisible research on the role of sports culture, especially the locker room, and gender and sexuality in non‐sports work environments. It also contributes to the study of masculine embodiments by focussing on sports culture such as the locker room, heteronormative‐masculinities and homophobia.