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Mid-level executives are confronted with many dilemma situations, in which they are forced to decide between conflicting options, none of them leading to the desired result. If they fail to cope with them constructively, their individual risk for mental strains increases (Gerlmaier and Latniak, 2013). Initial findings focusing on executives in industry (Bossmann, 2020) show that fostering effective dilemma management in executives is a preventive factor against stress-related diseases. Yet, there is little empirical research that evaluates the contribution of dilemma management training on leadership’s mental health prevention in hospitals. This study aims to examine whether such a training program, adapted to current working conditions in German hospitals, promotes mid-level executives’ mental health.

A 10-month training program was administered to N = 69 senior physicians, senior nurses and senior service and administrative staff in four hospitals. To evaluate training effects on perceived stress reactivity, on cognitive and emotional irritation over time as well as the effects of the training dose on these results, participants’ self-reported measures were collected at four points in time: before (t0), during (t1), immediately after (t2) and three months after the intervention (t3).

Overall, participants showed less cognitive irritation and perceived stress reactivity over time. However, their emotional irritation did not change significantly. The dose of training participation did not moderate these results.

This paper contributes to the prevention of stress-related diseases and the promotion of sensemaking in mid-level executives’ dilemma management routine in the face of increasingly aggravating working conditions due to financial restrictions in the German health-care system. Findings of this study are explained in greater depth using previously reported qualitative data from the same research project.

The purpose of this paper is to explore the conceptualisation of the Smart Sustainable City (SSC) with new concepts of resilience thinking in relation to urgent societal challenges facing the built environment. The paper aims to identify novel methodologies for smart reuse of heritage sites with a pluralist past as integral to inclusive urban development.

SSC concepts in the global literature are studied to define a new reference framework for integrated urban planning strategies in which cultural resilience and co-creation matter. This framework, augmented by UNESCO’s holistic recommendation on the Historic Urban Landscape (HUL), was tested in two investigative projects: the historic centre of South Africa’s capital Tshwane and the proximate former Westfort leprosy colony.

The research confirms that SSC concepts need enlargement to become more inclusive in acknowledging “cultural diversity” of communities and engaging “chrono-diversity” of extant fabric. A paradigm shift in the discourse on integrated urban (re)development and adaptive reuse of built heritage is identified, influenced by resilience and sustainability thinking. Both projects show that different architectural intervention strategies are required to modulate built fabric and its emergent qualities and to unlock embedded cultural energy.

Together with a critical review of SSC concepts and the HUL in relation to urban (re)development, this paper provides innovative methodologies on creative adaptation of urban heritage, reconciling “hard” and “soft” issues, tested in the highly resilient systems of Tshwane.

One of the urgent questions in the field of diversity is the knowledge about effective diversity practices. This paper aims to advance our knowledge on organizational change toward diversity by combining concepts from diversity studies and organizational learning.

By employing a social practice approach to organizational learning, the author will be able to go beyond individual learning experiences of diversity practices but see how members negotiate the diversity knowledge and how they integrate their new knowledge in their day-to-day organizational norms and practices. The analysis draws on data collected during a longitudinal case study in a financial service organization in the Netherlands.

This study showed how collective learning practices took place but were insufficiently anchored in a collective memory. Change agents have the task to build “new” memory on diversity policies and gender inequality as well as to use organizational memory to enable diversity policies and practices to be implemented. The inability to create a community of practice impeded the change agenda.

Future research could expand our knowledge on collective memory of knowledge on diversity further and focus on the way employees make use of this memory while doing diversity.

The current literature often tends to analyze the effectiveness of diversity practices as linear processes, which is insufficient to capture the complexity of a change process characterized with layers of negotiated and politicized forms of access to resources. The author would argue for more future work on nonlinear and process-based perspectives on organizational change.

The contribution is to the literature on diversity practices by showing how the lack of collective memory to “store” individual learning in the organization has proven to be a major problem in the management of diversity.

Since the 1970s and 1980s, subsequent waves of so-called ‘new immigration’ have arrived in the United States and Europe. In the United States, this immigration started with the arrival of immigrants and asylum-seekers from Mexico, Central America and Asia. In Europe, the trend began with the influx of Turkish and Moroccan immigrants and continues today with the ongoing refugee crisis. Anti-immigrant politicians on both sides of the Atlantic have adopted exclusionary and often xenophobic rhetoric to further their policies, arguing that these new immigrants and their children cannot assimilate into Western society. A literature review reveals why the classical linear theory of second-generation assimilation is no longer relevant and proposes the contemporary segmented assimilation and comparative integration context theories developed by US and European researchers. A presentation of the findings of two state-of-the-art studies – the CILS project for the United States context and the TIES project for the European context – provides empirical evidence that, despite undeniable obstacles, the new second generation can assimilate into Western education systems and labour markets. Nonetheless, gaps in the existing literature also suggest the need for further research to create a more generalisable theory of second-generation assimilation before appropriate policy measures can be implemented.

The purpose of this paper is to gain insight into the extent to which Dutch children are aware of their own physical activity level, and to what extent children's physical activity is habitual. Special attention was paid to the potential moderating effect of “awareness” and “habit strength” on the association between psychosocial factors and exercise behaviour.

Data were gathered on 419 Dutch children, aged eight to 13 years, with self‐administered questionnaires in which demographic variables, reported physical activity levels, psychosocial factors and levels of awareness and habit strength were assessed.

Children with high awareness of personal behaviour and high habit strength were reported to be more physically active. Furthermore, psychosocial factors were less associated with physical activity in children with low awareness of their personal physical activity levels and in children for whom physical activity was strongly habitual than in children with high awareness or with low habit strength concerning physical activity.

The paper uses self‐reports to measure physical activity, which gives less accurate information on physical activity behaviour than objective measures. Furthermore, the cross‐sectional nature of this study design precludes the authors from inferring causal relationships between psychosocial factors and physical activity behaviour.

For promoting physical activity in children to be successful, it is important that education is first aimed at raising awareness levels. Besides, strengthening the habitual nature of physical activity in children might help to establish higher levels of physical activity.

The study indicates the importance of the concepts “awareness” and “habit strength” in physical activity behaviour. It offers useful information for designers of interventions to improve physical activity in children.

OUR readers will, we trust, appreciate our double souvenir number issued in connection with the Library Association Conference at Glasgow. Special features are the articles on the Mitchell Library, Glasgow, 1874–1924, by a member of the staff, Mr. J. Dunlop, and one on the Burns Country, by Mr. J. M. Leighton, of Greenock Public Library. We printed the provisional programme in our July issue and as we go to press have little to add to the particulars there given, except to compliment the Library Association and the Local Reception Committee on the excellent programme arranged for the occasion, from both the professional and social point of view.

The purpose of this research is to show that upward mobility of female academics in regular selection procedures is evolving extremely slowly, especially in The Netherlands. This paper aims at a more profound understanding of professorial recruitment and selection procedures in relation to gender differences at Dutch universities.

This paper explores the recruitment of university professors as a gendered process and is mainly based on the analysis of selection committee reports between 1999‐2003 from six large Dutch universities (n=682).

The research findings give a clear indication of gender differences in selection and recruitment procedures. Although not in all disciplines, the paper observes a disparity in the percentages of male and female applicants who were successful in the selection procedure. There is no confirmation of the predicted relationship with the nature of the procedure (open/closed), but there is a correlation with the number of women on the committee.

As it was not possible to make any pronouncements about the quality of the applicants, a strict measurement of gender bias is not possible.

The results show that academic disciplines are gendered in a different way, requiring different measures at the institutional and individual levels.

This is the first paper on recruitment and selection procedures that takes into account disciplinary differences and factors such as the number of applicants for each professorship and the recruitment potential by gender.

In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well as the theory–practice chasm, and conclude the edited volume with a model capturing the nature of fruitful, contextualized international pedagogies. Throughout the discussion, they highlight connections between and among potentially promising pedagogical approaches documented by the contributing authors whose countries of origins differ. As authors of this chapter and editors of this book, they claim that promising pedagogies have the potential to “travel” to other locales if their conditions of enactment are locally grounded, deliberated, and elaborated. This contextualization adds to the fluidity of knowledge mobilization to contexts different from the original one. Furthermore, all of the pedagogies have a praxical character to them, which means they strive to achieve a dialectical relationship between theory and practice. At the same time, they address local complexities in a reflective, deliberative, and evidence-based manner while acknowledging connections/contradictions in discourses and daunting policy issues/constraints/agendas. Against this “messy” backdrop, a model for traveling international pedagogies is proposed. The model balances a plethora of complexities, on the one hand, with the seemingly universal demand for uniformity, on the other hand. Through ongoing local, national, and international deliberation and negotiation, quality international pedagogies of potential use and value become readied for “travel”.