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PurposeThis book review seeks to clarify the contribution of the (2022) edited collection, International Models of Changemaker Education to the field of work-applied management. It proposes that the many international models of changemaker education described in this book offer management professionals an array of innovative methods which support workplace learning and change by fostering organizational and educational flexibility.Design/methodology/approachThis book review frames the collection's contribution in the context of work-applied management by systematically reviewing its chapter in order to present their relevance to conversations in and adjacent to the field.FindingsThis book review provides insights into how changemaker education might be conceived of and utilized in work-applied management contexts as drawn from the many innovative and demiurgic methods described in the collection and its chapters.Research limitations/implicationsChangemaker education is a wide-ranging theoretical perspective, which is often loosely defined across contexts. However, this lexical amorphousness provides important flexibility for an expanded range of theoretical application.Practical implicationsThis review includes important implications for the development of work-applied management theories drawn from models of changemaker education that demonstrate methods for achieving organizational agility and flexibility.Originality/valueThis review provides new and innovate models of use to work-applied management theorists and professionals.

Past research on bathroom graffiti (latrinalia) has utilized disparate collection and analysis methodologies. Here, we seek to devise a rigorous, unified methodological framework for the collection and analysis of latrinalia. We begin by reviewing the disjointed methodological approaches and findings of previous research on bathroom graffiti in order to trace the limitations which prevent generalizability across datasets in comparable, meaningful ways. We also target some of the specific arguments and research questions presented in previous studies. Then, using study of bathroom graffiti, we sketch a replicable, scalable methodological framework for studying bathroom graffiti in order to analyze the discourse of a large corpus of latrinalia collected from the bathrooms of George Mason University in Virginia. This article as a whole illustrates that until the field aligns collection and analysis methods – defining what constitutes discourse, collecting data from male and female bathrooms, and accounting for the number of buildings, restrooms, and stalls – the seminal questions of the field will never be adequately addressed. We conclude by discussing the limitations of our research design and pointing toward potential future directions in latrinalia research.

While student engagement is a well-researched educational construct that is positively associated with student performance, writing engagement has received less attention. Drawing on engagement research generally and reading engagement research specifically, the authors present writing engagement as a multidimensional construct including affective, behavioral, cognitive, and social components with the potential to support students at all stages of the writing process in equitable and culturally responsive ways. In this chapter, the authors trace the origins of the writing process movement to support teachers in designing instruction that encourages student participation in writing in and beyond the classroom. By attending to student engagement at each stage in the writing process, the authors argue that teachers and future researchers can account for how students feel, act, think, and interact throughout the writing process and in doing so construct classroom practices that appeal to all students and promote their growth.