Research with mothers who snowboard generated emotionally rich data. In this article, we make the case for combining diaries and interviews in research concerned with understanding the fluid and complex nature of emotions and subjectivities. The diary-interview method can also enable participants to exert greater influence over the interview agenda than they might if they simply engaged in a one-off interview. In the first part of the article, we provide an overview of the literature about the use of diaries in research before discussing the combination of diary and interview. In the second part of the article, we draw on the data produced by one participant, to illustrate how the diary-interview method can facilitate the sharing and collection of emotional data, and provide a glimpse of the constitution of subjectivity. While we found that the diary-interview method proved insightful, we add a note of caution about the potential for intrusion and/or harm.

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The status of teaching and learning is an issue those providing and supporting higher education grapple with. The UK Higher Education Academy offers accreditation aligned to the professional standards framework (PSF). The PSF contextualises the role of teaching and supporting learning, and offers a mechanism for individuals' commitment to be recognised. Here, we present a case-study of 19 established academics who reflected on their experiences of gaining recognition through their university's accreditation scheme. Respondents prioritised institutional structures and outcomes such as student recruitment, job security, and status as drivers for engagement. Institutional leadership was significant in driving the accreditation agenda.

Objectives To review leadership for dentists in patient facing, primary care dental practice. Methods A three stage systematic review with narrative synthesis: A scoping overview - management and leadership policy context. A systematic review of reviews of leadership in healthcare. A systematic focused review of leadership in patient-facing dental practice. Results The healthcare literature mirrors the generic literature in relation to the temporal evolution of leadership theories. Policy papers influence healthcare literature, though these are generally written by independent bodies, link solely to medical publications, and are often commissioned from the grand strategic level thereby grounding them in a politicised system. The healthcare leadership literature offers few studies at the operational (patient care) level of leadership, with none of these focused explicitly on dentistry and dental practice. Numerous aims, definitions, models, conceptualisations, and links to theories of leadership are reported. The stage 1 literature demonstrates more contemporaneous ideas of leadership, while the dental practice literature is too often grounded in outdated concepts and theories. Conclusions The overarching trend is from leaders to leadership; with no unified definition, model, theory, concept nor aim recognised. The fundamental importance of specific context and the reaction of others to leadership is reinforced. Leadership theories aligned to healthcare include Engaging, Authentic, Collective and the Transformational-Transactional continuum. Leadership is a dynamic, socially constructed process, only occurring in a group setting. Consisting of multiple moderating variables that demonstrate reciprocal influence on one another, these influences are neither equal nor stable. (246 words) Clinical significance Leadership is embedded in regulatory guidance and standards relating to general dental practice. It is therefore crucial to have an evidenced based understanding of what leadership means in this context, and what further work is necessary to support clinicians in the leadership domain. (43 words)