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Article
Publication date: 6 September 2024

Elizabeth Rushton, Nicola Walshe, Alison Kitson and Sarah Sharp

In England, climate change and sustainability education (CCSE) is predominantly taught with a focus on knowledge in school geography and science. However, whole-school approaches…

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Abstract

Purpose

In England, climate change and sustainability education (CCSE) is predominantly taught with a focus on knowledge in school geography and science. However, whole-school approaches to CCSE exist which encompasses curriculum, campus, community and culture. Drawing on conceptualisations of the ecological approach to teacher agency we explored the ways in which the leadership of a whole-school approach to CCSE was implemented across four case study schools.

Design/methodology/approach

Four case study schools were identified as having implemented CCSE across the areas of classroom, culture, campus and community, with opportunities to share good practice. During visits to each school, we completed a series of 15 interviews with teachers who had roles leading geography (n = 4) and science (n = 4) curricular; school leaders (n = 4) and sustainability coordinators (n = 3). We engaged with a range of school curricula and policy materials and toured each site.

Findings

At the heart of an effective approach to whole-school CCSE are leaders who create the conditions for teachers to achieve agency and enact curriculum making as a social practice. School leaders themselves are critical in ensuring the culture, professional norms and expectations are established and nurtured. Over time, teachers are able to identify and create spaces of agency in relation to CCSE which reach beyond their immediate communities.

Originality/value

This research brings together teacher agency, curriculum making and leadership practices to better understand why some schools achieve agentic cultures as part of whole-school CCSE.

Details

Journal of Professional Capital and Community, vol. 10 no. 1
Type: Research Article
ISSN: 2056-9548

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Article
Publication date: 23 December 2024

Wei Gao and Ming Ju

Motivated by recent research on the pivotal role of artificial intelligence (AI) in the interplay of financial activities and ESG issues, we examine ChatGPT’s ability to assist…

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Abstract

Purpose

Motivated by recent research on the pivotal role of artificial intelligence (AI) in the interplay of financial activities and ESG issues, we examine ChatGPT’s ability to assist the public, investors, corporate boards, shareholders and companies with ESG-related issues.

Design/methodology/approach

We conduct a preliminary test of ChatGPT’s knowledge of ESG by feeding ChatGPT with questions from three sources: Bloomberg, Corporate Finance Institute and Alison.com. We compare ChatGPT-4o mini to random guessing, Google’s Gemini and ChatGPT-4o. We test ChatGPT-4o mini’s familiarity with Bloomberg terminal functions related to ESG.

Findings

We find ChatGPT’s accuracy is 100% on Bloomberg questions. We also find that ChatGPT-4o mini’s performance is slightly better than that of Gemini and ChatGPT-4o. However, we document that ChatGPT-4o mini sometimes fabricates non-existing functions, which is evidence of hallucinations, a built-in flaw of ChatGPT. Lastly, we show that ChatGPT-4o mini can analyze Bloomberg terminal screen images, assess companies’ actual ESG reports and draft CEO compensation contracts with integrated ESG metrics.

Originality/value

Our study is the first attempt to test ChatGPT’s knowledge in the domain of ESG. Our findings suggest the potential use of ChatGPT by the public to educate themselves on ESG issues, by investors to integrate ESG in portfolio construction, by corporate boards to incorporate ESG metrics in CEO compensation contracts, by companies to file ESG reports to regulators, by ESG-conscious shareholders to engage the management, etc.

Details

Managerial Finance, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0307-4358

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Book part
Publication date: 18 September 2024

Berch Berberoglu

Abstract

Details

Class and Inequality in the United States
Type: Book
ISBN: 978-1-80043-752-4

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Article
Publication date: 25 December 2024

Nancy D. Campbell

This paper aims to document a novel course titled Harm Reduction Design Studio. The course introduced the harm reduction problem space to design students for designing objects…

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Abstract

Purpose

This paper aims to document a novel course titled Harm Reduction Design Studio. The course introduced the harm reduction problem space to design students for designing objects, social worlds, infrastructures and ecologies that shape human and nonhuman social interactions within them.

Design/methodology/approach

Extending tenets drawn from social movements for harm reduction from the focus on drugs and habits begins the reparative work of undoing past harms, living well in the present and reducing future harms. This course introduces history, theory and practice of harm reduction in relation to health, well-being, social connection and safety.

Findings

The course was piloted from August to December 2024 in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute in Troy, New York, USA.

Social implications

Society-wide implications for mainstreaming harm reduction are far-reaching. For instance, the U.S. National Science Foundation has recently called for ways to “incorporate ethical, social, safety, and security considerations” into research design to mitigate potential harms of scientific research and amplify societal benefits. This course prepares students to think upfront about incorporating harm reduction into the design of technological artifacts.

Originality/value

This course presents a replicable model for bringing harm reduction and design pedagogy together in the shared spirit of encouraging the readership of Drugs, Habits and Social Policy to widen participation in design practice.

Details

Drugs, Habits and Social Policy, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2752-6739

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Article
Publication date: 12 August 2024

Francisco Ceballos-Espinoza

This paper aims to explore advances in indirect personality assessment, with emphasis on the psychology of digital behavior based on the analysis of new technological devices and…

61

Abstract

Purpose

This paper aims to explore advances in indirect personality assessment, with emphasis on the psychology of digital behavior based on the analysis of new technological devices and platforms for interpersonal relationships, identifying – along the way – those findings that may be useful to carry out a reconstructive psychological assessment (RPA) of applicability in the legal context.

Design/methodology/approach

Different fields of knowledge are explored, transferring the findings to the field of psychology of digital behavior, analyzing the publications that report findings on the analysis of new technological devices and platforms for interpersonal relationships and identifying – along the way – those findings that may result useful to carry out an RPA of applicability in the legal context.

Findings

The application of RPA represents a significant advance in the integration of criminal psychology and forensic technology in legal contexts, opening new fields of action for forensic psychology.

Originality/value

The article has transferred advances in computer science to the field of forensic psychology, with emphasis on the relevance of RPA (from the analysis of digital behavioral residues) in the interpretation of behavioral evidence for the indirect evaluation of the personality and within the judicial context (when the victim and/or accused are not included).

Details

Journal of Criminal Psychology, vol. 14 no. 4
Type: Research Article
ISSN: 2009-3829

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Article
Publication date: 16 December 2024

Rebecca Chunghee Kim, Hugh Scullion, Mohan V. Avvari, Stefan Jooss and Helal Uddin

The purpose of this paper is to provide a critical perspective on how the COVID-19 crisis shaped inclusive leadership behaviors of global business leaders.

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Abstract

Purpose

The purpose of this paper is to provide a critical perspective on how the COVID-19 crisis shaped inclusive leadership behaviors of global business leaders.

Design/methodology/approach

Using quantitative and qualitative methods, the authors analyzed 240 CEO statements in 120 multinational enterprises from six countries (France, India, Japan, South Korea, UK, USA), pre- and mid-COVID-19.

Findings

Results show that CEO emphasis on inclusive leadership increased during the pandemic. More substantively, the authors identify three key behaviors of inclusive leadership – fidelity, calmness and collective resilience.

Originality/value

The authors provide empirical evidence of inclusive leadership behaviors by global business leaders. In doing so, the authors integrate inclusive leadership into societally engaged international business research.

Details

Critical Perspectives on International Business, vol. 21 no. 2
Type: Research Article
ISSN: 1742-2043

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Article
Publication date: 21 May 2024

Nevena Nancheva

This article explores in a qualitative manner the motivations of women entrepreneurs who start and run ethnic food businesses in London.

117

Abstract

Purpose

This article explores in a qualitative manner the motivations of women entrepreneurs who start and run ethnic food businesses in London.

Design/methodology/approach

Our approach is qualitative and deploys phenomenographical analysis of interview narratives around categories of motivation.

Findings

We find that women ethnic food entrepreneurs are driven by a combination of desire for self-actualisation, identity-maintenance and community considerations. We demonstrate that women ethnic food entrepreneurs often go against the logic of the market, and they do so not because they lack other options, but for reasons that have to do with their (self-)identification as women and professionals, their prerogatives as mothers and daughters, their ethnic heritage, their emplacement in urban and global communities and their need to contribute. Our findings enrich understanding of female-led ethnic food entrepreneurship not as a demanding, overall unproductive undertaking for women with no other options, but as a realm of inspiration, community engagement and female-led innovation.

Originality/value

Our main contributions are the qualitative interrogation of perceptions and experiences of identity and difference in urban entrepreneurship from the point of view of our interviewees; providing concrete empirical evidence for it through our sample and proposing an approach to thinking women-led ethnic food entrepreneurship as a vehicle for translating urban superdiversity into social interactions across barriers of difference. We speak to the field of women entrepreneurship studies but specifically to the understudied realm of women-led food entrepreneurship, and to the cross-disciplinary field of (im)migrant entrepreneurship.

Details

International Journal of Gender and Entrepreneurship, vol. 16 no. 3
Type: Research Article
ISSN: 1756-6266

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Article
Publication date: 20 January 2025

Barbara Comber

The purpose of this article is to introduce qualitative research in literacy that has been significant in educators understanding difference in young people’s literacy learning.

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Abstract

Purpose

The purpose of this article is to introduce qualitative research in literacy that has been significant in educators understanding difference in young people’s literacy learning.

Design/methodology/approach

The approach has been to select influential investigations that have impacted over time and to summarise the insights provided.

Findings

This article foregrounds research that helps educators understand learner difference as positive resources and that contests approaches which perpetuate deficit discourses.

Originality/value

The article offers a distinctive and selective reading of literacy studies to highlight and remind readers of what is known about language and literacy learning that should not be ignored in designing further research nor in interpreting existing studies.

Details

Qualitative Research Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1443-9883

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Article
Publication date: 20 September 2024

Elizabeth S. Volpe, Denise R. Simmons, Joi-Lynn Mondisa and Sara Rojas

In this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for…

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Abstract

Purpose

In this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for the Improvement of Mentored Experiences in Research (CIMER) mentorship competencies to mentor underrepresented students in engineering education research in a virtual environment.

Design/methodology/approach

This research experience for undergraduates (REU) program, situated in the United States of America, consisted of undergraduate students (i.e. mentees), graduate students and faculty mentors who all had at least one underrepresented identity in engineering (i.e. Black, Latiné/x, and/or women). Using qualitative methods, we used data from reflection surveys and follow-up interviews with REU mentees to understand the outcomes of the mentorship strategies employed by the mentors in the program. The data were analyzed thematically using CIMER model constructs and social capital theory as guiding frameworks.

Findings

The results indicated the identified strategies students perceived as the most impactful for mentorship throughout the program. Students in the REU gained knowledge on how to activate social capital in mentorship relationships and how to better mentor others.

Research limitations/implications

The findings provide insight on how to operationalize the CIMER mentorship competencies to skillfully mentor underrepresented students in engineering. Given the size of the REU and the nature of qualitative research, the sample size was limited.

Practical implications

The results help inform mentorship practices for underrepresented individuals in engineering education and the workforce. Further, they add to the practical knowledge of implementing CIMER best practices virtually, at a time when the world has transitioned to more hybrid and virtual working and learning environments.

Originality/value

This study identifies impactful strategies for operationalizing mentorship strategies informed by theory- and evidence-based CIMER mentorship competencies. In addition, this study extends knowledge about how to implement mentoring best practices and engage mentorship in a virtual environment.

Details

International Journal of Mentoring and Coaching in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6854

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