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This chapter reviews literature on hazing and hazing prevention specific to university athletics, with an emphasis on US and Canadian contexts. A synthesis of studies related to the nature and extent of student-athlete hazing and gender, sexuality and hazing is shared followed by a summary of public health-based approaches to hazing prevention and athlete-specific hazing prevention strategies.

Comparative analyses in education science have traditionally focused on the category of geographic location as the comparative unit. However, comparison may involve many other units of analysis, such as culture, politics, curricula, education systems, social phenomena, and other categories of the lives of societies. Still, categories are inseparably linked to one or several geographic locations. Comparative approaches are often also dictated by the availability heuristic. Studying geographic units as the foci of comparative research is a necessary step for comparative presentation of the topic. According to Bray and Thomas, a researcher must always seek preliminary insight in the geographic unit to be analyzed before making the comparison. In social science research, a unit of analysis relates to the main object of the research, as it answers the question of “who” or “what” is going to be analyzed. The most common units of analysis are people, groups, organizations, artifacts or phenomena, and social interactions. Ragin and Amoroso have noted that comparative methods can be used to explain the commonness or diversity of results. This paper shows how comparative research can be approached in ways that have not been discussed, grounded in the historically variable understanding of the very term “comparison.” They are, for example, The Ogden-Richards triangle, The Porphyrian Tree, Classification strategies – Mill’s Canons, The chaos of the world – the order of science, Weber’s ideal types, Raymond Boudon’s formula, and the Möbius strip in comparativism.

The purpose of this paper is to pay tribute to the work of Bruno Latour and its relevance for organization scholars particularly, by relentlessly going beyond the reified category of “organization.” We rely in particular on our own experiences of conducting fieldwork with Latour in our hands and expose our journeys, sometimes feeling naked, embarrassed and naive. By following traces of actions, paying attention to things and appreciating plurality, with Latour we have discovered the politics of organizing and the aesthetic matter of things.

We use our own methodological experience to describe how Latour’s work has helped us concretely. We structure our methodological reasoning around three excursions in the field, corresponding to our different fieldwork journeys. For each excursion, we rely on descriptions and reflect on how we have traced actions, paid attention to things and appreciated plurality, as set out in the introduction.

We render through excursions our Latour moments, that is, critical moments in fieldwork, where we get stuck and embarrassed and where Latour’s texts with simple questions help us move. Against the critique of ANT as being apolitical and unable to account for the body, we explain how we have precisely, through our ANT investigations, intersected between politics, aesthetics and organizing through three main ways of displacing us in the field: leaving a priori categories and questioning what we see; placing our view somewhere and moving it in an oligopticon-like way; and “thick thinging.”

The paper is a tribute to Latour’s work and wants to contribute to emphasizing his relevance for understanding not only organization in general but also the politics and aesthetics of organizing. We reassemble our fieldwork journeys and, despite their being personal to us, we believe that our learnings are recognizable and recognized by other scholars. We conclude with a research suggestion relevant to organization scholars.

Higher education institutions (HEIs), including universities, adult and vocational institutes, and technical and further education (TAFE) centres, faced the challenge of responding to the COVID-19 pandemic with limited data on how best to protect their communities and to continue educating their students. HEIs implemented various measures and adaptations by prioritizing the safety and well-being of students, staff, and the broader community while ensuring uninterrupted educational delivery. The pandemic presented a global educational challenge, requiring institutions to address complex organizational issues. These challenges encompassed topics such as information access, equity, diverse communication infrastructures, collaboration, logistics, the use of digital platforms, decentralization, redundancy, variation in virtual rituals and communication protocols, unstructured digital proxemics, Zoom fatigue, the absence of remote feedback loop models, and COVID-19 management protocols. Among the critical questions posed by the pandemic in the higher education sector in Australia and Canada, whether at universities, technical institutes, or education centres, was how faculty enhanced the learning experience and fostered symbiosis among co-located/on-shore and remote/off-shore students. To gain a deeper understanding of the relationship between HEIs and COVID-19 educational mitigation, we analysed the actions taken by three HEIs in Australia and one in Canada during the crisis years of 2021–2022. This analysis was based on the personal reflections of the authors (academics from various HEIs), a synthesis of which is presented in this chapter.

This study explores the role of international schools in creating safe and inclusive environments for lesbian, gay, transgender, bisexual, queer, and questioning (LGBTQ+) youth, particularly in light of the challenging political climate of the current prevailing authoritarian education policy in Poland. Drawing upon Merton’s concept of “educational functions” influenced by socio‐political and economic factors, we investigate how international schools navigate and subvert authoritarian policies to promote LGBTQ+ inclusion. Through a multi‐faceted approach analyzing curricula, media discourse, and school law documents, we examine the potential of international schools as agents of change in fostering educational inclusivity for marginalized groups. By examining the interplay between planned educational functions and implementation, the study sheds light on the potential of international schools to serve as inclusive spaces for LGBTQ+ individuals in politically charged environments. Our findings highlight the positive impact of international education programs in supporting LGBTQ+ students and contributing valuable insights to ongoing discussions on promoting diversity and acceptance in educational settings. Ultimately, the findings contribute to ongoing discussions about the challenges and possibilities of fostering educational inclusivity for marginalized groups in such politically charged environments as authoritarian systems of education.

Efforts and initiatives aimed at poverty reduction are motivated by the ultimate objective of reducing the prevalence of people living in poverty. The primary goal of such efforts is to ensure that individuals and families living in low-income households have fair access to basic essentials such as food, vital resources and critical services. According to the World Economic Forum, poverty is a significant loss of well-being that can appear in a variety of ways. Two instances of this are low wages and the difficulty of accessing the necessities for daily living in the form of goods and services. Poor physical and mental health, insufficient access to sanitary services, lack of a voice and a lack of resources to improve one's situation are all characteristics of poverty. The goal of this study is to provide insight into the various poverty eradication programmes undertaken in India and the Middle East, i.e. Yemen. This exploratory study aims to give an overview comprising an analysis of more than 52 published research articles on this topic. The evaluation covers papers from prominent publications as well as general management journals with significant links to the topic. This chapter makes a significant contribution to theory by understanding different challenges leading to poverty, giving insights into the various programmes taken to eradicate poverty and suggesting measures to mitigate poverty through various literature reviews; this study is a general review in the context of the paper type. This study will give discernment for academicians and executives of different organisations.

In this paper, we aim to test the usefulness and contribute to the further development of analytical frameworks that guide research into integrated health and social care initiatives.

This study uses case studies based in decentralised administrative areas within the New South Wales state health system using (1) the Innovative Policy Supports for Integrated Health and Social Care Programs Framework, (2) the Consolidated Framework for Implementation Research and (3) the Framework on the Emergence and Effectiveness of Global Health Networks to assess the quality of international policies and/or strategies and integrated health and social care networks.

This study facilitates and advances integrated health and social care knowledge, moving from the study of local initiatives to a higher-level taxonomy of integrated care initiatives and exploring the emergence and effectiveness of global integrated care knowledge exchange networks. This paper proposes the use of three different frameworks to assess enhancement of the integrated health and social care using an array of multi-level innovation efforts as case studies.

This paper highlights the need for further research, and additional supports for formulating a single unified integrated health and social care framework that can assess innovations at multiple levels beyond local settings.

A stronger partnership with key stakeholders to enhance integrated health and social care research capabilities would be a feasible way to increase care and research capabilities in all sectors.

Health and social care clinicians, consumer representatives, service managers, policymakers and network knowledge partners must co-design a unified framework that better reflects the large multi-level agenda for integrated health and social care system change.

This novel study examines the level of integration of local space-based health and social care interventions, develops a taxonomy of local health district and/or primary care network integrated care initiatives to locate the “local” within a broader policy context and evaluates the quality of international policies and/or strategies and integrated health and social care networks.