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Food waste represents a major sustainability challenge with environmental, economic, social and health implications. Institutions of higher education contribute to generating food waste while serving as models in championing sustainability solutions. An experiential learning project was implemented as part of two university courses in a buffet-style university dining hall with the objective to reduce food waste while building student capacity to contribute to transformational food system change.

Partnerships were developed with university dining services. Students were trained to conduct a needs assessment in a university dining hall through food waste measurements. Students were facilitated through the process of applying baseline data on food waste to design, implement and evaluate a multi-component food waste intervention that consisted of offering reduced portion sizes, use of smaller serving utensils and educational messaging. Participant reflections were elicited to evaluate the effectiveness of the experiential learning experience.

The food waste intervention led to a 17 per cent reduction in total food waste, with a large portion of waste attributed to post-consumer plate waste. While the reduction in food waste was not statistically significant, it highlights the potential for food service operations to address food waste through reduction techniques while providing students an experiential opportunity that meets multiple learning objectives including systems thinking, collaboration and motivation for leading change in the food system.

This study highlights the opportunity of building student capacity to address sustainability challenges through an experiential learning model for reducing food waste in an institutional setting that other educators can adapt.

In May 2012, nine men from the Rochdale area of Manchester were found guilty of sexually exploiting a number of underage girls. Reporting on the trial, the media focussed on the fact that eight of the nine men were of Pakistani origin, while the girls were all white. It also framed similar cases in Preston, Rotherham, Derby, Shropshire, Oxford, Telford and Middlesbrough as ethnically motivated, thus creating a moral panic centred on South Asian grooming gangs preying on white girls. Despite the lack of evidence that the abuse perpetrated by some Asian men is distinct from male violence against women generally, the media focus on the grooming gang cases has constructed a narrative in which South Asian men pose a unique sexual threat to white girls. This process of ‘othering’ South Asian men in terms of abusive behaviour masks the fact that in the United Kingdom, the majority of sexual and physical abuse is perpetrated by white men; it simultaneously marginalises the sexual and domestic violence experienced by black and minority ethnic women. Indeed, the sexual abuse of South Asian women and girls is invisibilised within this binary discourse, despite growing concerns and evidence that the men who groomed the young girls in the aforementioned cases had also perpetrated domestic and sexual violence in their homes against their wives/partners. Through discourse analysis of newspaper coverage of these cases for the period 2012‒2018, this paper examines the British media's portrayal of South Asian men – particularly Pakistani men – in relation to child-grooming offences and explores the conditions under which ‘South Asian men’ have been constructed as ‘folk devils’. It also highlights the comparatively limited newspaper coverage of the abuse experiences and perspectives of Asian women and girls from the same communities to emphasise that violence against women and girls remains an ongoing problem across the nation.

This paper aims to determine whether CEOs with a humanities education (e.g. English/literature, philosophy, history, languages, religion, visual arts, or performing arts) exhibit higher levels of corporate social responsibility (CSR) within their firms than those who have studied other disciplines.

This paper is an empirical examination of S&P 500 CEOs’ undergraduate education and their firms’ level of CSR as measured by Kinder, Lydenberg & Domini (KLD).

CEO undergraduate humanities education is associated with higher levels of CSR even after accounting for several firm- and individual level controls. In addition, the CSR dimensions of community and diversity were found to be key drivers of the association.

This research is limited in understanding the micro-processes of the CEOs affected by a humanities education, as it relates to CSR. However, the results imply a values-based connection that is supported by the upper echelons theory.

CSR-minded firms may seek out humanities-educated executives. In addition, the results would suggest a need for humanities education despite the recent waning interest.

First, the findings of Manner (2010) will be confirmed using a different sample. Second, the humanities education and CSR relationship will be explored using a composite measure of CSR as opposed to analyzing its strengths and weaknesses separately (Manner, 2010), thus representing a holistic evaluation of the relationship. Third, previous research will be extended by examining the specific CSR dimensions (e.g. customers, employees) that are affected by a humanities education.

Co-curricular engagement in postsecondary education provides students with a breadth of opportunity for leadership-focused developmental experiences. However, few studies have qualitatively examined in detail how alumni describe years later how formal co-curricular involvement contributes to their development. Such lack of attention has resulted in what we describe as a “hidden leadership curriculum” embedded in co-curricular engagement. To address this gap in the literature, we explored the leadership experiences of 25 recent alumni who were engaged within various co-curricular organizations, and the leadership lessons relevant to their professional success that they report learning as a direct result of their involvement. Findings from this study reveal how the inherent organizational challenges embedded within co-curricular engagements lead students to develop a more interdependent, relational conception of effective leadership behaviors. These conceptualizations place value on collective group engagement and decision-making, and help students recognize group needs over individual desires. In addition, many participants reported acquiring the value of generativity – building a leadership pipeline - within their respective co-curricular organizations. We discuss practical implications, such as the central role of challenging experiences within the co-curriculum, and suggest future research recommendations.

The 2019 FIFA (Federation Internationale de Football Association) Women's World Cup in France saw unprecedented levels of success for women's football. FIFA estimates that, for the first time, total global viewership of the tournament reached 1bn. During the tournament, the eventual champions – the United States – saw their midfield veteran, Megan Rapinoe, win the golden boot (top goal scorer) and the golden ball award (most valuable player). In addition to her exploits on the pitch, Rapinoe, one of numerous ‘out’ lesbian athletes competing at the Women's World Cup, also received an unprecedented amount of media coverage. In this chapter, we analyse British print media coverage of Rapinoe during the one-month period of the Women's World Cup (7th June–7th July) and the week after the tournament concluded. Our findings indicate that although Rapinoe is a polarising character, media coverage of her throughout the tournament was generally positive. We show this through Rapinoe as a ‘personality’, Rapinoe as ‘outspoken’ and Rapinoe as a role model.

Fiction has the potential to dispel myths and helps improve public understanding and knowledge of the experiences of under-represented groups. Representing the diversity of the population allows individuals to feel included, connected with and understood by society. Whether women and girls with autism spectrum disorder (ASD) are adequately and accurately represented in fictional media is currently unknown. The paper aims to discuss this issue.

Internet and library searches were conducted to identify female characters with ASD in works of fiction. Examples of such works were selected for further discussion based on their accessibility, perceived historical and cultural significance and additional characteristics that made the work particularly meaningful.

The search highlighted a number of female characters with ASD across a range of media, including books, television, film, theatre and video games. Many were written by authors who had a diagnosis of the condition themselves, or other personal experience. Pieces largely portrayed characters with traits that are highly recognised within the academic literature. However, some also appeared to endorse outdated myths and stereotypes. Existing works appear to preferentially portray high functioning autistic women, with limited representation of those whom also have intellectual disability.

This is the first exploration of the depiction of ASD in females within fiction. There is a need for more works of fiction responsibly depicting females with ASD, as this can help reduce stigma, develop public awareness and recognition and increase representation.

This exploration of management history focuses on mass entertainment media to determine the history of the efficiency expert in popular culture. It reviews the history of the image of the efficiency expert in film and on American‐produced television programs. The review shows that this profession is a universal and pervasive one, permanently embedded in our culture and catholic in background, occupation and workplace. It is generally a man’s job. The most significant historical trend is a sharp change from the efficiency expert as an amusing and relatively harmless character to a malevolent one who is to be feared. Although television has only existed for about half as long as motion pictures, the depiction of the efficiency expert on TV is similar to his movie image. This widely recognized profession needs no introduction to the viewer. He is a negative figure, often laughed at but never admired.