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Food insecurity and poor access to healthy food is known to compromise tertiary studies in university students, and food choices are linked to student perceptions of the campus food environment. The purpose of this study is to describe the prevalence, demographic and education characteristics associated with food insecurity in a sample of Australian university students and their satisfaction with on-campus food choices.

An online, cross-sectional survey conducted as part of the bi-annual sustainability themed survey was conducted at the University of Tasmania in March 2020. A single-item measure was used to assess food insecurity in addition to six demographic and education characteristics and four questions about the availability of food, affordable food, sustainable food and local food on campus.

Survey data (n = 1,858) were analysed using bivariate analyses and multivariate binary logistic regression. A total of 38% of respondents (70% female; 80% domestic student; 42% aged 18–24 years) were food insecure. Overall, 41% of students were satisfied with the food available on campus. Nearly, half (47%) of food insecure students were dissatisfied or very dissatisfied with the availability of affordable food on campus. A minority of students were satisfied with the availability of sustainable food (37%) and local food (33%) on campus.

These findings demonstrate a high prevalence of food insecurity and deficits in the university food environment, which can inform the development of strategies to improve the food available on campus, including affordable, sustainable and local options.

This study aims to problematize how gender is enacted within entrepreneurship education and training (EET).

Using a social feminist lens, this study advances principles, a conceptual framework, assessment criteria and illustrative performance metrics to inform gender-sensitive EET programs and courses. Findings are based on a cross-case thematic analysis of two large-scale case studies conducted in Canada and Jordan.

The findings bridge social feminist theory and EET studies. The originality of the research rests in its utilization of the principles and conceptual framework to examine EET and to inform the development, design and assessment of gender-sensitive programs and courses.

The framework and criteria do not differentiate types or levels of EET. The investigators lead the assessment of curricula and co-construction of gender-sensitive course content. Interpreter bias cannot be ruled out.

The proposed principles, framework, criteria and performance will assist stakeholders in EET program/course design, content, delivery and evaluation.

Aligned with the United Nation Sustain Development Goal 5 (gender equity), the findings demonstrate the value of adapting a critical lens across all elements of EET and responding to biases in participant selection and engagement, program design and curricula.

To the best of the authors’ knowledge, this is among the first studies to use a social feminist perspective and case study methodology to inform criteria to assess EET.

Women are underrepresented in most university entrepreneurship education (EE) programmes and less likely than men to pursue business venturing as a career. One reason may be the “entrepreneurial identity gap”, whereby female students do not see themselves as successful entrepreneurs. This paper aims to explore the nature of this identity gap and its relationship to entrepreneurial intent and entrepreneurship education.

A set of contemporary, gender-inclusive entrepreneurial attributes was developed using entrepreneurial subject matter experts and tested with 591 university students to explore the nature of the gendered entrepreneurial identity gap.

While masculine stereotypes persist and the entrepreneurial identity gap is larger for female students, results suggest that a more gender-inclusive vocabulary of entrepreneurship is emerging among the student population and an androgynous perception of the idealized entrepreneur. Entrepreneurship education had a positive influence on entrepreneurial intent.

Study findings advance the conversation about entrepreneurial identity, the nature of the gendered identity gap and the role of education in closing that gap. The questionnaire and set of gender-inclusive attributes should continue to be tested beyond student samples.

Based on this study, entrepreneurship education could benefit from more gender-inclusive instructional practices and vocabulary and a broadened definition of what it means to be entrepreneurial. More students – both men and women – will see themselves as entrepreneurs and be inspired to participate in the innovation economy.

This study takes a novel approach to the study of entrepreneurial identity, developing a new set of attributes and contemporary vocabulary around business venturing.

The purpose of this paper is to explore the potential learning consequences of AACSB accreditation as perceived by administrators and faculty members at four Canadian university business schools.

A qualitative, multiple case study approach was employed. A purposive sample of four Canadian business schools was selected and data were collected from multiple sources. The data were analyzed using NVivo7 and a cross case analysis was performed.

The results indicate that AACSB accreditation facilitated organizational learning in three of the four schools. Respondents felt that accreditation promoted strategic alignment, a re‐assessment of the school's mission, and an emphasis on performance management; others identified an increased focus on quality and/or research. Accreditation also served as a catalyst for change, one which motivated program improvement. In terms of contextual factors, leadership was found to be the most pervasive influence on organizational learning effects. Resource dependence was also found to be influential.

This research highlights the importance of educational leadership in facilitating organizational learning through evaluative inquiry. Because of the qualitative methodology, the sample size is limited to four university business schools.

This study has practical implications for management education internationally, as AACSB accreditation is increasingly a global phenomenon. The findings will be of interest to educational administrators, policy makers, managers, and accrediting bodies who are interested in facilitating learning through accreditation

This research offers a novel approach to studying the question of AACSB accreditation and its learning effects. By using a qualitative multiple case study method, this research provided a unique opportunity to focus more keenly on context and its role in influencing the potential learning consequences of accreditation.

Public service ethos (PSE) is traditionally associated with public administration, bureaucracy and frontline response. Thinkers such as Aristotle and Weber embedded ideas of public virtue and vocation, yet new managerialism, as well as changes to public services management challenge traditional notions of PSE. Recent events such as the COVID-19 pandemic, counter terrorism and government austerity agendas have put PSE back into the public eye. In this chapter we examine the context for a renewed PSE as a crucial aspect of resilience for workers in public services and public management. We focus on three areas that we feel are important for PSE: policy, purpose and pedagogy, and how a renewed PSE can inform pedagogy in the discipline, renewing ideas of vocation in public administration training.

With the large majority of colleges and schools of business integrating ethics into their curricula, business ethics educators must work to improve the quality of instruction and find methods that enhance student learning. Because many films now address business ethics issues, the content of these films may be used to enhance the teaching of business ethics to undergraduate and graduate business students. This chapter suggests films that may be presented in business ethics classes to illustrate the four ethical categories set forth by the accrediting body for schools of business, The Association to Advance Collegiate Schools of Business (AACSB International), in their 2004 report on ethics education in business schools: ethical decision-making, ethical leadership, responsibility of business in society, and corporate governance.

The purpose of this paper is to present a meta‐analysis of a subset of published empirical research papers that measure learning capability and link it to organizational performance. It also seeks to examine both financial and non‐financial performance.

In a search of published research on learning capability and organizational performance, the authors identified 33 articles that met criteria for inclusion in the meta‐analysis. Both objective and perceptual measures of organizational performance were considered to be acceptable. The data were analyzed using the Hunter and Schmidt meta‐analysis software.

The findings support a positive relationship between learning capability and organizational performance, with stronger results for non‐financial than financial performance. This has significant implications for justifying the investment in building a learning capability in organizations. Recommendations for managers are provided, such as the use of learning capability measures and the need to measure performance.

The paper discusses the implications of these results for further theory building and development to advance knowledge in the field. This includes addressing the need for new research designs, the issue of causality, potential mediating effects and the impact of context in better understanding this complex relationship. It suggests that research is also needed to increase our understanding of how to effectively build this learning capability.

This meta‐analysis provides empirical evidence to support the value of building a learning capability in organizations.

Performance management (PM) is now clearly a well-established practice in public sector organizations. However, increasingly scholars have been questioning its efficacy in improving organizational performance. Research has shown that the presumed benefits remain questionable and that there are many barriers, challenges and problems in implementing PM. The purpose of this paper is to report and discuss the findings of a multi-case study that examines in more depth how five Canadian public sector organizations are implementing PM.

A qualitative multi-case study approach was used in this study. Structured interviews were carried out in each public sector organization and the interview data were analyzed using NVivo8. Individual case profiles were also written. A cross-case analysis was carried out using data from these five cases.

The cross-case analysis of the data focussed on the major themes emerging from the data with respect to challenges and barriers, success factors, context and implications for practice for PM in public sector organizations. Three contextual factors are identified and discussed in explaining some of the findings. Conclusions are drawn for making PM more effective in achieving performance improvement in public sector organizations and future directions for research.

The research findings and implications for practice are based on five Canadian public sector organizations so may limit its generalizability to public sector organizations in other countries.

Some practical implications are discussed with respect to implementing PM more successfully in public sector organizations. This included the better integration of PM to corporate strategy, leadership in developing a positive PM culture and employee buy-in and commitment to the process.

This qualitative multi-case study of PM in Canadian public sector organizations has not previously been done. This approach allows for a more close-up look at PM in public sector organizations especially how it is implemented and the experiences of organizational members. The paper also presents new insights on context as an important variable in explaining the findings from the cross-case analysis and points to future new directions for research and in developing a contingency theory approach to PM.

This paper aims to inform strategies to enhance public procurement opportunities for women-owned small- and medium-sized enterprises (SMEs). To do so, the study examines two research questions: To what extent are women-owned enterprises under-represented among SME suppliers to government; and Do barriers to public procurement – as perceived by SME owners – differ across gender?

The study draws on the resource-based view (RBV) of the firm and on theories of role congruity and social feminism to develop the study’s hypotheses. Empirical analyses rely on comparisons of a sample of 1,021 SMEs that had been suppliers to government and 9,376 employer firms that had not been suppliers to government. Data were collected by Statistics Canada and are nationally representative. Logistic regression analysis was used to control for systemic firm and owner differences.

Controlling firm and owner attributes, majority women-owned businesses were underrepresented as SME suppliers to government in some, but not all sectors. Women-owned SMEs in Wholesale and Retail and in Other Services were, ceteris paribus, half as likely as to be government suppliers as counterpart SMEs owned by men. Among Goods Producers and for Professional, Scientific and Technical Services SMEs, there were no significant gender differences in the propensity to supply the federal government. “Complexity of the contracting process” and “difficulty finding contract opportunities” were the obstacles to contracting cited most frequently.

The limitations of using secondary analyses of data are well documented and apply here. The findings reflect only the perspectives of “successful bidders” and do not capture SMEs that submitted bids but were not successful. Furthermore, the survey did not include questions about sub-contractor enterprises, data that would likely provide even more insights about SMEs in government supply chains. Accordingly, the study could not address sub-contracting strategies to increase the number of women-owned businesses on government contracts. Statistics Canada’s privacy protocols also limited the extent to which the research team could examine sub-groups of small business owners, such as visible minorities and Indigenous/Aboriginal persons. It is also notable that much of the SME literature, as well as this study, define gender as a dichotomous (women/female, men/male) attribute. Comparing women/female and men/males implicitly assumes within group homogeneity. Future research should use a more inclusive definition of gender. Research is also required to inform about the obstacles to government procurement among the population of SMEs that were unsuccessful in their bids.

The study provides benchmarks on, and directions to, enhance the participation of women-owned SMEs or enterprises in public procurement. Strategies to support women-owned small businesses that comply with United Nations Sustainable Development Goals are advanced.

The study offers insights to reconcile economic efficiency and social (gender equity) policy goals in the context of public procurement. The “policy-practice divides” in public procurement and women’s enterprise policies are discussed.

The study is among the first to use a feminist lens to examine the associations between gender of SME ownership and public procurement, while controlling for other salient owner and firm attributes.