This paper aims to report an investigation of how education for sustainability is conceptualised, incorporated across the curriculum and led in three Western Australian Government…
Abstract
Purpose
This paper aims to report an investigation of how education for sustainability is conceptualised, incorporated across the curriculum and led in three Western Australian Government secondary schools. It also reports on processes to enable education for sustainability to become embedded into these schools.
Design/methodology/approach
Data for the research were gathered through semi‐structured interviews with teachers who were reputedly leading education for sustainability.
Findings
With the exception of one participant, the concept of education for sustainability is not widely embraced in the schools of this study. Instead participants focus only on the environmental aspect of sustainability. Again, with the exception of one participant, education for sustainability remains fragmented and vulnerable to changing school conditions. Leadership of education for sustainability occurs whimsically and with little vision for the future across this study with little evidence of alliance building or collaboration among colleagues.
Originality/value
The paper concludes that leading for sustainability requires a combination of a deep knowledge of sustainability; forward thinking and the ability to imagine a different future; the interpersonal and networking skills to build strong relationships; and the energy and capability of taking action to achieve the imagined different future.
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Hélène Cherrier and Tresa Ponnor
The purpose of this paper is to investigate consumers' motivation to accumulate obsolete items and their reluctance to dispose of material possessions.
Abstract
Purpose
The purpose of this paper is to investigate consumers' motivation to accumulate obsolete items and their reluctance to dispose of material possessions.
Design/methodology/approach
The role of attachment to material possession in the construction of consumer identity provides a conceptual framework for the research. A video‐ethnography with eight individuals, who classify themselves as functional hoarders, individuals who accumulate objects privately and are unable to dispose without clear conscious motivation or control, constitute the primary data for this paper.
Findings
In investigating the underlying reasons for accumulating objects and resisting dispossession, informants show evidence of being reflective consumers who perceive throwing away as a threat to memory, to security, and to historical and ecological preservation. First, this paper confirms current literature regarding the role of possessions as symbols of interpersonal ties with others and as a cue to past experiences. Second, the paper supports that possessions provide a sense of security to the owner. Finally, this paper reinforces that preserving material objects cultivate a vision for the future. Ultimately, informants' motivations to accumulate, to keep, and to not‐dispose of objects reflects a desire to reassemble the fragments of their temporal experience into a unique space where memories, present, and life projects join together.
Originality/value
The accompanying film gives an opportunity for audience members to personally evaluate hoarding practices and to draw their own conclusion on the dynamic nature of material attachment and consumer identity in terms of past experiences, present orientation, and responsibility for the future.
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Chinthaka Aluthgama-Baduge, Duminda Rajasinghe, Sanna Ilonen and Mark Gilman
We investigate practitioner integration (PI) within higher education institutions (HEIs) by taking a closer look at the entrepreneur in residence (EiR) initiative. Engaging…
Abstract
Purpose
We investigate practitioner integration (PI) within higher education institutions (HEIs) by taking a closer look at the entrepreneur in residence (EiR) initiative. Engaging experienced entrepreneurs through EiR initiatives to facilitate entrepreneurship education (EE) has become a familiar PI model within HEIs; nevertheless, how EiRs perceive their role and integration in academia has been under-researched. We deepen the understanding of how EiRs facilitate EE and their role and fit into academia.
Design/methodology/approach
This qualitative research employs interpretative phenomenological analysis (IPA) as the methodology. Following IPA guidance, we purposively selected seven EiRs working within HEIs and conducted one semi-structured interview with each participant. The data were analysed using IPA data analysis guidelines.
Findings
The findings suggest that the previous experiences of EiRs influence their confidence, skills and intrinsic motivation in their role in academia. EiRs play a multifaceted role that goes beyond students and simple educational activities to develop trust and understanding among university communities while bridging academic–practitioner, structural and communication gaps that hinder entrepreneurship in higher education. The study reveals the disconnected nature of EiRs’ role in academia and the tensions between academics and EiRs.
Originality/value
This study provides space for unheard EiRs’ voices, enriching the scarce EiR literature by advancing our knowledge about their role and fit in academia. The novel insights into the role of EiRs broaden the scope of EE to university communities beyond students. The findings deepen our understanding of how EiRs foster entrepreneurship by acting as a trust ladder and developing a networked approach to supporting university stakeholders. The challenges lie in how EiRs are integrated and the tensions between academics and practitioners. We also found that EiRs with greater authority, prior exposure to strategic roles within the institution and strong relationships with institutional leaders perform their role efficiently. Hence, this study establishes the importance of a more coordinated, strategic approach to PI within HEIs.
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Claire Bellamy, Margaret Struthers and Lorraine Green
Drawing on empirical research which incorporated biographical interviews with two older male perpetrators, this chapter develops theoretical conceptualisations of the histories…
Abstract
Drawing on empirical research which incorporated biographical interviews with two older male perpetrators, this chapter develops theoretical conceptualisations of the histories, experiences and motives of these men. Four key areas are highlighted, which will be subject to closer scrutiny in relation to extant literature: (i) gender, particularly notions of masculinity, power and entitlement; (ii) attitudes relating to the use of violence both within intimate relationships and generally (iii) critical junctures in the life course which triggered attempts to desist; and (iv) an exploration of maturation and completion of treatment programmes in relation to their use of violence, future risks and efforts towards desistance.
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In the last issue, Rob Hill and Geoff Shepherd gave a critical account of the Transitional Employment part of the Clubhouse programme. This has produced strong reactions, and here…
Abstract
In the last issue, Rob Hill and Geoff Shepherd gave a critical account of the Transitional Employment part of the Clubhouse programme. This has produced strong reactions, and here Colin MacLean takes issue with both their premises and their conclusions. What about the user/member view? Watch this space…
Examines two important streams of migrant consumer research, specifically the contributions made by the study of cultural values and migrant acculturation. Noting the inadequacies…
Abstract
Examines two important streams of migrant consumer research, specifically the contributions made by the study of cultural values and migrant acculturation. Noting the inadequacies of focusing on just one single perspective, reports an interpretative research conducted with ethnic Chinese migrant consumers. Emergent themes are extracted to illustrate the lived worlds of migrant consumers as they negotiate their way in a new society.