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This paper aims to examine how both the amount and type of coursework impact students’ conceptualizations of sustainability. Previous research demonstrates that academic coursework influences students’ environmental attitudes, yet few studies have examined the impact of coursework on how students conceptualize “sustainability”.

Data are examined from the 2011 Sustainability Survey, which yielded a sample of 552 students at a medium-sized university in the southeastern USA. A series of four linear regression models estimate the impact of academic coursework on students’ conceptualizations of sustainability (ecosystems/nature, eco-efficiency, community/well-being and systemic change/innovation).

The results indicate that the type of course that students take significantly impacts the way in which students conceptualize this term; the number of courses taken has no statistically significant impact. This suggests that mere exposure to a particular theme in a class, rather than continued exposure to courses related to sustainability, is more important in shaping students’ perceptions.

This study expands on previous research by examining the influence of the number and type of academic coursework on students’ conceptions of sustainability and provides a framework for understanding the varied ways in which sustainability is defined. This has important implications for how students approach ways to achieve a sustainable future. The results suggest that students may be exposed to particular messages within an academic division that encourage students to emphasize particular elements of sustainability. While not problematic on its face, the data demonstrate that students lack an integrated or holistic understanding of sustainability. They usually view sustainability through the same prism as the academic division where their coursework was located, and this has implications for students’ continued perceptions of sustainability, academic programming of sustainability and the practice of it.

Political dissent threads through the history of the Olympic Games. Although the International Olympic Committee (IOC) openly prohibits athletes from injecting politics into the Games, Olympians have nevertheless staged protests, using the Olympics to challenge the predominant power structures and institutions. This chapter analyzes outbursts of athlete activism in the context of wider social movements that make these political paroxysms more viable. Social movements scythe political space for athletes, spark athletes' political imaginary, and provide support and cover. From the early days of the Games, Olympic athletes have expressed dissent, as when Irish track-and-field athlete Peter O'Connor rebelled against British colonialism at the 1906 Olympics in Athens. At the Mexico City 1968 Games, Czech gymnast Vera Čáslavská carried out a politically symbolic acts as did US sprinters John Carlos, Tommie Smith, and Wyomia Tyus. At the 1972 Munich Games, US track medalists Vincent Matthews and Wayne Collett protested in nonchalant fashion on the medal stand. At the 1980 Olympics, Polish Olympian Władysław Kozakiewicz issued politically provocative symbology on the pole vault mat that challenged Soviet hegemony. In the twenty-first century, numerous Olympians have made political statements, despite a rule in the Olympic Charter that forbids such activity. In each case, athlete activists were bolstered by vibrant political movements in their home country. In this chapter, I trace the relationship between political Olympians and social movements as well as the wider dialectic of resistance and restriction that encompasses the interplay between dissident Olympians and the IOC.

This study focuses on a regional education network in the Mid-Atlantic that aims to facilitate equitable learning practices by providing ongoing teacher/leader support, cross-sector collaboration and professional learning for educators. The authors probe networks as providing core support for systems level change and serving as precursors to the community engagement that is essential for deeper learning. Specifically, this study is driven by the hypotheses that (1) deeper learning may be supported by pathways for students and educators to meaningfully engage with the local community; (2) deeper learning is more likely to happen when educators connect to communities beyond their own school or organization and (3) education networks can help facilitate those functions.

The authors aimed to understand how participation in an education network influenced members (which include school leaders, teachers and leaders of youth programs) and how experiences might differ by level of participation. The authors conducted interviews with individuals across three groups of adults (n = 111 total): core members (n = 16), members with mid-level engagement (n = 30) and peripheral members (n = 65).

Educators who participated most intensely and deeply described the network as a vehicle for learning about and advancing equity through specific practices including individualized learning, increasing access and resource redistribution. Mid-level participants emphasized the professional network building function of the network. For peripheral or new participants, the most salient function of the network was celebration of education and educators. These findings suggest that education networks have a role in strengthening the structures that support leaders to make deeper learning happen.

More research is needed on how participants move from the periphery to more core involvement in education networks, where they may gain the full benefits of participation. Further research is also needed to explore the link between education network engagement among school leaders and the deeper learning environments in schools.

Research on education networks is limited. To the authors' knowledge, the present study is one of the largest collections and analyses of interviews with education network members to date. The authors present education network engagement as a precursor for community embedded deeper learning in schools.

In this paper, the authors explore racialisation through human-centric counter-accounts (counter-stories) to bring together critical race theory (CRT) and counter-accounting.

The authors utilise CRT to demonstrate the emancipatory role of counter-stories in (re)telling racialized narratives, specifically the narrative of asylum seekers who arrive by sea and are subjected to the inhumane and oppressive nature of the Australian government's policy of offshore immigration detention.

Counter-stories, as tools of accountability, can make visible oppressive forces and the hidden practices of racialized social practices and norms.

This paper emphasises that we are not in a post-racial world, and racialisation remains a fundamental challenge. We must continue to refute race as an ontological truth and strive to provide a platform for counter-stories that can spark or drive social change. This requires allies, including academics, to give that platform, support their plight, and offer avenues for change.

The authors introduce CRT as a theoretical tool for examining racialisation, opening space for a more critical confluence of accounting and race with potentially wide-reaching implications for our discipline. The paper also contributes to the limited accounting literature concerning asylum seekers, particularly in the use of counter-stories that offer a way of refuting, or challenging, the majoritarian/dominant narratives around asylum-seeking.

This study aims to expand the current knowledge of the Six Sigma approach in a period of time when there is little direct evidence of the need to improve the credit card account opening process. This is an important but neglected area of focus in the Six Sigma literature. This study explores the extent to which process improvement practices are extended to the credit card department.

A case study methodology is adopted in this study to facilitate an exploration of the implemented Six Sigma approach in the credit card department of a leading commercial bank. The process improvement tool used is the define, measure, analyze, improve and control (DMAIC) cycle.

The study’s results confirm that the Six Sigma approach improves the quality of the credit card account opening process. So, the Six Sigma approach can account for a reduced number of keying-in errors, resulting in better data accuracy and improved customer satisfaction.

The authors, in an attempt to render the study results more feasible for data collection, have chosen to focus on the process of the new accounts unit of the credit card department. Therefore, the authors have not taken into account the other units (e.g. transaction processing) of the same department.

The results of this study will be useful in persuading bank management to evaluate and implement the Six Sigma approach. Hence, this research will assist bank managers with replies to questions, such as: “What impact will Six Sigma have on process-centric improvement, such as the new accounts opening process of a credit card department?”

Within the literature on the Six Sigma practice, there is little research that focuses on the implementation of this particular toolset especially for credit card departments. This indicates a gap in the field. A new contribution to bridging that gap comes from the analysis of the results for the Six Sigma concept, which addresses the new accounts opening process.

The environment surrounding U.S. higher education has changed substantially over the past 40 years. However, we have a limited understanding of what these changes mean for the higher education organizations (HEOs) that occupy this organizational field. In this paper, I use descriptive statistics and multilevel latent class analysis (MLCA) to analyze the financial behaviors of public four-year HEOs from 1986 to 2010 to evaluate how HEOs adapt financially to their changing environments. I advance the current conceptual and empirical understanding of public HEO behaviors by evaluating how public HEOs utilize combinations of revenue and spending streams to accomplish their mission and the extent to which the revenues and spending patterns of these institutions are related. Descriptive results confirm the shift away from state funding toward tuition revenues and the relative stability in spending patterns. MLCA results, which allow for the investigation of how combinations of revenue and spending streams work together, indicate that public HEOs are changing the combinations of revenues they rely on in different ways, revealing multiple specific pathways for how public HEOs adapt to their changing environments. The spending profiles, in contrast, remain stable with only a few HEOs changing their profile over time. I argue that the loose coupling between revenues and spending and discontinuity in their patterns of change over time suggests that public HEOs are able to establish a buffer between their environment and spending or activities that allows them to continue engaging in the same broad set of activities despite environmental changes.

Drawing on a constructionist-poststructuralist feminist perspective, this paper aims to extend thinking on the evolution of entrepreneurial ecosystems by exploring how gendered entrepreneurial ecosystems can become more inclusive.

The paper contends path dependency of entrepreneurial ecosystems, maintains embedded gender bias (and biases against disadvantaged or unconventional entrepreneur groups) and builds an argument for path creation to de-bias entrepreneurial ecosystems. A metaphorical descriptor of entrepreneurial ecosystems is probed as contributing to the gendered entrepreneurial ecosystem discourse. Three propositions, namely on path creation, transformative agency and appropriate metaphors, are derived from the extant literature and an illustrative example employed to interrogate these propositions.

We advance path creation via transformative agency as a means for moving towards inclusive entrepreneurial ecosystems. We provide an alternative metaphor to springboard change to the gendered scholarly discourse on entrepreneurial ecosystems. Our illustrative example lends support to our propositions.

This paper helps lay a foundation for new thinking on change towards inclusive entrepreneurial ecosystems. It provides a powerful argument for broadening the mainstream path dependence view of entrepreneurial ecosystems. It is unique in suggesting a constructionist-poststructuralist feminist standpoint to challenge the dominant discourse on entrepreneurial ecosystems.

This chapter focuses on a population that I call iron moms: women who negotiate work, family, and endurance sport identities. This research sheds light on how mothers with families, full-time jobs, and other responsibilities fit a high level of endurance training into their lives. Looking at endurance sport through the lens of gender and parenthood helps uncover the unique complexities that iron moms face juggling their multiple identities. Included is an assessment of how iron moms manage their status on the athletic visibility continuum as a process associated with identity construction and maintenance. Based on an analysis of in-depth interviews with 20 active iron mom competitors and textual analysis of triathlon blog postings, this work uncovers the details of how these women attempt to find satisfaction in multiple areas of their lives. This chapter suggests that navigating one's status on the athletic visibility continuum in addition to navigating the complex web of dominant social discourses surrounding motherhood play a critical role in shaping how women craft their existence as an iron mom. Findings stress the value of “me time,” the pervasiveness of “mom guilt,” and the importance of reframing dominant discourses about motherhood.