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The purpose of this article is to study how real world learning was used to engender and enhance sustainability principles and practices with 11 micro-, small- and medium-tourism business enterprises and 101 university tourism students enrolled across three university courses.

Action research processes were used to focus curricula on “education about and for sustainability”. A participatory paradigm informed the action research processes. The key methodology was qualitative. Empirical materials were generated through lived experiences, reflexive team conversations, team journals, reflexive journals and student learning materials. Reflexive conversations and reflective dialogue framed interpretations.

The action research process found that pedagogies, andragogies and ethnogogies that emphasize social processes of meaning making and sensemaking enhance and engender “education about sustainability” and “education for sustainability”, especially when coupled with real world learning as a platform for social and profession-building processes between university students, course teaching staff and industry, in this case, micro-, small- and medium-tourism entrepreneurs.

The qualitative findings of this action research study are specific to the participants involved. Generalizability to other university and business settings and goodness of fit require further study.

Insights are provided with regard to implementing real world learning in university undergraduate and postgraduate courses by partnering with industry and focusing on education for sustainability (EfS). A demonstration of the effectiveness of action research as a tool for changing curricula is provided.

Learning is a social process of meaning making. Time for real world social interaction is critical for learning. Partnering with industry complements student learning and facilitates the translation of theory into practice.

EfS is engendered and enhanced when learning-teaching engagements are predicated on real world settings, circumstances and experiences.

Interest in employee mindfulness has increased dramatically in recent years, fueled by several important conceptual articles, numerous studies documenting the benefits of mindfulness for employee outcomes, and the adoption of mindfulness-based practices in many Fortune 500 organizations. Despite this growing interest, the vast majority of research on employee mindfulness has taken an intrapersonal focus, failing to appreciate the ways in which mindfulness may enhance work-related relational processes and outcomes. The authors explore possible associations between mindfulness and relationally oriented workplace phenomena, drawing from interdisciplinary scholarship examining mindfulness in romantic relationships, child–parent relationships, patient–healthcare provider relationships, and student–teacher relationships. A framework is proposed that links mindfulness to three distinct relationally oriented processes, which are expected to have downstream effects on work-related relational outcomes. The authors then take the proposed framework and discuss possible extensions to a variety of unique workplace relationships and discuss critical next steps in advancing the relational science of mindfulness.

In this chapter, we used a research-based case study titled “The Desirable Prince Meeting” to explore how interdisciplinary theoretical perspectives on the child can be used to prompt critical reflection on socially just equity praxis in early childhood education. We argue that using multiple theoretical perspectives to analyze teaching and learning can generate and drive critical reflection on equity praxis more effectively than using a single perspective that presents a single truth about teaching and learning moments.

Higher inclusion rate of different media types within technology‐supported learning scenarios is becoming more necessary for higher education, as it seeks to attract more technologically‐minded students and still offer effective learning. An ‘off‐the‐shelf’ model is needed, for making third‐party, non‐text‐based, electronic resources available to academic staff who are building courses, but is shown to still be some way off. Ideally this type of model should allow independent, legal use of such resources by academic staff who rely predominantly on standardised forms of organisational services. When achieved, less‐intensive day‐to‐day support should be required per learning scenario developed so that use of different media types becomes more scaleable than at present. This paper specifically concentrates on aspects related to time‐based media (TBM).

In this chapter, the authors utilize both risk and resilience as conceptual frameworks to discuss the academic and psychosocial development of African American adolescent males. Given the amount of attention placed on the academic underachievement of African American males, they explore popular academic themes, such as academic disidentification and the role of teachers and parents. The authors examine psychosocial themes related to racial and athletic identity, the phenomenon of cool pose and “acting Black,” and the development of alternative masculinities. They conclude the chapter with recommendations for education research, practice and policy.

This study aims to build on existing literature on face-to-face aggression in intimate relationships and adopts Finkel’s I³ theory to investigate the relationship between adult attachment style, dispositional self-control and cyber intimate partner aggression (IPA) perpetration and victimization.

Participants (N = 173) 20–52 years of age (M = 32.75 years, SD = 7.73, mode = 29 years) completed a series of standardized online measures to assess anxious and avoidant attachment, dispositional self-control and experience of cyber IPA (psychological, sexual and stalking), as both a perpetrator and victim.

Avoidant attachment was associated with increased perpetration of stalking and psychological abuse. Those high on avoidant attachment were also more likely to report that they were victims of cyber IPA psychological abuse and stalking. Self-control did not predict experience of cyber IPA, as a perpetrator or victim. Interactions between self-control and attachment were also non-significant.

This study addressed the paucity of cyber IPA research conducted with adult populations, by examining processes and factors to improve understanding of the experiences of online perpetration and victimization. The study also found evidence for the importance of impellance factors but not inhibiting factors (Finkel, 2008).