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A conversation is the minimum architecture which Pask claims that an entity must have for it to be able to think and learn autonomously. An understanding of this architecture is developed through a consideration of the limitations of simple systems. Conversation Theory is shown to have three dimensions: It is a theory of cognition, a theory of experimentation and a heuristics for the design of experiments. These three dimensions are discussed in turn, suggesting several respects in which Conversation Theory may have value.

For geographers doing qualitative research, autobiographical narratives offer a discrete avenue into life experiences, everyday lived geographies, and intimate connections between places and identities. Yet these valuable sources remain mostly untapped by geographers and largely unconsidered in methodological treatises. This article seeks to elicit the benefits of using autobiographical data, especially with regard to stigmatised sexual minorities in Western societies. Qualitative research among gay men, lesbians and bisexuals (GLB) is sometimes difficult; due to the ongoing marginalisation experienced by sexual minorities in contemporary Western societies, subjects are often difficult to locate and reticent to participate in research. But autobiographical writing has a long history in Western GLB subcultures, and offers an unobtrusive means to explore the interpenetration of stigmatised sexuality and space, of GLB identity and place. A keen awareness of the power of geography of spaces of concealment, resistance, connection, emergence and affirmation underpins the content and form of GLB autobiographical writing. I demonstrate this in part through the example of my own research into gay male spatiality in Australia. At the same time we need to be aware of the generic limitations of autobiographies. Nevertheless, this article calls for wider attention to autobiographical sources, especially for geographical research into marginalised groups.

Cultural geography is a unique, diverse, contested, and at times, confusing branch of study in the geography curriculum. Much like many other sub-branches of the social sciences, there has been significant controversy and struggle over the place of cultural geography in the curriculum. This article encourages social studies teachers to consider new approaches to teaching cultural geography concepts, while also utilizing a variety of instructional methods to engage students in a meaningful and enriching exploration of cultures all over the world. A rationale is discussed for incorporating the use of monuments and memorials as an instructional tool to teach cultural geography. In addition, this article provides teachers with a classroom tested activity on how monuments and memorials can be used as instruments to study cultural geography and how this topic can be implemented into a secondary geography or history classroom.

A research project is described which aims at understanding how individual actors succeed in handling divergences in personal interests, subgroup interests and the global group interests. Self‐steering and steering others in a complex pattern of social interaction is a theme that was underpinned theoretically by a sociocybernetic point of view expressed by Baumgartner, Geyer, van der Zouwen and others.

This study was designed to test the relationship between principal support of student psychological needs and faculty trust in students. Without direct empirical evidence to draw from, the line of reasoning integrated evidence on social-cognitive processes involved in trust formation and conversation theory to advance two hypotheses: (1) After accounting for school and leadership conditions, principal support of student psychological needs will be related to school differences in faculty trust in students; (2) The relationship between principal support of student psychological needs and faculty trust in students is mediated by a positive view of the teaching task.

Hypotheses were tested with a nonexperimental, correlational research design using ex post facto data. Due to the hierarchical structure of the data, hypotheses were tested with a 2-2-1 multilevel mediation model in HLM 7.03 with restricted maximum likelihood estimation.

Findings were consistent with the hypothesized relationships – principal support of student psychological needs was related to faculty trust in students and this relationship was mediated by teacher perceptions of the teaching task.

School research has primarily examined interpersonal antecedents of trust, focusing on behaviors and characteristics that position a person or group as trustworthy. This study extends trust research to the cognitive side of the formation process, calling attention to the function of mental representation in shaping trust discernments. Results suggest that cognitive processes hold promise as both a source of faculty trust in students and as a malleable mental structure that school leaders can shape through conversation.

Purpose – This chapter revisits an archive of life-story interviews of immigrant care workers in Italy in order to map the underlying placements, meanings and emotional connotations of the word ‘home’ (casa). The discursive ways of using this word are connected to the respondents’ shifting life milieus and orientations towards receiving and sending societies.

Methodology – The chapter builds on the content analysis of a subset of biographical interviews of immigrant women employed in live-in care work in Italy.

Findings – Three categories emerge across respondents’ narratives. Their everyday life experience is based in Home_here-and-now (the present dwelling place) and thus depends on its often limited inclusive potential. However, their everyday life experience is also affected by the home conditions in their country of origin (Home_there-and-now) and by their recollections, understandings and revisits of the past home experience prior to migration (Home_there-and-then). These immigrant women are engaged in an ongoing balancing act between different spatial and temporal dimensions of what they frame as home. Critical to their wellbeing is the ability to keep cultivating meaningful connections with Home_there-and-now and to reproduce some patterns of Home_there-and-then.

Originality/Value – As my study suggests, their present dwelling and living conditions remain the central arena for immigrants negotiating a more inclusive sense of home. Reconstructing home-related views and practices is a good heuristic strategy for researchers to illuminate ‘biographies of belonging’ as a whole. An analytical focus on the ways of using the word ‘home’ reveals broader patterns of integration and transnational participation.

This chapter undertakes a comparative analysis of discourses on equity found in OECD and Norwegian policy documents. This is an interesting area to study as the OECD is found to be an important agenda setter for many countries' educational policies. A comparative analysis of OECD and Norwegian educational policies is especially interesting because the OECD is often found to be pressing for a neo-liberal agenda, while Norway has a socialist-alliance government. Combining Basil Bernstein's theoretical framework with key principles from Critical Discourse Analysis, the author investigates power relations within OECD and Norwegian educational policy documents. Two equity models serve as analytical tools: equity through equality and equity through diversity, which can be described along the three dimensions: de-/centralization, de-/standardization and de-/specialization. Using the analysis of two key documents on equity in education from the OECD and Norway, the author points out the similarities and differences in two documents. Both the OECD and Norwegian approaches to equity in education can be related to a centralized decentralization or a conservative modernization of education. However, there are also important differences between the two documents. For example, the Norwegian ministry has more emphasis on equity through equality and is less influenced by neo-liberalism and authoritarian populism than the OECD. In conclusion, the author argues that neither of the two described approaches appears to improve the inequities in education. A different way of targeting these inequities could be based on critical theory and research.

Health care organisations implement lean six sigma (LSS) methodology to achieve improved performance in terms of cost, quality and productivity. However, the way it gets implemented differs between organisations. Hence, this paper deal with a review of case studies describing the implementation of LSS in health care organisations to understand the nuances of implementation and identify future research directions.

The journal articles indexed in the Web of Science and Scopus database were filtered out. In total, 154 articles were evaluated using specific structural dimensions to categorise the literature into various groups, and content analysis was performed to synthesise the same.

This review revealed that the number of articles publishing the application of LSS in health care has been increasing in the last five years. Academic hospitals play a pivotal role to bridge the gap between LSS theory and practice. Despite this fact, certain themes remain unexplored. Not many studies are available that document the application of LSS in non-clinical areas such as pharmacy, internal logistics, maintenance and medical records. Only 20% of articles mentioned the post-intervention data up to three years, thus questioning the sustainability aspect of the achieved improvements.

Various research gaps were identified, which can be used by the researchers to build the body of knowledge in the domain of LSS in health care.

This review provides a diversified view regarding the utility of LSS in the health care scenario. The findings will provide valuable insights for the health care practitioners regarding tools, techniques, drivers and performance measures.

To the best of the authors’ knowledge, this is the first study to review only the case studies that describe the implementation of LSS in the health care sector.

The purpose of this paper is to present relationship between operation and management practices analyzing the results achieved by both public organizations prone to deploy Lean Six Sigma (LSS) and public organizations that have already implemented the method. The goal is to support the start of method deployment by public managers and the creation of more efficient and effective processes in public organizations.

An analysis of synergies between findings in the multiple case study carried out in Brazilian public organizations from health and education sectors and successful implementations found in the LSS literature is made.

The fact that this research comprised organizations from different segments allowed good practices and difficulties to be identified in a unique way, adding more value to the research carried out and increasing the potential of support to the public manager. In addition, it was possible to map the most mentioned benefits of LSS deployment in both health and education sectors and link them to systematized LSS practices.

The presenting research should initiate a scientific discussion on public sector areas more prone to LSS and guide researchers in the development of case studies aimed at the application of this method in public organizations in general.

This paper can assist public managers to become aware of the potential of the organization they manage in the adoption of LSS principles and practices enabling a better quality of services provided to citizens.

The finding that public health organizations are more likely to implement LSS principles and practices when compared to public organizations from other segments can guide more in-depth studies that justify why some organizations would be better able to implement the LSS method and others would face more difficulties in a hypothetical deployment.

The importance of and viability of the college student cohort for credit card firms and banks are well documented and so are the challenges facing marketers interested in this target market. The first purpose of this paper is to examine college students’ motivation for consuming credit cards and the usefulness of the latter to them. The second purpose relies on marketing scholars’ advice by replicating and then validating an extant scale that measures college students’ decision criteria for credit cards. Specifically, the paper attempts to answer two questions: what is the compelling reason for a college student to want to own and use a credit card? In addition, how important is the credit card to the college student?

The authors adopted the classical multi‐step scale development procedure, which demands that thorough attention is paid to every step of the process. Exploratory and confirmatory factor analyses were used to assess the reliability and validity of the results.

This study has replicated and validated an extant scale measuring college students’ consumption of credit cards. The findings confirm four key factors: “customer service;” “incentives;” “need for credit;” and “buying power.” In addition, 66 per cent of the respondents claim that credit cards provide a sense of security for them. Furthermore, while 49 per cent of the sample uses their cards up to three purchases monthly, 51 per cent use their cards more than four times in a month. Moreover, 25 per cent of the respondents regularly use their cards (i.e. more than seven purchases or more per month).

The cross‐sectional research basis and convenience samples are weaknesses of this study, as they pose generalizability questions. Although the study is consistent with the literature and directions from academic and practitioner experts, the authors acknowledge the lack of (true experimental) control over the identified factors.

Credit card marketers and bank managers may assess the dimensions in this study and adapt them as the basis for marketing and positioning strategies, marketing communication tactics, and brand management, particularly within the college student and the youth target markets. This can lead to the basis upon which credit card policies, i.e. college students’ compulsive buying habits, college students’ credit card debt, and banks’ marketing activities may be proposed.

The paper proposes a rigorously validated scale that reflects both psychometric and parsimonious measures dealing with college students’ consumption of credit cards. In view of the scarce stream of empirical studies dealing with college students’ consumption of credit cards, this paper comes at an opportune time as scholars continue to debate and research about college students’ credit card debt and credit card firms’ ethical practices on college campuses. Moreover, the paper supports the importance of generalizability of findings and replication studies.