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This paper aims to use readily available data to validate several predictions on UK walnut import and consumer use behaviours. It then seeks to hypothesise how this information can be used to determine whether and how additional value can be created in the chain.

The chain used was that from sourcing to retail sale of walnuts in the UK. The data used were: UK import price/quantity/origin and total consumption data, global comparisons for import price/quantity/origin and total consumption data.

This paper validates predictions for walnut quality, market size and pricing from a simple model for the UK walnut market. The UK walnut market is small (0.26 g/capita/day) but expanding per capita (8 per cent pa). Import prices are low (15-25 per cent below several other major EU importers) but rising in real terms (7 per cent pa). The UK generally sources walnuts opportunistically from low cost low “international standard” quality suppliers. These findings are consistent with model predictions of market behaviour and previous findings on walnut quality.

There may be an opportunity to improve quality specifications for the UK walnut market &/or to expand the UK market into higher quality uses. Both options require educating the UK consumer market in the additional consumer value created.

The study indicates the extent of price seeking purchasing behaviour within global markets for an agricultural product (walnuts). It shows this is not a globally consistent market response and thus offers opportunities for all participants in the UK walnut retail value chain to provide enhanced consumer value.

This chapter reports on how teachers engage with research evidence in New Zealand (NZ). NZ is classified as a mixture of egalitarian and individualist ways, as it has low social regulation but is ‘centre right’ on social cohesion according to Hood’s (1998) matrix. That is to say, as it is self-governing school system, it has low social regulation with fewer hierarchical accountability systems, but there is evidence of both high and low social cohesion in the system. While the system values and promotes research engagement and establishes initiatives that require it, such engagement is not yet as fully embedded as the related policies and initiatives would hope. Many teachers are unlikely to engage with research without sufficient support, conducive conditions and adequate resourcing that support that aspiration. Enablers include: a research-derived and research-promoting model of pedagogy in the national curriculum, and initiatives that promote connections between practitioners and research/researchers. Barriers include: limited system-wide mechanisms to ensure that the policy mechanisms are working as intended, the ‘translation’ of research to practice, and research accessibility. We discuss three lessons from the NZ case: systematic and system-wide efforts to ensure high-quality tools and capability-building initiatives, the potential of research-practice partnerships to build research engagement capability, and how enquiry can support appropriate use of research evidence.

Collaboration is viewed as an essential ingredient for education systems and school improvement. Collaborative leadership has both emergent and intentional components (Woods & Roberts, 2018). Collaborative practices can emerge over time as teachers and schools work together, and intentional interventions and decisions can either support this emergence and/or work against it. In this chapter, we discuss the New Zealand case of collaboration between schools. The context is situated in policy reform associated with an incentivized and voluntary programme that groups of schools could participate in. The programme, communities of schools (CoLs), was implemented in 2014 and continues at the time of writing this chapter. We draw on critical commentary of the programme, as well as the small number of research studies available. The experienced way of CoLs is replete with tensions. These are illustrated with the help of Hoods’ (1998) social regulation and cohesion matrix. Rather than locate the New Zealand case in one quadrant of the matrix, we illustrate how multiple aspects of Hoods’ matrix (1998) have been and are currently in play regarding collaboration between schools in New Zealand.

The issues surrounding the scholarship on children-inclusive events management are explored in depth to provide a context for this chapter. Focus then turns to the city of Winchester in the United Kingdom as a case study for potential events aimed at this age group. Through a synthesis of the findings from a thorough new research study along with emerging theories in narrative and storytelling as experience co-creation, a proposed design for a new event is put forward. It is hoped that this approach in the academic literature will encourage other researchers to include innovative proposals in their synthesis and conclusions. Finally, additional considerations of integrating city branding with a wider regional branding are explored through ethnobotany. Lessons are drawn from an example of brand management based on a city event for children in Scotland.

THE first practical application of a simplified form of aircraft structure was made by the Republic Aircraft Corp. in their production of the Seabee. This machine dispensed with conventional ribs and used external chordwise corrugations instead. These were found to be perfectly satisfactory; they resisted the air loading and were stiff enough to prevent undue distortion of the cross‐section of the structure. For machines of higher speed, however, these corrugations, or ‘beads’ as they were called, would be objectionable and would have to be replaced by internal stiffeners fixed to the skin. This is the type of structure it is now proposed to analyse—a general view is shown in FIG. 1.

The purpose of this paper is to reveal how a loyalty program that provides economic rewards for locally produced low-input farm products influences the consumers’ behavior of repeated purchase by focussing on the consumers’ motivation and characteristics.

This study is based on data from a questionnaire survey and actual purchase data obtained from a practical study conducted in Japan. The data were analyzed using regression analysis.

Consumers who gain economic rewards by purchasing locally produced low-input fresh food are not likely to purchase these products exclusively for the economic rewards of the program; rather, they do so to get safe and good quality food and to support local farmers and local farm conservation. The most remarkable finding is that the scheme that provides economic rewards makes such products more affordable for consumers from lower-income households.

This study is of academic value and of value to policy makers and practitioners in the local food supply chain. The study suggests that for increasing and stabilizing the demand for environment-friendly farm products, institutions for creating, designing, and supporting a new market for potential consumers are needed, together with suitable certification systems.

Recent research has demonstrated an increasing awareness among business communities about the importance of environmental concerns. Green human resource management (GHRM) has become a crucial business strategy for organizations because the human resource department can play a key role in going “green.” This study tests an integrative model incorporating the indirect effects of GHRM practices on employee organizational citizenship behavior toward environment (OCBE), through green employee empowerment. Moreover, this study investigates the moderating effect of individual green values on OCBE.

Using a paper–pencil survey, we collected multisource data from 365 employees and their immediate supervisors from Pakistan.

The results of structural regression revealed that GHRM has a significant indirect effect on OCBE through green employee empowerment. The results also indicated that individual green values moderated the positive relationship between green employee empowerment and OCBE.

Organizations should appropriately appraise workers’ green behavior and align their behavior to pay and promotion. Organizations should also encourage and motivate employees to be engaged in green activities and contribute to environmental management.

This study suggests that green employee empowerment and individual green values are important factors that influence the relationship between GHRM and employees' OCBE, and it empirically analyzes these proposed relationships in a developing country context.

This paper aims to highlight the importance of implementing green training as a part of green management practices in organizational operations by building the arguments through the lens of Ability–Motivation–Opportunity (AMO) theory. In this regard, the mediating impact of green competencies on the association between green training and organizational efficiency is determined.

The research followed a quantitative and cross-sectional approach. The study involved ISO-14001 certified textile manufacturing organizations to better serve the research purpose. The responses were collected from 235 managerial-level employees through purposive sampling. The data analysis was performed by using structural equation modelling to examine the interrelated dependence of the variables.

The findings of the study reveal that green training is essential for environmentally responsible organizations to attain their goals of efficient resource consumption in addition to serving the greater cause of environmental protection. There is a dire need to impart environmental-friendly competencies to the employees who resultantly become able to adopt eco-efficient ways of doing business.

This study also has limitations regarding the generalizability of its results. It is primarily because of the limited sample size and restricted geographical domain. Additionally, AMO theory has not been empirically tested in this study.

Progressive textile manufacturers need to incorporate a consistent policy for green management practices to meet the expectation of their international clients and to remain competitive in international markets. It is equally important for the governmental authorities to design such environmental policies which necessitate the need of incorporating pro-environment business practices and measuring their outcomes.

This study will contribute to enrich the literature by offering an empirical analysis of green training for achieving the organizational efficiency in textile manufacturing sector. It will be a novel context to contribute to the literature of green management practices and its related fields. Moreover, the study is one of its kind that uses the AMO theory to identify the mediating role of green competencies for understanding the association between green training and organizational efficiency.

This paper aims to examine a co-produced initiative implemented at the University of the West of England, UWE (UWE) between September 2022 and April 2023. The student-led project (Climate, Conversations and Cake: The 3C’s) addressed environmental and climate crisis awareness through monthly gatherings where, in partnership, students, academic staff and professional personnel gathered to share food, engage in conversations and partake in joint activities.

This paper draws upon a mix of student and staff feedback, gathered through surveys and written/verbal reflections, to explore the value and impact of this project.

The project received two UWE student Union awards for teaching sustainability and for student welfare, and was a finalist in the UK and Ireland Green Gown Awards. The 3C’s provided a platform for emotional expression by fostering a safe and supportive environment and encouraged students to reflect, share, apply and deepen their learning experiences in an informal setting characterised by compassion and empathy. This paper highlights the importance of developing supportive and compassionate pedagogical practices which recognise and normalise climate concern.

The findings contribute to the growing body of literature on co-produced projects within higher education institutions, showcasing the potential of such initiatives to encourage meaningful engagement and empower students in addressing the pressing challenges of climate crisis. In addition to providing an evidence base for the value of such initiatives, through outlining the specifics of this student-led project, a framework that can be used by other institutions to develop their own initiatives is offered.