Miriam Boeri, Megan Gardner, Erin Gerken, Melissa Ross and Jack Wheeler
The purpose of this paper is to understand how people with problematic drug use access positive social capital. Social capital is defined as relations that provide valuable…
Abstract
Purpose
The purpose of this paper is to understand how people with problematic drug use access positive social capital. Social capital is defined as relations that provide valuable resources to individuals through participation in social networks. People with low-socioeconomic status remain at a disadvantage for acquiring positive social capital, a component of recovery capital. The concept of social recovery emphasizes the relational processes of recovery.
Design/methodology/approach
In-depth life history data were collected from 29 individuals who used heroin, cocaine, crack, or methamphetamine for at least five years, have less than a high-school education, and unstable employment and housing. Qualitative data were coded for social networks accessed throughout the life course, distinguished by bonding, bridging, and linking social capital.
Findings
Social networks included drug treatment programs; non-drug-using family and friends; religious/spiritual groups; workplace networks; and social clubs/activities. Bonding and/or bridging social capital were acquired through treatment, family and friends, religious/spiritual groups, workplaces, and social clubs. Linking social capital was not acquired through any social network available, and many barriers to accessing mainstream social networks were found.
Research limitations/implications
This is a small study conducted in the USA.
Practical implications
Social recovery is proposed as an analytical tool as well as for developing prevention, intervention, and treatment strategies.
Social implications
A greater focus on social recovery is needed to achieve sustained recovery for individuals lacking access to, and engagement in mainstream social networks.
Originality/value
This paper further develops a new conceptual framework to use in recovery research and practice.
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Stephen L. Vargo, Robert F. Lusch, Melissa Archpru Akaka and Yi He
Melissa James and Gemma Derrick
How higher education institutions (HEIs) approach the recruitment of international students is an area of global interest (James-MacEachern, 2018, Ross et al., 2013), but there is…
Abstract
Purpose
How higher education institutions (HEIs) approach the recruitment of international students is an area of global interest (James-MacEachern, 2018, Ross et al., 2013), but there is limited focus on how institutions in different parts of the world approach international student recruitment as an export marketing orientation (EMO). The purpose of this paper is to examine the similarities and differences of export marketing orientation amongst three higher education institutions.
Design/methodology/approach
This study uses export marketing concepts to compare three universities from Canada, Hong Kong and the UK to explore how institutions use international student recruitment as export marketing in international markets.
Findings
The study finds a number of similarities and differences in how HEIs react and respond to market and global environments, and responses impact the level of EMO. It argues that institutions rely differently on export marketing in their approach international students and highlights the need to understand how various factors such as national policy and institutional strategy impacts institutional adoption of an EMO in higher education.
Originality/value
By comparing HEIs from different parts of the world, this paper shows differences in export marketing orientation that are shaped by national policy frameworks and organizational culture. This is the first time three institutions from Canada, Hong Kong and the UK have been compared for EMO, and this study provides new insights into the factors that contribute or hinder EMO for HEIs.
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Suma Sumithran, Raqib Chowdhury and Melissa Barnes
Adult student identities within EAL (English as an Additional Language) classrooms have often been positioned as static, homogenised and exoticised within scholarly literature…
Abstract
Purpose
Adult student identities within EAL (English as an Additional Language) classrooms have often been positioned as static, homogenised and exoticised within scholarly literature. Within such positioning, teachers have embraced pedagogical practices which classify students by country of origin and represent student identities within binaries of Self and the Other, limiting these students' identity positionings for adoption within the EAL classroom. As a result, students are often rendered voiceless by essentialist discourses on culture and identity in the classroom that serve to replicate and reinforce dominant societal discourses and strengthen existing institutional power structures.
Design/methodology/approach
By drawing on a postcolonial theoretical framework comprising theories of race, identity, power, representation, synecdoche and Third Space, this paper interrogates current literature to understand the complex multidimensional and dynamic cultural identities of adult EAL students.
Findings
This paper reveals that adult EAL students are still being oversimplified within the classroom, not just disadvantaging students and institutions, but also hindering multicultural pedagogies.
Originality/value
This paper suggests that teachers require opportunities for critical reflection incorporated within a critical pedagogy in decolonised classrooms that can not only build respectful and equitable awareness of their students' cultural identities and educational and historical backgrounds but provide important implications for effective pedagogical practices.
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This article aims to consider the role of the European Union (EU) in the prevention of money laundering and to show that the EU has a lot more to win in this field of policy.
Abstract
Purpose
This article aims to consider the role of the European Union (EU) in the prevention of money laundering and to show that the EU has a lot more to win in this field of policy.
Design/methodology/approach
This article is based on a literature study and a thorough analysis of the EU Directives on the prevention of money laundering.
Findings
Whereas, the material norms for entities subject to regulation have been harmonised and adjusted to the risk‐based approach at European level, the norms regarding the enforcement instruments have mostly been left to the Member States' legislation. As a result, there exists a “patchwork” of enforcement mechanisms throughout the EU.
Research limitations/implications
This article focuses on the prevention of money laundering on the level of the EU only; no connection is made to the international or to the national level.
Originality/value
This article does not provide a value judgment on the preventive rules at European level as such, but rather it offers an academic perspective on the role of the EU in the prevention of money laundering.
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Marta B. Calás, Han Ou and Linda Smircich
–The paper originated in challenges trying to theorize and research practices and processes of actors engaged in transnational activities for business and everyday life. Key…
Abstract
Purpose
–The paper originated in challenges trying to theorize and research practices and processes of actors engaged in transnational activities for business and everyday life. Key concern was the assumption that actors’ identities remain the same regardless of time/space. While intersectional analysis once seemed a reasonable analytical approach the authors wondered about starting from identity-based categorical schemes in a world where mobility may be ever more the ontological status of everyday experiences and social structuring. Thus, the paper addresses limitations of intersectional analysis in such situations and advances its recasting via mobile conceptualizations, redressing its analytical purchase for contemporary subject formation.
Design/methodology/approach
Discusses emergence of intersectionality at a particular point in time, its success and proliferation, and more recent critiques of these ideas. Develops alternative conceptualization – mobile subjectivities – via literatures on mobilities in the context of globalization. Illustrates the value of these arguments with ethnographic examples from a multi-sited ethnographic project and analyses. Concludes by examining implications for new feminist theorizations under neoliberalism and globalization.
Findings
Observing the constitution of a “mobile selfhood” in actual transnational business activities is a step toward making sense of complex processes in contemporary subject formation under globalized market neoliberalism.
Research limitations/implications
“Mobile subjectivities” suggest that analyses of oppression and subordination must be ongoing, no matter which “new subjectivities” may appear under “the latest regime.”
Originality/value
Theoretical and empirical analyses facilitated a reconceptualization of intersectionality as a mobile, precarious, and transitory accomplishment of selfhood temporarily fixed by the neoliberal rhetoric of “choice” and “self-empowerment.” This is of particular value for understanding transnational practices and processes of contemporary organizational actors.
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This chapter compares how three institutions from three countries, Canada, Hong Kong and the United Kingdom, use international student recruitment as an institutional capability…
Abstract
This chapter compares how three institutions from three countries, Canada, Hong Kong and the United Kingdom, use international student recruitment as an institutional capability. Institutional capability to recruit students from international markets is determined by a mix of national policy, internal cultures and institutional resources and capabilities. This chapter explores the complex nature of institutional operations in higher education institutions (HEIs) by considering the perspectives of senior leaders, administrators and international student recruiters and how they implement their international student recruitment plans while facing increasing competition and unstable government policies. The results show what is needed is for institutions to improve their institutional capabilities to respond to national policies and to adapt to the changing global landscape. It also discusses the importance of understanding highly localised, institutional culture and practice and how national policy is one dimension that shapes international student recruitment. International case study allows you to draw these conclusions and to examine how strategy and policy contexts shape individual institutional capability. Institutional context shows capabilities in international student recruitment practice are unique and institutional responses to policies and competition are based on their internal cultures. Institutional actors view government policy as the ‘playing field’ to achieve their institutional strategies; however, there is more to international student recruitment than merely national policies such as the ability to communicate and coordinate activities within institutions. This chapter highlights the importance of understanding the capabilities of the institutions themselves as they attempt to recruit students from international markets. This chapter reinforces the notion that it is not only what the policies say or do, but also how these policies are interpreted at the practice level that shapes international student recruitment.