Jane Ogden, Lauren Smith, Helen Nolan, Rachel Moroney and Hannah Lynch
Media images of unrealistic beauty have been identified as a determinant of women's body dissatisfaction. This experimental study aims to explore whether the negative impact of…
Abstract
Purpose
Media images of unrealistic beauty have been identified as a determinant of women's body dissatisfaction. This experimental study aims to explore whether the negative impact of such images could be reduced by a one‐time educational intervention consisting of a presentation and discussion, teaching women to be critical of media images.
Design/methodology/approach
Female psychology students (n=176) from a university in the UK were randomly assigned to the control or intervention group and completed measures of body dissatisfaction after being challenged by images of the perfect female body. Follow up data were collected four weeks later.
Findings
The results suggested that the intervention had no immediate buffering effect on body dissatisfaction but participants in the intervention group showed a long‐term improvement for confidence, attractiveness and body‐parts dissatisfaction.
Practical implications
This one‐time intervention could be used to protect young women against the detrimental impact of media images in the longer term.
Originality/value
This study provides an evidence base for the use of an educational intervention for young people in schools and colleges.
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This chapter explores creative drawing mediums in research practice and education, through speculative drawing methods, and the use of temporal mediums such as film, animation…
Abstract
This chapter explores creative drawing mediums in research practice and education, through speculative drawing methods, and the use of temporal mediums such as film, animation, and augmented reality [AR] to move outside entrenched perspectives of communicating towards more inclusive storytelling narratives. Architectural representation mediums provide means of conveying rich layers of information, having evolved through cultural influences and technologies with their origins in Western world views. However, these methods of drawing are limited in how they convey multiple and diverse views or social understandings, ultimately delivering static representations. The student and staff approaches discussed in this chapter demonstrate approaches that recalibrate from a singular, designer-led perspective to one that is multivalent, considering and engaging other stakeholders in the negotiations and conversations of the spaces in our built environments. Through making architectural communication more accessible and inclusive of diverse audiences and voices, alternative world views can be both enabled and facilitated.
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Rachel Ashman, Anthony Patterson and Robert V. Kozinets
This paper aims to strengthen the process of design thinking by aligning it with netnography, specifically auto-netnography, which this paper asserts is particularly suited to the…
Abstract
Purpose
This paper aims to strengthen the process of design thinking by aligning it with netnography, specifically auto-netnography, which this paper asserts is particularly suited to the task of studying and enriching the actions of “designerly types” who seek to fashion monetisable businesses.
Design/methodology/approach
This paper conducts an auto-netnography with a structure divined from established design thinking theory – that of empathising, defining, ideating, prototyping and testing – to afford an understanding of how a popular health food influencer designs a successful vegan restaurant.
Findings
This paper illustrates the empathetic relationship between a long-term audience member and an entrepreneur/designer/marketer. The intimate cultural analysis reveals the nature of their symbiotic entwinement. In a way that few other methods could, the method shows how this sense of reciprocity, deepens over time.
Research limitations/implications
Conducting an auto-netnography is a prolonged and difficult task. Nonetheless, by revealing the rituals, expectations, roles and routines of content creators, designers and followers, this paper illustrates exciting possibilities for the enactment and development of design thinking in the marketing field.
Practical implications
Designerly types such as marketers and content creators should closely study, listen to and interact with consumers by using a similarly staged process that draws equally from design thinking and auto-netnography.
Originality/value
Prior to this study, existing research has not previously linked design thinking with either netnographic or auto-netnographic research.
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Erin Jade Twyford, Sedzani Musundwa, Farzana Aman Tanima and Sendirella George
The purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations…
Abstract
Purpose
The purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations Sustainable Development Goals (SDGs) into accounting curricula can help accountants contribute positively towards the goals’ aim. This represents not merely an educational reform but a call to action to forge a path that empowers accounting students to be technically proficient and socially conscious graduates who act as change agents working towards the public interest.
Design/methodology/approach
This study challenges the technical focus of accounting, conceptualising it as a multidimensional technical, social and moral practice, transcending traditional boundaries to address complex societal issues. This paper is primarily discursive, using autoethnography through presenting vignettes written by four female accounting educators across three geographical regions. These first-person narratives foster a sense of interconnectedness and shared responsibility within the accounting community, reflecting a collective commitment to integrating SDGs into accounting education. By sharing personal experiences, the authors invite readers to engage in reflective pedagogy and contribute to shaping a better world through accounting education.
Findings
The transformative potential of purposefully incorporating SDGs into accounting education is not just a theoretical concept. The vignettes in this study provide concrete evidence of how this integration can shape future accountants into socially conscious professionals driven by ethics, equity and environmental responsibility. Our collective reflection underscores the importance of collaboration and continuous learning in aligning accounting education with the SDGs, offering a hopeful vision for the future of this field.
Originality/value
This study builds on existing literature to encourage communication, curriculum development, collaborative teaching approaches, experiential learning opportunities, ongoing evaluation and community dialogue on reshaping accounting education by giving a rare insight into what and how people teach and from what broader motivations. It offers a practical roadmap for educators to integrate SDGs into their teaching.