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This study aims to address the existing gap in co-design frameworks by introducing the EMPOWER framework, a strength-based co-design methodological approach specifically designed to tackle the key empowerment challenges associated with co-designing alongside individuals experiencing vulnerability. The purpose of this study is to provide a set of easy-to-remember empowering guidelines to enhance the co-design process.

EMPOWER is based on lessons from the field, through five years of working with older adults.

The framework includes seven guidelines to overcome common challenges in co-design research. The acronym EMPOWER refers to guidelines for extending, multiplying, publicising, outsourcing, widening, enabling and reflecting on co-design research.

Although extendable to other experiences of vulnerability, the examples provided focus on the experiences of ageing consumers.

EMPOWER has direct relevance to practitioners wishing not only to work with consumers experiencing vulnerabilities but also to empower these consumers through purposeful research actions.

Although drawing on co-design research with older adults, these guidelines can be applied to empower other groups experiencing vulnerability.

There is a relative lack of guidelines on how to strengthen the co-design process in a way that empowers consumers experiencing vulnerability. To address this, this paper offers a framework and some grounded examples contributing to the current knowledge of co-design in marketing.

This study aims to examine the individual and contextual predictors of managerial attitudes toward employees with chronic depression (EwCD) in the hospitality and tourism field, the relationship between managerial attitudes toward EwCD and levels of organizational citizenship behavior, and the mediating role of personality in this relationship.

Empirical data were collected through an online survey of 305 managers working in the hospitality and tourism industry in the USA. SmartPLS 3 software was used to conduct a partial least squares-structural equation modeling analysis.

Organizational and individual characteristics of managers, such as pressure to be productive in the workplace, previous experience with depression, levels of anxiety and personality characteristics, are strong predictors of attitudes toward employees with depression. Personality mediates the effect of managers’ attitudes toward organizational citizenship behavior.

The study provided support that managers who have experienced depression are more understanding of the needs of EwCD and, consequently, can reduce related stigma in the workplace. Likewise, open and agreeable managers who do not feel the constant pressure to showcase high performance and who score low on anxiety and high on organizational citizenship behavior can create a safe working environment free from prejudice and discrimination toward EwCD.

Examining depression in the hospitality and tourism industry becomes even more critical as mental health issues are increasing in the workplace. This research contributes to the hospitality and tourism literature, which seldom investigates managerial perspectives of mental illness and sheds light on the desirable managerial personality traits necessary for creating an inclusive workplace.

In February 1922 the editor of the SA Teachers’ Journal introduced a ‘Country Corner’ column that was to be contributed by a member of the Women Teachers Progressive League (WTPL) under the pen name ‘Tish’. Tish was Phebe Watson, the WTPL secretary (a position she had held since its inauguration in 1915), Women’s Warden at the Teachers College and Mistress of Method in charge of the short course of training for country teachers. This article focuses on representations of the country teacher in the Country Corner column in the interwar years. I argue that Phebe invoked contemporary discourses of youth and femininity to construct the rural teacher as a youthful, responsible, attractive and marriageable woman. Following on from recent research into ways in which city functioned both as a place and representation in education, I also begin to identify discourses of the country and the city in constructions of the teacher and teachers’ work.

Examines service quality in a US gas company. Illustrates a recently developed service quality model and methodology for the measurement and analysis of service quality and identifies specific improvements that must be made to the design and delivery of service to meet and exceed customer expectations.

The aim of this research paper is to evaluate the effect of knowledge management on the adoption of the e-business in the supply chain of small and medium enterprises (SMEs) in Malaysia.

Questionnaires were distributed to 200 Malaysian SMEs with a response rate of 68 percent. Data were analyzed by employing multiple regression analysis.

The results showed that knowledge management processes such as knowledge acquisition and knowledge application are significant in affecting Malaysian SMEs' decision to adopt e-business in their supply chain. Knowledge dissemination was found not to be significant in affecting the adoption of e-business among Malaysian SMEs.

This study has addressed the previous lack of literature on the relationship between knowledge management processes and e-business adoption among Malaysian SMEs.

Although existing literature has shown a relationship between knowledge management processes and technology adoption, this study empirically verifies an adoption model based on knowledge management processes. SMEs can use this model to do a pre-test baseline measurement and reassessment of effect by any KM changes on e-business adoption periodically. Organizations planning to adopt e-business would also be able to apply strategies based on the findings from this research.

For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to purposeful systems and tools supporting proactive and collaborative planning built explicitly to center the needs of those historically denied full access to learning. This chapter takes on the historical injustices that have been perpetuated within public education in the United States since its inception and presents practical tools and systems (rooted in research and refined in the field) that can promote more equitable day-to-day teaching and learning in classrooms.

This chapter considers how lesbian, gay, bisexual, and transgender (LGBT) activists in Namibia and South Africa appropriate discourses of decolonization associated with African national liberation movements. I examine the legal, cultural, and political possibilities associated with LGBT activists’ framing of law reform as a decolonization project. LGBT activists identified laws governing gender and sexual nonconformity as in particular need of reform. Using data from daily ethnographic observation of LGBT movement organizations, in-depth qualitative interviews with LGBT activists, and newspaper articles about political homophobia, I elucidate how Namibian and South African LGBT activists conceptualize movement challenges to antigay laws as decolonization.

In this study, the life experiences of Canadian non-refugee immigrant women were studied to understand their pre-migration lives, the process of decision making about migrating to Canada, and their experiences after resettlement in Canada.

A qualitative methodology involving repeated in-depth person-centred interviewing (n=14) engaged five recent Canadian immigrant women. “Word of mouth” was used to recruit participants. Thematic analysis was applied to the qualitative data set.

Loneliness became manifest given the loss of social networks and support systems immigrant women enjoyed in their home countries. Second, the presence of young children and absence of job opportunities for these women had them spending most of their time at home. Third, in some cases, the lack of professional employment opportunities forced the husband leaving Canada to find jobs – resulting in a deeper level of loneliness experienced by the immigrant women. Loneliness and isolation, and mental health issues associated with such isolation are potentially substantial, especially during the initial settlement years.

Given the small sample size, the generalizability of the study findings are limited and cannot represent the entirety of experiences of all Canadian immigrant women. The sample diversity in this study was also limited. The participants were highly educated and had professional careers in their home countries. The experience of less educated women can be different. Further research with a large sample size and diverse sample is needed.

The study offers deeper insights to the day-to-day challenges associated with the journey of migration. Understanding these concerns is important for mental health professionals, counsellors, and social service workers to offer effective treatment, counselling, and emotional support for immigrant women.

The findings further the understanding of immigrant women's experiences and the need to address relational aspects of their immigration journeys. Examining the experiences of immigrants in relation to their lives before and after coming to Canada is important to gain insight about the contemporary daily lives of individuals. A holistic understanding of immigration experiences can assist service providers, professionals, and policy makers to recognize the obstacles faced by immigrants. Suggestions for future research are also addressed in this study.

Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years.

The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive.

Since the 1980s, the history of New Zealand and Australian teachers has mostly focussed on women educators in an increasing array of contexts, and incorporated various theoretical perspectives over time.

The paper highlights key themes and identifies potential directions for research into Australian and New Zealand teachers.