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This study aims to explore how power dynamics affect research with children, focusing on how the projected and perceived role of the researcher and the use of participative techniques, can mediate power relationships between the researcher and child, and impact children’s agency.

The research formed part of a wider study on children’s digital device use, with children aged 4 to 11 in a UK school. Eight pairs of children participated in buddy interviews, completing several creative and arts-based activities using a choice of equipment and materials, including PlayDoh, LEGO and most innovatively, Minecraft.

The study found the researcher’s projected role, and children’s interpretation of this, impacted the power relations in the interviews. A consistent projection was challenging however, and it was necessary for the researcher to adapt their role according to children’s needs and behaviour. Offering children a choice of activities was an effective power sharing strategy, and children’s absorption in these tasks provided a wealth of data from observations and children’s on-task “chatter”.

Using Minecraft as a participative method enabled the children to use their superior technical abilities to take power in the interview, and show their own personal geographies virtually in 3D, and offers potential for other qualitative researchers in conducting research with the agentic child.

This paper aims to introduce key concepts from practice theory (PT) to the social change agenda and draw on the unique contributions of the social marketing field. PT has underpinned a growing stream of research in pro-environmental studies seeking to reduce impacts of particular behaviours, but it remains theoretical. By drawing on social marketing’s applied roots, this paper introduces a practice-theoretical intervention planning process (P-TIPP) which frames the unique contribution of social marketing in behaviour change and foregrounds practice- not individual-level change.

The P-TIPP draws on the total process planning model, introducing the concept of “practice as entity” and “practice as performance” to frame intervention planning tasks. The process locates the contribution of social marketing within a transdisciplinary framework which emphasises transforming collective conventions.

This is a conceptual paper, but the possibility for PT to make a significant contribution to the world of social marketing is outlined.

P-TIPP is untested. Also, practices can be difficult to identify and somewhat abstract. Finally, it can be challenging to introduce the approach to policy, funding and practitioner procedures.

The implications of P-TIPP are that social change interventions are devised, underpinned and planned using insights from PT, such as the way behavioural patterns fit into broader understandings of practice. The subsequent social change agenda will be inherently transdisciplinary, sustainable and reduce focus on individual power to change.

This paper is a first attempt at exploring what PT, and social marketing can learn from each other for the future effectiveness of social change activity.

This paper aims to explore four disruptions that practice theory makes to traditional social marketing approaches to school physical activity (PA) intervention.

The paper draws on existing literature from sustainable consumption, sociology of health and illness and the authors’ experiences working with primary schools in the UK to plan and execute social marketing approaches to PA, targeting interconnected social practices from which PA emerges or fails to emerge. The paper explores a practice-oriented theoretical framing, engaging with calls from interdisciplinary areas for PA interventions to shape the PA emerging from a school’s everyday routines, rather than promote PA participation at an individual level.

The paper argues first that a practice perspective would focus on situation research rather than audience research, with practices rather than people as the focus. Second, the purpose of practice-oriented social marketing would be to achieve transitions in practices rather than behaviour change. Third, the planning and management approach of practice-oriented social marketing would account for unintended consequences and complex interconnections between practices. Finally, an evolved evaluation approach to practice-oriented social marketing would take a longer term approach to understand how cultural transitions are emerging.

This paper contributes to an important stream of critical social marketing scholarship that seeks to advance social marketing away from its individualist routes. It sets an agenda for further research that considers the ontological and practical possibilities for practice informed approach to social marketing.

Storytelling is claimed to be an effective way of communicating corporate strategy within organisations. However, previous studies have tended to focus holistically on storytelling in organisations rather than investigating how different groups may use and be influenced by stories. The purpose of this paper is to address these gaps in the literature by investigating how storytelling in internal communication can either support or subvert corporate strategy.

A qualitative study was conducted into storytelling in two large companies in the UK energy industry. Data were collected through 70 semi-structured interviews, documentary research, and observation research. Impression management theory was used to analyse how stories supported or subverted corporate strategy.

Storytelling by employees in the corporate and customer service areas of the organisations showed the greatest support for corporate strategy. There was more subversive storytelling in the operational areas, particularly by lower level employees. Stories subverted corporate strategy by recounting incidents and encouraging behaviour that contradicted the organisation’s vision/goals and values.

The study shows the important contribution of employees to the collective sensemaking process in organisations, by narrating supportive or subversive stories. Engaging employees in storytelling can enhance support for corporate strategy, however, managers should also see subversive stories as an opportunity to identify and address problems in the organisation.

A recent area of academic interest within corporate branding and reputation is the use of storytelling in order to differentiate the corporate brand, however there is little empirical research exploring the contents of corporate stories, and how they are used by organisations to build the corporate brand. This paper aims to utilise impression management theory to bring insight into the potential role of corporate stories in shaping the corporate brand.

Corporate stories were identified from the web sites of 99 organisations in both the for-profit and not-for-profit sectors, and content analysis conducted on the stories, using a deductive approach to identify the story elements present in the stories.

There are wide variations in the inclusion of different elements in the stories, indicating that organisations place greater importance on the inclusion of some elements in their corporate stories than others.

The paper highlights the point that while organisations are using corporate stories, they are not sufficiently leveraging them to build their corporate brand. There is a gap between storytelling theory and practice, in that the literature emphasises the importance of including benefits for stakeholders, emotion, and aspects of the corporate strategy in stories, whereas organisations frequently neglect these aspects and instead focus mainly on their accomplishments.

This study has found impression management theory to be a useful perspective on exploring corporate storytelling, and identifies links between the elements of stories and impression management strategies and behaviours. This indicates that the corporate story could influence the impressions that audiences form of the organisation and therefore build the corporate brand.

Working at the University of Liverpool alongside Julia Hallam and Lisa Shaw, and in the Department of Music, are Sara Cohen and Jacqueline Waldock. Both Sara and Jacky have led projects that engage with and support local organizations and communities, and examine music from the perspective of those involved. In fact, it was their shared interest in how ‘ordinary’ people engage with and experience music in everyday life that prompted them to join forces in 2014, and start working together on community engagement projects. At the same time, they have brought to these projects their own individual research interests and expertise. In this chapter, we discuss their recent collaboration on a project that explores the use of music to improve the wellbeing of older people in the UK, including people living with a dementia-related cognitive impairment and in nursing homes and health-care settings, and those who live independently but are cared for at day-care centres run by voluntary and community-based organizations. We situate this project within a selection of UK music initiatives or ‘interventions’ aimed at helping those living with dementia and age-related memory loss, and outline how specific projects informed our own approach and work.

Islamic culture believes the evil eye can cause distress, mental illness, physical illness and even death through envious glances. However, the gap was highlighted about the influence of college students’ religious beliefs, particularly those of the evil eyes, on their academic failures. Based on this notion, this study aims to explore how evil eye beliefs affect students’ academic experiences with failures in a culturally diverse educational environment.

This study included 18 female Sunni-Muslim students from Kuwait University by using Heidegger’s phenomenological framework. The study conducted 18 face-to-face interviews over four weeks and analyzed the data using NVivo 14 with thematic analysis and phenomenological assumptions.

This in-depth study shows how the pervasive belief in the evil eye in academic settings challenges students. The study found how this cultural belief affects students’ mental health, academic performance and social interactions. The study also explored cultural sensitivity’s wider implications, how educational institutions face the psychological stress this belief causes, cultural effects on academic failure and student coping mechanisms.

Because the study was qualitative and exploratory, the findings provide depth rather than breadth of understanding about students’ evil eye perceptions. The study does not consider the possibility that “evil eye” beliefs might be psychological delusions, complicating cultural beliefs and mental health symptoms. This oversight makes it challenging to select participants who have genuinely experienced evil eye effects. Teachers interviewed students who might withhold private information or alter their responses due to power dynamics or a desire to appear positive. This setting might bias data, reducing its authenticity and depth.

The study suggests that academic institutions should address cultural beliefs to support students’ education and academic performance rather than promoting hate, evil eye and oppression.

This study highlights the need for academic environments to address and mitigate the evil eye belief’s unique challenges, creating a more inclusive and supportive learning environment for all students.