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Mentally Healthy WA developed and implemented the Mentally Healthy Schools Framework in 2010 in response to demand from schools wanting to promote the community-based Act-Belong-Commit mental health promotion message within a school setting. Schools are an important setting for mental health promotion, therefore, the Framework encourages schools to adopt a whole-of-school approach to mental health promotion based on the World Health Organisation’s Health Promoting Schools framework. The paper aims to discuss these issues.

A process evaluation was conducted consisting of six-monthly activity reports from 13 participating Western Australian schools. Semi-structured interviews were also conducted with key school contacts in November 2011 with nine schools who had signed partner agreements prior to July 2011.

The schools valued promoting the mentally healthy message and the majority felt the programme was implemented successfully. More intensive implementation was facilitated by a proactive and enthusiastic school “champion” who had influence over other staff, and who did not have too many competing priorities. Factors inhibiting implementation included a lack of effective time management, lack of whole school commitment, and evaluation demands.

Act-Belong-Commit is a positive, proactive message making it easier for teachers to talk about mental health with their students. For schools reporting implementation success, the Mentally Healthy Schools Framework raised the profile of mental health in the school setting and fostered a sense of belonging among students.

The paper’s aim is to explore female academics’ publication aspirations and constraints in a less researched area of Central and Eastern Europe (CEE).

The research data presented in this paper is part of a larger cross-European project involving semi-structured interviews conducted with Early Career Researchers (ECR) (PhD+ 8 years) from Social Sciences and Humanities (SSH) from seventeen European countries.

The findings show how ECR women from the CEE region in SSH encounter difficulties when trying to publish, which obstacles add to a strong economic and geopolitical dependence. Findings reveal that female ECRs use various publications strategies to enhance their scientific career and engage in the neoliberal model of academia, but mostly stay in their local scientific communities, without building internationally recognized scientific careers. Thus, they do wish for a global recognition, but they opt for a safer and more accessible choice of publishing in their local scientific communities.

Knowledge which academic women from the CEE region produce (mostly in their local languages) stays in their local and isolated enviroments, creating an imbalanced knowledge advancement in a international academic arena which recognizes only publications written in English and in renowed journals.

The purpose of this paper is to highlight the dangers of Orientalist framing. Orientalism (Said, 1979/2003) shows how “the West” actually creates “the Orient” as an inferior opposite to affirm itself, for instance by using imaginative geographical frames such as “East” and “West” (Said, 1993).

Qualitative interviews were conducted with the members of a German-Tunisian project team in research engineering. The interview purpose was to let individuals reflect upon their experiences of difference and to find out whether these experiences are preframed by imaginative geographical categories.

Tunisian researchers were subjected to the dominant imaginative geographical frame “the Arab world.” This frame involves ascribed religiousness, gender stereotyping and ascriptions of backwardness.

Research needs to investigate Orientalist thought and imaginative geographies in specific organizational and interpersonal interactions lest they overshadow managerial theory and practice.

Practitioners need to challenge dominant frames and Orientalist thought in their own practice and organizational surroundings to devise a truly inclusive managerial practice, for instance, regarding Muslim minorities.

In times of Islamophobia and anti-Muslim sentiment in “the West,” this paper highlights the frames from which such sentiments might originate, and the need to reflect upon them.

The theoretical value lies in introducing a critical framing approach and the concept of imaginative geographies to perceived differences at work. For practice, it highlights how certain individuals are constructed as “Muslim others” and subjected to ascriptions of negative difference. By this mechanism, their inclusion is obstructed.

This chapter provides a brief overview of community sanctions in Australia and examines the extent to which McNeill’s analysis in Pervasive Punishment (2019) is applicable in the Australian context. Two key issues in the Australian context are, firstly, state and territory-level variations within a federal political structure, and secondly, disproportionate Indigenous imprisonment and community sanction rates and the generally destructive impact of the criminal legal system on Indigenous communities and peoples. The chapter argues that developing a better agonistic politics around community sanctions requires descending from the broad level of historical and sociological analysis to examine state and territory-level variations in judicial and correctional structures, histories and cultures. Further, that Australian community sanctions cannot be understood without a primary focus on the differences between Indigenous and non-Indigenous rates, experiences and meaning. The key to addressing the destructive impact of criminal legal processes and practices on Indigenous peoples lies in developing Indigenous governance, empowerment, self-determination, sovereignty and nation-building. Two recent developments promoting Indigenous governance are examined: the Uluru Statement from the Heart and Justice Reinvestment projects initiated by First Nations communities, highlighting the importance of activism, contest and struggle by community organisations.

The purpose of this paper is to examine the contours of the emerging business education and institutions in a multi‐polar world and to identify the causes of the strategic convergence of management education, to explore the limitations of the dominant models of management education and to propose a range of strategic alternatives for business schools operating in the diversity of a multi‐polar world.

The paper provides a critical review of the development of Anglo‐American modes of business education, and an evaluation of alternative strategic approaches to business school development that might engage with different contexts of business.

There is a tension between the continuing ascendancy of dominant Anglo‐American paradigms of management education, and the increasing recognition of the diversity of a multi‐polar world. This tension may be resolved by business schools following more distinctive strategies that are responsive to local contexts.

The research suggests business schools work towards greater recognition of culturally diverse business models, and develop tools of analysis appropriate to this context. Further research is necessary of the efforts to develop different approaches to business education, and of the strengths and limitations of these approaches.

The analysis offers a rationale for exploring different strategies for business schools, and proposes some different models to examine.

This paper provides a critical assessment of the development and convergence of international business schools and business education, and an outline of alternative possibilities.

While access to devices and connectivity remain key issues in Latin America and the Caribbean, a growing body of literature also recognises the importance of media literacies and competencies necessary to navigate an information-rich society. This media literacy movement highlights skills that lead to critical analysis and the assembly and production of knowledge. In the Caribbean region, information literacies have been linked to competency in exploiting opportunities for informal and lifelong learning. This paper builds on the literature dealing with media literacies by drawing on ethnographic interviews with women in Trinidad and Tobago.

The methodology consists of an 18-month long ethnography including participant observation data as well as transcripts of 90 interviews.

The research shows how women in a lower middle class community dubbed ‘Belleton’ build and refine their digital media skills through lifelong adult learning. These informal learning processes that are facilitated by digital technologies that are spaces of learning where these women construct knowledge and build fluency and larger life skills.

This research makes a contribution to the literature on media literacy and digital skill-building. It ethnographically analyses the social practices of Trinidadian women who interact with digital media in a wide range of daily life activities including DIY consumption and small-business entrepreneurship.

Although cloud computing has been heralded as driving the innovation agenda, there is growing evidence that cloud computing is actually a “slow train coming”. The purpose of this paper is to seek to understand the factors that drive and inhibit the adoption of cloud computing, particularly in relation to its use for innovative practices.

The paper draws on a composite research base including two detailed surveys and interviews with 56 participants in the cloud supply chain undertaken between 2010 and 2013. The insights from this data are presented in relation to set of antecedents to innovation and a cloud sourcing model of collaborative innovation.

The paper finds that while some features of cloud computing will hasten the adoption of cloud, and its use for innovative purposes by the enterprise, there are also clear challenges that need to be addressed before cloud can be adopted successfully. Interestingly, the analysis highlights that many of these challenges arise from the technological nature of cloud computing itself.

The research highlights a series of factors that need to be better understood for the maximum benefit from cloud computing to be achieved. Further research is needed to assess the best responses to these challenges.

The research suggests that enterprises need to undertake a number of steps for the full benefits of cloud computing to be achieved. It suggests that collaborative innovation is not necessarily an immediate consequence of adopting cloud computing.

The paper draws on an extensive research base to provide empirically informed analysis of the complexities of adopting cloud computing for innovation.

The purpose of this paper is to report on the 174th annual meeting of the American Association for the Advancement of Science held 14‐18 February 2008 in Boston, MA, USA.

Conference report.

The conference theme was science and technology from a global perspective, which emphasized the power of science and technology as well as education to assist less‐developed segments of the world society, to improve partnerships among already developed countries and to spur knowledge‐driven transformations across a host of fields.

Overviews of six conference symposia are presented, which will be of interest to this journal's readers.