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The policies in creative and cultural industries (CCIs) are often based on an implicit assumption that work in the cultural and creative sectors is ‘good work’ and dominant discourses tend to over-celebrate entrepreneurship. The authors argue that enough attention has been paid to the real work in CCIs. The stake is to better address the symptoms observed for a sustainable and inclusive economy in the CCIs. Through the entrepreneurship-as-practice perspective, the authors document the professionalisation difficulties in music sector, with a qualitative study in a French city, with a particular focus on the marginalisation experienced by the young artists. With the identification of their work specificities and the tendencies for the twenty-first century, the authors point out the diversity of the tasks, the multi-activity and collective practices and the need for some innovative support organisational forms to develop training and skilling (both artistic and entrepreneurial).

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

This research aims to investigate the process of value creation, value delivery, and value capture in project-based companies. Most previous research focused on companies that operate regularly and offer manufactured products or services. This research used companies in the field of information technology that developed software to explain how value creation, value delivery, and value capture occurred. A case study with qualitative research was applied to analyze between cases. Empirical findings showed that companies carry out six activities to ensure that value creation, value delivery, and value capture can be realized in the software development process. The six activities were iterative and not a rigid sequence. This research was limited to the software industry, and further research can test the results of this study by using a survey to increase the generalizability theory developed in this study.

Significant research has shown that gender and social class relationships can be problematic within the context of water-based leisure activities such as surfing, windsurfing, and sailing (Olive et al., 2016; Wheaton, 2003). More specifically, it has been argued that sailing is traditionally practiced and dominated by upper-class males who can determine social codes that exclude and devalue others (Créac'h & Sébileau, 2004). We develop these critical ideas about broader water sport activity through the lens of family involvement within the context of an international comparative qualitative study of sailing projects based within secondary schooling sites in California and France. A key line of analysis involved investigating how various forms of capital (Bourdieu, 1979) were reproduced through gendered and social class hierarchies. We found that parents played key roles in reinforcing gendered stereotypes and divisions that were operating in youths' daily practices and competitions (middle school and high school). Additionally, our data show that sailing was regularly utilized by families to maintain upper-class values and distinctive social status (Friedman, 2013). Thirty interviews and 113 hours of field observations with stakeholders such as coaches, teachers, youths (14 to 17 years old), and their parents frame these various lines of analysis around sailing activity.

Technology-enhanced learning (TEL), particularly in science, technology, engineering, arts, and math (STEAM), revolutionizes educational approaches by fostering active, transformative learning and expediting the learning process. TEL employs various tools like online courses, artificial intelligence (AI) technologies, virtual reality (VR), simulations, makerspaces, visual learning, and project-based learning, all contributing to accelerated learning in STEAM. A notable TEL innovation is the emergence of Large Language Models (LLMs) and AI chatbots, exemplified by the release of GPT-3 in December 2022. These tools utilize extensive parameters to generate natural language and perform tasks such as classification and prediction, thereby offering personalized and collaborative learning experiences essential for STEAM education. The generative pre-training transformer (GPT), a leading model in natural language processing (NLP), excels in generating human-like text and handling complex tasks like translation, summarization, and question answering. This chapter explores TEL environments that support transformative learning in STEAM, focusing on AI models. It reviews research on TEL’s impact on STEAM education, discussing the constructionism theory and emphasizing TEL’s role in creating engaging, student-centered learning experiences. However, challenges like technology access, instructor training, infrastructure, internet connectivity, and hardware resources are crucial. Additionally, the rise of AI brings ethical concerns regarding privacy, security, and potential biases in AI algorithms. Despite these hurdles, TEL’s potential to enhance STEAM learning experiences and accelerate the educational process is significant. By effectively implementing TEL strategies and leveraging LLMs and AI tools, educators can substantially improve learning outcomes in STEAM education.

In the quest for better construction workforce management, this chapter explored the background of workforce management and related theories, models, and practices. Through a review, the chapter provided meaning to the concept of construction and workforce management. The chapter concluded that while the construction industry worldwide is important to the economic growth of the countries where it operates, the industry’s management of its workforce is challenged by several problems. These problems include the nature of the industry, skill shortage, unhealthy working environment, and poor image of the industry, among others. Also, while the construction industry is rich in diversity, this has been a major source of problems for workforce management. The chapter further revealed that to improve workforce management and attain better-performing construction organisations, careful recruitment, effective training, providing a safe working environment, putting policies to promote diversity, and ensuring innovativeness, among others, are essential.

In an ever-interconnected world dominated by discourses on the internationalization and marketization of higher education, concerns related to language and employability have been the focus of recent debates. There is, however, a dearth of research investigating how these dimensions relate to one another in recent comparative and international higher education research. By focusing on how issues related to language and employability have been presented in recent higher education research worldwide, this chapter aims to contribute to our understanding of this concern. To achieve this goal, we conducted a scoping literature review using the Web of Science, Scopus, and the Education Resources Information Center (ERIC) databases, considering the years 2011–2020. The findings, perhaps not surprisingly, suggested that language skills are perceived to be valued by both graduates and employers though the discussions predominantly focused on one language, English. The research focus on English for employability in Anglophone contexts is understandable. However, the fact that the trend is observed in contexts where the language is not the primary or official language seems to indicate the influence of internationalization of higher education and global labor markets primarily dominated by English. The literature also suggested that (English) language training in higher education programs needs to move from solely linguistic and qualification-related content areas to a broader sphere of English for communication purposes that cover both specialized disciplinary content and broader generic employability skills. Considering this finding, we suggest that higher education systems and institutions incorporate recent developments in English for occupational purposes in their curriculum. We also recommend that there needs to be a shift from the overwhelmingly English language-dominated discussions to more inclusive research that assesses the impact of other dominant languages on employability-related concerns.

With the progress of the education system, many technological inventions have been found to develop the learning and teaching process. Several factors contributed to the advancement of education, from computer-based materials to web-based programs and technical tools. All these have revolutionized the whole education system and changed it from a monotonous and traditional teacher-centered approach to a motivating and interactive learner-based approach. Recently, digital technology has been implemented in many educational processes to increase teacher–learner interaction. The main feature characterizing digital learning is the active engagement that transforms learners from passive attendants to active participants in the learning process. From this perspective, teachers and learners are considered educational technologists. The purpose of this chapter is to shift the role of creativity and critical thinking from teachers to learners and show how the latter could create authentic writing by employing technology that is used and needed in the workplace. In doing so, learners become ready for their career life, and they learn to be more creative and collaborative individuals.

The current era is characterized by hyperturbulence, population growth, attention to food security, the need to identify sustainable strategies to reduce pollution and poverty, and the disparity between developed and undeveloped economies. These circumstances force a global paradigm shift based on sustainable practices and processes that put people and the environment at the core of each activity, contributing to sustainable, social, and economic development and promoting well-being in the community.

In this spirit, a strong impulse can derive from the practices of Green Technology, considered here as that set of processes aimed at eco-sustainability that acquire undisputed relevance, especially for emerging economies.

This chapter focuses on the role that Green technology practices exert in generating local well-being in the world's fifth-largest country: Brazil. Dynamic growth and effective social policies lifted millions of people out of poverty in the 2000s, even if socio-economic development varies widely across the country. Brazil is a leading global agricultural, minerals, and oil producer. The natural environment represents the primary source of Brazil's development that deserves to be protected and push firms and citizens to find new sustainable solutions based on green policies. Drawing inspiration from a Brazilian case study, this chapter proposes a set of building blocks that foster sustainable business practices in emerging countries.

The chapter is organized as follows: the first part introduces the concept of green technology practices; the second highlights the opportunities of green technologies; the third focuses on a single case study.

In this chapter, we theorize about online freelancers’ approaches to work flexibility. Drawing from an ongoing digital ethnography of US-based online freelancers pursuing work on digital platforms, our data question the common conceptualizations around the flexibility of online freelancing. We posit that the flexibility of where to work, not when to work, is the most important attribute of their work arrangement. Our data show (1) the online freelancers in our study prefer the stability and sustainability of full-time work over freelancing when both are offered as remote options; (2) full-time remote employment increases these workers’ freelancing control / flexibility; (3) these workers keep freelance work options open even as they transition to more permanent full-time work arrangements. We discuss how these findings relate to workplace culture shifts and what this means for contemporary working arrangements. Our insights contribute to the discourses on knowledge-based gig work and for what it means to study individuals online.