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The objective of this study is to explore the level of understanding and actions taken by the people of Gurugram (erstwhile Gurgaon) to mitigate the impact of climate change, given its critical importance as a global issue.

Using a qualitative approach, primary data were collected through in-depth interviews by means of semi-structured interview methods.

The findings indicate that while people are aware of climate change, the information is deficient for them to translate their knowledge into effective action. Some of the major challenges identified are lack of appropriate understanding, resources, education, motivation and government initiatives, as well as the old habits, peer influence, feeling of incapability and limited media exposure. To bridge the intention-action gap, it is recommended that people should be empowered to act desirably. There is a change need for awareness and education on ways to mitigate the effects of climate change. The study has implications for researchers, environmentalists, policymakers, non-government organizations and local residents of Gurugram.

This study provides unique insights into the understanding of climate change by the general public and challenges faced in taking pro-environment actions. It emphasizes the urgent need to create awareness and educate individuals about ways to mitigate the impact of climate change.

This paper addresses the issue of granularity. The authors argue that in routine dynamics research granularity can be usefully defined by the number of actors, the variety of places/contexts, and the amount of time it takes to successfully accomplish an action. This is an important but often overlooked aspect of studying routines. It is important because different granularities imply different challenges and opportunities for performing and patterning. The authors propose a framework to distinguish between fine-, medium-, and coarse-grained actions, illustrate how different granularities have been used in existing routine dynamics studies, and discuss the implications for understanding routine dynamics. The authors conclude that granularity is a key construct that needs to be taken seriously and suggest a four-step procedure to help researchers establish and report on the granularity of actions in their research process.

Our study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of asynchronous classes using differentiated podcasts.

We utilized action research as the research design for the study. Participating in action research entails developing practical knowledge to improve educational practices through specific methods and critical perspectives (Sáez Bondía and Cortés Gracia, 2022). According to Burns (2007), action research involves deliberate interventions usually prompted by identified issues, mysteries or inquiries that individuals in the social setting seek to improve or change. Implementing changes to enhance individuals' actions and understanding within their context is the focus of action research (Kemmis, 2010). The study’s approach is ideal for examining new practices and gaining enhanced theoretical insights (Altrichter et al., 2002). Engaging in action research helps enhance understanding and empowers us to impact and enhance practices through continuous reflection, exploration and action. Through this iterative process, we can continuously enhance our comprehension and make substantial strides toward fostering positive transformation.

The study findings showed an apparent rise in student regulation and engagement and remarkable enhancements in learning outcomes, as demonstrated by differences in pre-test and final exam scores. These results highlight the actual effect of specialized podcasts on self-paced inducing students' self-efficacy in learning. Our research provides valuable insights on effectively incorporating podcasts into education, offering innovations and improvement of practice among educators and institutions adapting to the ever-changing landscape of the educational environment while catering to the diverse needs of the learners. This research is pioneering research catering to the various learning styles of asynchronous learning environments.

Although our current sample offered valuable insights, upcoming studies could gain from more extensive and more diverse participant groups to strengthen the reliability of our results and guarantee broader applicability across various demographics and contexts. Moreover, the length of our intervention may have been relatively brief, which could have limited our ability to evaluate the long-term impact of customized podcasts on learning results. Continued investigation into the long-term effects of these interventions could provide valuable insights into their effectiveness over time and help shape the creation of more lasting educational approaches.

Innovation in asynchronous learning differentiated teaching attuned to the diverse learning styles of the students.

The study promotes equitable education, which eventually promotes learning outcomes of the students.

We created differentiated podcasts tailored to the learning styles of the students. This research is pioneering research catering to the various learning styles of asynchronous learning environments.

The purpose of this paper is to offer an accessible and interdisciplinary research strategy in organisational ethnography, called action ethnography, that acknowledges key concepts from action research and engaged and immersive ethnography. It aims to encourage methodological innovation and an impact turn in ethnographic practice.

A working definition of “action ethnography” is provided first. Then, to illustrate how an action ethnography can be designed by considering impact from the outset, the author draws on a study she is undertaking with a grassroots human rights monitoring group, based in England, and then discusses advantages and limitations to the approach.

The author suggests three main tenets to action ethnography that embrace synergies between action research and ethnography: researcher immersion, intervention leading to change and knowledge contributions that are useful to both practitioners and researchers.

This paper provides researchers who align with aspects of both action research and ethnography with an accessible research strategy to employ, and a better understanding of the interplay between the two approaches when justifying their research designs. It also offers an example of designing an action ethnography in practice.

Whereas “traditional” ethnography has emphasised a contribution to theoretical knowledge, less attention has been on a contribution to practice and to those who ethnographers engage with in the field. Action ethnography challenges researchers to consider the impact of their research from the outset during the research design, rather upon reflection after a study is completed.

This study aims to investigate how companies’ understanding of the business network influences the creation of value in business-to-business relationships. The authors do this by analysing dimensions in actors’ “network pictures” and illustrating how value perception and network understanding influence actors’ mutual effort to create value. Approaching relationship value from the point of actors’ cognitive understanding of their business network has so far been largely overlooked in relationship value research.

This study applies a qualitative case study methodology whereby dyadic data from a well-established business-to-business relationship is collected from 18 company representatives through personal interviews and group interviews supplemented by participant observations and company data.

The findings contribute with new insight into how companies’ understanding of their surrounding network influence (facilitates or limits) relationship value creation. The authors find that companies continuously reflect on changes in their networks and the related changes in partners’ value perceptions. Through value articulations, companies seek to explicitly express their value perception. Value reflections and value articulations create a dynamic process formed not only by the individual actor but also through their relationship and engagement in their network environment. This requires companies to develop their networking capabilities.

This paper presents findings, insights and contributions limited to a case study of a particular business relationship within an industrial setting. Although the findings and contributions are valid and in line with the criteria for rigorous qualitative research, the authors advocate and call for additional studies that investigate relationships value creation and address the interplay between actors’ network understanding and their actions and behaviour. One way to approach this would be to test the four propositions derived and presented as part of the present study.

The findings imply that management needs to be aware not only of the value created and delivered to a specific partner but also of how the partner’s understanding of the wider network will influence the value delivering and capturing process.

This study contributes to the growing literature on relationship value creation by outlining a dynamic process where relationship partners reflect upon and articulate value. Such activities are influenced by the partners’ network understanding and form the basis of the mutual relationship value creation effort. The findings also contribute to the network pictures literature by emphasizing insights into the formation of value perceptions through actors’ understanding of their surrounding networks.

The paper explores the implementation and process of a Participatory Action Research (PAR) project in Jacksonville, Florida. Using PAR principles, we sought to disrupt traditional dynamics in research, co-generating knowledge with the community. We aimed to elevate disenfranchised voices and foster effective solutions for neighborhood revitalization and resilience, which are designed and led by the community. In this paper we explore researcher positionality, examining how engagement with the community context profoundly influences researchers' perspectives and roles, thereby shaping the study trajectory.

We use reflexive and thematic approaches to analyze researcher positionalities and dynamics with the community. Researchers' reflections were scrutinized with a focus on their backgrounds, adaptability to community pace of work, lessons learned and evolving perspectives on community-centered research. We present a comprehensive discussion of emerging themes and emphasize the transformative nature of PAR and the significance of the researcher pursuing a relationship of belonging within the community.

The study uncovered key themes clarifying the transformations experienced by researchers engaged in PAR. We underwent a significant shift from a predetermined, structured PAR model to a more organic, community-driven model. This shift is illustrated under key themes in the paper: being vulnerable, valuing relationships, transforming the sense of self and solidarity, focusing on the process and recognizing and valuing community-derived knowledge. We write about the metamorphosis of researchers' roles from passive observers to active and empathic participants and about the implications for our methodological approach. As a result of this adaptation, the research process was enhanced and a symbiotic learning environment was created between the researchers and the community.

This paper distinguishes itself through its community-centric approach, diverging from traditional research paradigms. It explores how PAR-based community engagement can have a positive impact on those who are involved in PAR themselves, contributing to a better understanding of reciprocal dynamics in community-based research. We hope that our process of reflection can help other disaster researchers to ask better questions of themselves when engaging with communities and be open to following the lead and the pace of the community.

This paper investigates the intricate process of integrating historically excluded social groups into long-established routines. Drawing on a dialectical perspective, the research explores how persistence and change emerge through the interplay of opposing forces, shedding light on the dynamics of integrating new participants while ensuring stability in established routines. The empirical focus is on an Armed Forces’ ground combat training (GCT) course, examining the integration of the first female officers after the formal ban on their participation in close-combat roles was lifted. The findings reveal a nuanced evolution of routine adaptation and truce reformation, characterized by three dialectical cycles: tentative truces, experimental truces, and enactment truces. These cycles involve negotiations between continuity and reformation, accommodation and resistance, and modification and preservation, uncovering a dialectical dance where organizational actors invest intense effort in maintaining the status quo while accommodating ambiguity and settling tensions. The findings extend our understanding of routine dynamics by illuminating the performative aspect of truce-making, highlighting the effortful processes involved in accommodating new participants. This paper establishes a connection between routines and dialectics, providing novel avenues for exploring complex organizational challenges and emphasizing micro-strategies employed by routine participants to address differences in practice. It also contributes to the field of organizational inclusion by offering a dialectical understanding of integration, showcasing the intricate dynamics involved in integrating historically excluded groups into established routines.

This paper seeks to deepen and improve our understanding of business ethics in services by developing a typology that reconciles and integrates disparate and often conflicting ideas and viewpoints while providing practical guidance for ethical decision-making.

The paper examines current theoretical approaches in ethics to provide an understanding of the ethical theories, how they have been applied and how they have evolved in businesses and marketing. It discusses conceptual issues related to ethical dilemmas and the available typologies.

Based on the axioms of the Triple-A Framework for Ethical Service Research, the Typology of Ethical Dilemmas in Services (TEDS) is proposed. The typology identifies three types of dilemmas based on four dimensions considering all service interactions guided by normative ethics (virtue, deontological and consequentialism).

The proposed DILEMMAS process illustrates the practical application of TEDS.

This paper extends the ethics and services literature by offering a novel theoretical and practical approach to addressing ethical dilemmas. TEDS is authentic, advances our knowledge and applies to all service organizations that aim to manage ethical dilemmas effectively.

Organisational responses to the United Nations Sustainable Development Goals depend on the competency and mindset of business leaders to lead responsibly. This study is informed and underpinned by the Principles of Responsible Management Education. This study aims to examine how embedding the “sustainability mindset principles” within a university programme can contribute to responsible management education and, by extension, leadership development.

An illustrative case study using 84 students was applied, including undergraduate, postgraduate and executive Master of Business Administration students. An exploratory, qualitative design was followed, primarily adopting focus groups.

Evidenced learning gains in connecting sustainability knowledge with personal beliefs and behaviours, provide a compelling basis for educational and business practitioners to focus on the sustainability mindset principles (SMPs). Mapping of mindset against leading global competency frameworks provides important theoretical insight. Learning is illustrated through multiple dimensions (i.e. cognitive, behavioural and affective) to inform leadership development approaches.

The mapping of sustainability competency frameworks against the SMP, alongside qualitative research insights, provides a compelling basis for further research into the learning gains from embedding the mindset principles. The situated nature of the study and the lack of longitudinal measurement of what students take forward into their lives and workplaces is a limiting factor to be considered.

This study evidences the value of “whole-person” learning for responsible management, which can helpfully inform the design of both educational and workplace leadership development programmes.

This study is original in the pedagogic examination of the learning dimensions of the SMPs in a Business and Management programme. It also offers new insights in terms of the implications for leadership development.

This study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital’s surgical department based on the existing theory of OL and to make visible the practical possibilities of the theory in this context.

The study was conducted as a case study. The data were collected from personnel of the hospital’s surgical department and consisted of 26 thematic interviews. The data were analyzed using qualitative theory-driven content analysis.

This study found different starting points for both employee-oriented and organization-oriented learning processes that could potentially progress to different levels of the organization: from individuals to a wider group or from a large group to an individual. The starting point of employee-oriented learning processes was depicted as everyday life problems or situations or was based on the person’s interest. The starting points of organization-oriented learning processes were described as achieving or maintaining the organization’s expected skill levels, pursuing continuous development or pursuing the organization’s specific development needs. Different kinds of presuppositions were also located within the OL processes.

This study produced new practice-based knowledge about the starting points of OL processes and their presuppositions. In health-care organizations, learning is especially important due to intensive and complex changes, and this study provides empirical evidence on how to enhance learning.