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The purpose of this paper is to profile the development of a bicycle parking hub at the University of Tasmania to illustrate how the Academic Operations Sustainability Integration Program promotes real change through the engagement of stakeholders from across an institution to deliver campus sustainability. This case study outlines one example of how place-based learning initiatives focused on campus sustainability challenges have delivered authentic education for sustainability in the Australasian higher education setting.

This case study outlines the process through which a cross-disciplinary place-based learning initiative was designed, implemented and evaluated over a three-year period. The evaluation of the project was designed to assess the impact of this education for sustainability approach on both operational and student learning outcomes, and to make recommendations on the continuation of place-based learning initiatives through the Academic Operations Sustainability Integration Program.

This case study illustrates how learning can be focused around finding solutions to real world problems through the active participation of staff and students as members of a learning community. This experience helped the authors to better understand how place-based learning initiatives can help deliver authentic education for sustainability and the success factors required for engaging staff and students in such efforts.

The case study highlights an example of an education for sustainability initiative that was mutually driven by the operational and learning objectives of an institution, and specifically the ways in which the engagement of staff and students from across an institution can lead to the successful integration of these two often disparate institutional goals.

Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience.

A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis.

Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience.

Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.

This paper adds to the literature on societal grand challenges by shifting the focus away from business firms and other formal organizations as key actors in addressing such challenges toward the inherent organizing capacity that lies in the use of language itself. More specifically, we focus on the organizing capacities of metaphor-based communication, seeking to ascertain which qualities of metaphors enable them to co-orient collective action toward tackling grand challenges. In addressing this question, we develop an analytical framework based on two qualities of metaphorical communication that can provide such co-orientation: a metaphor’s (a) vividness and (b) responsible actionability. We illustrate the usefulness of this framework by assessing selected metaphors used in the public discourse to make sense of and organize collective responses to the Covid-19 pandemic, including the flu metaphor/analogy, the war metaphor, and the combined metaphor of “the hammer and the dance.” Our paper contributes to extant research by providing a means to assess the co-orienting potential of metaphors in bridging varied interpretations. In so doing, our framework can pave the way toward more responsible use of metaphorical communication in tackling society’s grand challenges.

The study aims to explore migrant entrepreneurship in a hitherto overlooked demographic, namely, migrants who have moved away from core-states and towards an economically less developed area. In particular, the study aims to critically evaluate to what extent mainstream theories and findings regarding migrants' ethnic division of labour are applicable in such an “upside down” migratory context.

The study qualitatively analyses 41 privileged core-state (UK, USA and Germany, among others) migrant entrepreneurs who have migrated to Wroclaw, Poland, and positions these findings against a second subject group of 24 migrant entrepreneurs from periphery-states (namely, Ukraine and Belarus).

The study finds that, while the situations of the periphery-state subject group largely lend support to the mainstream literature of migrant entrepreneurship, for those from the core-states subject group it is an altogether different story, whereby these migrants were found to be less likely to employ co-ethnic labour and, instead, were more likely to opt for native, Polish labour.

The study's findings begin to question the universality of migrant entrepreneurship theories which have been formulated within mainstream (semi-)periphery-to-core dominant-subordinate contexts. This, in turn, carries implications for policymakers outside of core-states who may need to carefully consider if such theories are applicable to their specific contexts.

This study not only helps to address a gap in the literature surrounding migrant entrepreneurship within Poland but also a gap within the wider literature in terms of migrant entrepreneurship outside of core-state contexts.

This chapter demonstrates that social business models do not meaningfully prioritize or impose accountability to “social good” over other purposes in ways that (a) best protect against owners changing their minds or entry of new owners with different priorities and (b) enable reliable accountability over time and across circumstances. This chapter further suggests a model – a “social primacy company” – that actually prioritizes “social good” and meaningful accountability to it. This chapter thus clarifies circumstances under which existing models might be most useful and are not particularly useful, especially as investors, entrepreneurs, employees, regulators, and others pursue shared, common understandings about purposes, priorities, and accountability.

Access to clean drinking water is a major encumbrance in developing countries. In Ghana, urban water supply is below internationally recognised standards, especially among the urban poor, sub-urban and rural communities. Stakeholders and institutional inefficiencies may be hindrances facing the Ghanaian water supply process. Therefore, this study aims to appraise the motivational factors and outcome of stakeholders’ engagement and identify the factors that influence effective institutional management of urban water supply in Ghana.

Sequential exploratory mixed methods were adopted and analysed to proffer answers to the research questions. Nineteen participants and 521 respondents were sampled for the qualitative and quantitative phases.

Findings reveal that the institutional processes and stakeholder engagement significantly influence the effectiveness of the management of urban water supply in Ghana. Findings identified 35 motivational factors and categorised them into the health of the population, socio-economic, technological and innovation trends, policy reform and adaptive governance. Also, the 22 institutional factors identified were categorised into three groups: regulatory framework, ethics for managing water supply and the culture of managing water supply.

Besides the study addressing the theoretical gap regarding which variables are germane in influencing the effective management of urban water supply, the study may be among the top studies that have appraised the role of stakeholders in the institutional management of urban water supply in Ghana.

Research reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics (BEA) struggle to reskill and upskill to meet the industry's demand. Studies about Nigeria's BEA's perceived barriers in meeting the 21st-century industry demands are scarce. Thus, the paper investigated the perceived barriers and measures to improve BEA in Nigeria's 21st-century world of teaching. The outcome intends to enhance teaching practices and increase employability in the built environment disciplines.

Data were sourced from elite virtual interviews across Nigeria. The participants were well informed about Nigeria's built environment education and the possible barriers hindering 21st-century teaching from improving employable graduates in the built environment professionals (BEP). The researchers adopted a thematic analysis for the collected data and supplemented the data with secondary sources.

The study shows that BEA needs to improve BEA's teaching mechanism. Improving BEA will enable the built environment graduates to meet the minimum standards expected by the 21st-century industry. Findings categorised the perceived 22 barriers facing BEA into internal stakeholders-related barriers, external stakeholders-related barriers, and common barriers. Also, findings proffered practicable measures to improve BEA in the workplace via improved industry collaboration and technological advancement.

The research is restricted to the perceived barriers and measures to improve BEA in 21st-century teaching in Nigeria via a qualitative research design. Future research should validate the results and test the paper's proposed framework.

The paper confirms that the BEA requires stakeholder collaboration and technological advancement measures to improve teaching in the 21st century, leading to enhanced employability graduates. The paper would stir major stakeholders, especially BEA, and advance the quality of employable graduates in the Nigerian built environment professions.

The thematic network and proposed framework could be employed to stimulate Nigeria's BEA for better service delivery. This intends to create an enabling environment that will enhance stakeholders' collaboration and technological advancement for the BEA to produce better employable graduates in the 21st century.

A viable framework has been proven to reduce operational and institutional inefficiencies in the urban water supply sector. The absence of drivers necessary to develop a framework may have hindered institutional development and effective Ghanaian urban water supply management. Thus, the research aims to identify the drivers and develop a framework for effectively managing the urban water supply in Ghana.

The study utilised a qualitative research design approach and analysed collected data to proffer answers to the research questions. The research sampled 19 participants, and saturation was achieved.

Findings identified drivers for developing Ghana's urban water supply framework. They categorised them into the availability of water supply resources, the level of professionalism of the personnel, the provision of accessible quality water, the efficient management system of water supply, prudent financial management, ethics for managing water supply and the culture of managing water supply. These pertinent constructs form components of Ghana's urban water sector framework.

Besides supporting transformation and sustainability to develop a framework for managing Ghana's urban water supply sector, policymakers may utilise the developed model to evaluate public urban water supply compliance with Ghana's water sector performance.

This paper aims to analyze how a tangram activity improved students’ abilities to explain sustainability, articulate a positive perception of sustainable design and relate sustainability with innovation in engineering design.

The concept of paradigm shift was introduced in the classroom by using a tangram activity to help students understand that sustainable design requires out-of-the-box thinking. Instructors from three institutions teaching various levels of sustainability courses to engineering majors used the activity to introduce sustainable design, then measured the understanding and appreciation of the concepts introduced through the tangram activity with pre- and post-activity surveys.

Findings from the study indicate that students’ perceptions of sustainability significantly improved due to the activity, without regard to the institution. The activity also significantly improved students understanding of the connection between sustainability and innovation, across all three institutions, across all majors and across all years of study except second-year students. Improving engineering students’ views on sustainability may lead, over time, to changes in the industry, in which environmental performance is incorporated into the engineering design process.

Active learning approaches are needed for affective-domain learning objectives in the sustainability field for students to learn the necessary attitudes, values and motivations to implement sustainability in engineering design. Simple, easily implemented active learning techniques, such as the tangram activity presented here, can be implemented across the curriculum or to the public to introduce the paradigm shift necessary with sustainable design.

This chapter advances our understanding of collaborative innovation processes that span across organizational boundaries by providing an ethnographic account of idea generation dynamics in a member-initiated online songwriting community. Applying a science and technology studies perspective on processes “in the making,” the findings of this chapter reveal the generative entanglements of three processes of content-in-the-making, skill-in-the-making, and community-in-the-making that were triggered and maintained over time by temporary stabilizations of provisional, interim outcomes. These findings also elucidate interferences between these three processes, particularly when an increased focus on songs as products undermines the ongoing collaborative production of ideas. Regular interventions in the community design were necessary to simultaneously stimulate the three processes and counteract interfering tendencies that either prioritized content production, community building, or skill development, respectively. The authors conclude that firms seeking to tap into online communities’ innovative potential need to appreciate community and skill development as creative processes in their own right that have to be fostered and kept in sync with content production.