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The Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an alternative approach to ensure continuity. The research pursues is to pursue a multidisciplinary study with a focus on the following domains: architecture, the science of learning and e-learning architecture. Inference from the study would become the basis for a theoretical proposition for improvement of the existing pedagogical framework. Moreover, the literature would add valuable insights to the knowledge base.

An exploratory research approach is used for this study. The inquiry-based approach enlightens on the role of the architect in society. Also, the nature of architectural design education that existed prior to the Covid-19 outbreak is examined. Further, the paper explores the impact of the paradigm shift from institutional mode to e-learning mode overnight. Purposefully multi-disciplinary studies are pursued to develop a broad understanding of the associated domains. This could effectively contribute to developing an effective pedagogical framework. This would facilitate the conduct of architecture studio discourse in a structured manner during the current scenario.

The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research. Further, the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen. Which is one of the universally sought-after goals of studio pedagogy even during times of uncertainties.

Pedagogues would find the study very meaningful for the conduct of architecture design studio in e-learning mode. They would also acquire a broad understanding of factors to be considered. The research would pave way for future studies in this area from a multi-disciplinary perspective.

The current Covid-19 crisis deters architecture studio discourse from being conducted in an accustomed institutional format. Therefore, it becomes important for institutions to ensure continuity of architectural education with the help of new measures. In concurrence, the research envisions an alternative approach: virtual design studio using e-learning mode. This would ensure continuity of architectural education even when the instructor and students are separated in either time or place.

The study presents a unique contribution to the limited literature available on architecture studio pedagogy during the e-learning scenario.

In the last issue, Rob Hill and Geoff Shepherd gave a critical account of the Transitional Employment part of the Clubhouse programme. This has produced strong reactions, and here Colin MacLean takes issue with both their premises and their conclusions. What about the user/member view? Watch this space…

KEN JONES of the Leeds school of librarianship, fresh from his triumphant appearance in Private eye's ‘Pseuds corner’ in December, has been bearding the la secretariat about association response to the Cinematograph & Indecent Displays Bill, insofar as its provisions may affect libraries. Readers will be aware that this proposed enactment is another of the ‘If you must do it, do it privately’ type, like the Street Offences Act in the 1950s which got London's tarts out of the alleys and up into the attics.

Examines two important streams of migrant consumer research, specifically the contributions made by the study of cultural values and migrant acculturation. Noting the inadequacies of focusing on just one single perspective, reports an interpretative research conducted with ethnic Chinese migrant consumers. Emergent themes are extracted to illustrate the lived worlds of migrant consumers as they negotiate their way in a new society.

Long before calories and joules were used to indicate energy values in relation to food, popular belief had it that some foods could increase man's output of labour, his physical strength and endurance, even his fertility. The nature of the foods varied over the years. From earliest times, flesh foods have inspired men to “gird their loins” and “put on armour”, but too long at the feasting tables produced sloth of body and spirit. Hunger sharpens the wit, which makes one wonder if that oft‐quoted statement of poverty and hunger before the Great War—“children too hungry learn”—was quite true; it is now so long ago for most of us to remember. Thetruism “An army marches on its stomach” related to food in general and relating feats of strength to individual foods is something more difficult to prove. The brawny Scot owes little to his porridge; the toiling Irish labourer moves mountains of earth, not from the beef steaks he claims to consume, but for the size of the pay‐packet at the end of the week!

This study aims to identify and examine the antecedents of attitude toward entrepreneurial behaviors (ATEB) of firms. Additionally, this study also identifies and examines the antecedents of innovativeness and proactiveness. Furthermore, this study explains how factors within and outside the organization affect ATEB, innovativeness and proactiveness.

This study uses the attention-based view (ABV) and examines the effects of long-term focus and industry clockspeed on attitude toward firms’ entrepreneurial behaviors (EB). This study measures ATEB by analyzing the top management team’s words in the earnings conference calls. It applies the two-stage least squares regression with fixed effects and instrumental variables to conduct the empirical analysis.

The results indicate that the direct effects of long-term focus and industry clockspeed on ATEB are not significant. However, the moderating effect of industry clockspeed on the relationship between long-term focus and EB is significant and positive. The results indicate that firms that are operating in fast clockspeed industries exhibiting long-term focus exhibit EB. Furthermore, the results also indicate that long-term focus and industry clockspeed collectively affect innovativeness and proactiveness.

This research helps firms to develop entrepreneurial behavior operating under various task environment conditions.

This study applies the ABV of the firm and contributes to the area of firm-level EB, while prior studies have not implemented this perspective in investigating firm-level EB. Past studies have not applied the ABV of the firm to study EB, innovativeness and proactiveness either independently or collectively.

This paper explores the idea of the prudent entrepreneurial self, through re-conceptualizing prudence into the domain of entrepreneurial education, to unite the two processes of becoming enterprising and entrepreneurial. It is argued that developing a capacity for prudence among graduates involves past, present and conjecture forms of knowledge that the authors find in the interplay between individuation and social awareness.

Building on Palmer's idea of wholeness, the authors discuss six poles of paradoxes in entrepreneurial education and in conjunction establish a philosophical argument for the idea of stimulating the development of prudence as fundamentally important to contemporary notions of entrepreneurial education.

The paper presents a model to develop a schema that moves students towards becoming prudent entrepreneurial selves. The model rests on two interrelated developmental processes – individuation and social awareness – conditional for developing the three forms of knowledge (past, present and conjecture) that makes up prudence where developing prudence is a means to handle or cope with the unknown.

This paper argues that for enterprise and entrepreneurship education to realize their potential contributions, both the relationships between each field and the overarching purpose that ties the fields together need to be rethought, and the poles of paradoxes need to be connected to further develop both fields and creating wholeness for the emerging scholarly discipline.

To educate towards the prudent entrepreneurial self means educating towards an unknown end where student development aims to meet both the objectives of individual development and the growth in social awareness required to handle the changing nature of contemporary society.

This study philosophically conceives a united enterprise and entrepreneurship education landscape in which deeper student learning makes possible the notion of the prudent entrepreneurial self.