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Despite the growing interest in the field of supply chain sustainability (SCS), little exploration of new theories exists. Therefore, this paper aims to introduce practice theories to SCS studies through a practice turn.

This is a conceptual paper in nature. Hence, based on theoretical arguments, the authors elaborate on how the practice turn can arise in the SCS field.

The theoretical elaboration is rooted in the understanding that sustainability is not limited to the materiality of environmental and social issues, as often observed. Instead, there is a need to include immaterial, emotional and intangible elements to better comprehend SCS practice. The authors argue that a continuum exists for a practice turn, including practice-based view, practice-based studies and critical practice theory.

The authors provide a research agenda with a comprehensive perspective of understanding the application and implications of practice theories to SCS.

The practice turn in SCS studies can support managers to better understand their practices not only through recognizing explicit activities but also mainly by reflecting on hidden elements that affect their performance.

SCS studies can better engage with grand challenges through a practice turn, which helps increase its contribution to solving social problems.

Unlike previous literature, the paper elaborates on how practice theories are powerful in supporting both scholars and practitioners in moving away from an extremely economic focus to genuinely embrace sustainability practice. In doing so, the practice turn appears as an important phase for SCS field maturity.

The purpose of this essay is to explore the opportunities and challenges that early-career researchers (ECRs) face when they seek to contribute to academic knowledge production through research activities “other than” those directly focused on making progress with their own, to-be-published, research papers in a context associated with the “publish or perish” (PoP) mentality.

Drawing broadly on the notion of technologies of humility (Jasanoff, 2003), this reflective essay develops upon the experiences of the authors in organizing and participating in a series of nine workshops undertaken between June 2013 and April 2021, as well as the arduous process of writing this paper itself. Retrospective accounts, workshop materials, email exchanges and surveys of workshop participants provide the key data sources for the analysis presented in the paper.

The paper shows how the organization of the workshops is intertwined with the building of a small community of ECRs and exploration of how to address the perceived limitations of a “gap-spotting” approach to developing research ideas and questions. The analysis foregrounds how the workshops provide a seemingly valuable research experience that is not without contradictions. Workshop participation reveals tensions between engagement in activities “other than” working on papers for publication and institutionalized pressures to produce publication outputs, between the (weak) perceived status of ECRs in the field and the aspiration to make a scholarly contribution, and between the desire to develop a personally satisfying intellectual journey and the pressure to respond to requirements that allow access to a wider community of scholars.

Our analysis contributes to debates about the ways in which seemingly valuable outputs are produced in academia despite a pervasive “publish or perish” mentality. The analysis also shows how reflexive writing can help to better understand the opportunities and challenges of pursuing activities that might be considered “unproductive” because they are not directly related to to-be-published papers.

In this article, we reflect on how smart technology is transforming service research discourses about service innovation and value co-creation. We adopt the concept of technology smartness’ to refer to the ability of technology to sense, adapt and learn from interactions. Accordingly, we seek to address how smart technologies (i.e. cognitive and distributed technology) can be powerful resources, capable of innovating in relation to actors’ agency, the structure of the service ecosystem and value co-creation practices.

This conceptual article integrates evidence from the existing theories with illustrative examples to advance research on service innovation and value co-creation.

Through the performative utterances of new tech words, such as onlife and materiality, this article identifies the emergence of innovative forms of agency and structure. Onlife agency entails automated, relational and performative forms, which provide for new decision-making capabilities and expanded opportunities to co-create value. Phygital materiality pertains to new structural features, comprised of new resources and contexts that have distinctive intelligence, autonomy and performativity. The dialectic between onlife agency and phygital materiality (structure) lies in the agencement of smart tech–enabled value co-creation practices based on the notion of becoming that involves not only resources but also actors and contexts.

This paper proposes a novel conceptual framework that advances a tech-based ecology for service ecosystems, in which value co-creation is enacted by the smartness of technology, which emerges through systemic and performative intra-actions between actors (onlife agency), resources and contexts (phygital materiality and structure).

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

This research paper is empirical research and has not been submitted elsewhere for publication.

This study aims to investigate the dynamic capabilities of Indonesia’s local government internal auditors (LGIAs). LGIAs are the functional civil apparatus that is responsible for the main task of auditing local governments at the provincial, regency and municipal levels. Meanwhile, the LGIAs are also a spearhead in identifying and analysing errors, irregularities and fraudulent actions in the finance and development of local government.

The exploratory case study methodology was used, gathering insights from 18 individuals through interviews. In addition, the authors use a critical perspective of the LGIAs’ behaviours in enhancing their capabilities in compliance with the regulations. Moreover, the authors discuss the low motivation of LGIAs in terms of achievement in knowledge acquisition, a mechanistic curriculum creating a climate of low spirit, mental models in rooted ordinariness and behavioural anxiety in hierarchical systems of expertise.

This paper infers that the LGIAs reflect inertia in terms of capabilities because its curriculum, environment and organisation have pervasively changed the culture of the work environment. Consequently, although immorally convenient and practical, the LGIAs work with professional discipline and expedient behaviours. In addition, the LGIAs behave performativity, presenting task performances with undynamic capabilities. Lastly, these behaviours imply the need to enhance the LGIAs’ dynamic capabilities by structuring local governments’ adaptive environment. Hence, this adaptive environment, in turn, could facilitate LGIAs’ further being in high spirits in enhancing knowledge-based expertise.

This study firstly implies that the research findings indicate the need for environmental-, organisational- and curriculum-made transformations to change the capabilities and competencies of LGIAs in the future, facilitating them to increase assimilation-learning abilities. Furthermore, the research shows that mental models dominate LGIAs, resulting in low spirits and reluctance to develop their dynamic capabilities. The paper recommends creating a work culture where anxiety is not dominant and changing the flexibility of the professional structure for LGIAs so that they can be promoted from functional to structural officers.

LGIAs work in a cultural environment that is always structured to fulfil what the regulations require. So, this study’s first novelty is that it underlines the ordinary job practices of LGIAs and the low incentives to enhance their dynamic capabilities. Secondly, it is highlighted that the institution’s auspices do not facilitate LGIAs to advance their dynamic capabilities because of the static competency-based development curriculum. Thirdly, the research shows that the LGIAs are a civil apparatus whose employment system in Indonesia implies a no-dismissal culture and halo effect in measuring performance.

This study aims to empower cruise academia to assert their role as enablers, and potentially drivers, of sustainable, responsible and resilient cruise futures.

This contribution represents a synthesis and a critical reflection of cruise-related research-review literature over the last four decades, assessing its impact and potential in terms of influencing the evolution and future developments of cruise tourism.

Cruise research between the 1980s and the first decade of this century could be characterised as “ship-centric” and managerially focused. Over the last decade and up to the aftermath of the COVID-19 pandemic, cruise research has become increasingly “cruise-destination centric”, with sustainability emerging as a dominant theme. Diverging somewhat from the public and media emphasis on environmental concerns and risks, academic research tends to focus on the economic aspects of sustainability. Nonetheless, and despite aiming for practical relevance, cruise research tends to remain reactive and lags behind industry trends.

This paper proposes a shift from a “applied” to an “applicable” research paradigm, inspiring researchers to proactively shape the industry‘s future by embracing “what-ifs” in their thematic scope. Such a paradigm calls for a normativity-enriched methodological diversity, as well as the inclusion of transformational relevance as an indicator of research impact.

Public perceptions of cruise tourism have changed over the years, evolving from that of a promising holiday niche to a symbol of unsustainable mass tourism. In this context, cruise scholars are offered guidance for transcending the polarising debate of growth versus de-growth/limits while increasing the relevance and transformational impact of cruise scholarship.

这篇论文是对过去四十年来与邮轮旅游相关的研究评论文献的综述和批判性反思, 评估其在影响邮轮旅游的演变和未来发展方面的影响和潜力。

总体目标是增强邮轮学术界的能力, 使其能够在可持续、负责任和有弹性的邮轮未来发展中发挥促进者和潜在推动者的作用。

20 世纪 80 年代至本世纪头十年的邮轮研究可以说是 “以船为中心”, 以管理为重点。 在过去的十年中, 直到 COVID19 大流行之后, 邮轮研究越来越 “以邮轮目的地为中心”, 可持续发展成为主导主题。 与公众和媒体强调的环境问题和风险有些不同, 学术研究往往侧重于可持续发展的经济方面。 尽管如此, 邮轮研究尽管以实际相关性为目标, 但仍倾向于被动应对, 落后于行业发展趋。

本文提出了从 “应用 “研究范式向 “适用 “研究范式的转变, 激励研究人员通过在其主题范围内接受 “假设”, 积极塑造行业的未来。这种范式要求在方法上丰富规范性, 并将变革相关性作为衡量研究影响力的指标。

多年来, 公众对邮轮旅游的看法发生了变化, 从充满希望的度假小众旅游发展成为不可持续的大众旅游的象征。在此背景下, 为邮轮学者提供了指导, 以超越增长与去增长/限制的两极化争论, 同时提高邮轮学术研究的相关性和变革性影响。

Esta contribución representa una síntesis y una reflexión crítica de la literatura de investigación-revisión relacionada con los cruceros durante las últimas cuatro décadas, evaluando su impacto y potencial en términos de influencia sobre la evolución y futuros desarrollos del turismo de cruceros.

El objetivo general es capacitar al mundo académico de los cruceros para hacer valer su papel como facilitadores, y potencialmente impulsores, de futuros cruceros sostenibles, responsables y resilientes.

La investigación sobre cruceros entre los años 80 y la primera década de este siglo, podría caracterizarse como “centrada en el barco” y enfocada a la gestión. Durante la última década y hasta las secuelas de la pandemia de COVID19, la investigación sobre cruceros se ha vuelto cada vez más “centrada en los cruceros-destino”, con la sostenibilidad emergiendo como tema dominante. Apartándose un tanto del énfasis público y mediático en las preocupaciones y riesgos medioambientales, la investigación académica tiende a centrarse en los aspectos económicos de la sostenibilidad. No obstante, y a pesar de aspirar a la relevancia práctica, la investigación sobre cruceros tiende a seguir siendo reactiva y se queda rezagada con respecto a las tendencias del sector.

Este documento propone un cambio de un paradigma de investigación “aplicado” a otro “aplicable”, que inspire a los investigadores a configurar de forma proactiva el futuro de la industria, abarcando los “y si…” en su ámbito temático. Dicho paradigma exige una diversidad metodológica enriquecida por la normatividad, así como la inclusión de la relevancia transformadora como indicador del impacto de la investigación.

La percepción pública del turismo de cruceros ha cambiado a lo largo de los años, evolucionando desde la de un nicho vacacional prometedor a la de un símbolo del turismo de masas insostenible. En este contexto, se ofrece a los estudiosos de los cruceros una guía para trascender el polarizante debate de crecimiento frente a decrecimiento/límites, al tiempo que se aumenta la relevancia y el impacto transformador de los estudios sobre cruceros.

This paper explores organization-level racialized work strategies for maintaining racialized organizations (Ray, 2019). It focuses on intentional actions to maintain dominant racial norms, demonstrating how work strategies are informed by dominant racial structures that maintain racial inequities.

We compiled a chronological case study (Yin, 2012) based on 168 news media articles and various organizational documents to examine responses to athlete protests at the University of Texas at Austin following the death of George Floyd. Gioia et al.’s (2013) method uncovered how dominant racial norms inform organizational behaviors.

The paper challenges institutional theory neutrality and identifies several racialized work strategies that organizations employ to maintain racialized norms and practices. The findings provide a framework for organizations to interrogate their strategies and their role in reproducing dominant racial norms and inequities.

In 2020, the Black Lives Matter (BLM) movement was reinvigorated within sporting and corporate domains. However, many organizations engaged in performativity, sparking criticism about meaningful change in organizational contexts. Our case study examines how one organization responded to athlete activists’ BLM-fueled demands, revealing specific racialized work strategies that maintain structures of racism. As organizations worldwide disrupt and discuss oppressive structures such as racism, we demonstrate how organizational leadership, while aware of policies and practices of racism, may choose not to act and actively maintain such structures.

This paper argues that Bruno Latour’s work on translation provides an alternative to dominant anthropocentric, individualistic and managerial approaches in career studies by considering careers as precarious effects of networks instead of the implicit assumption of individual strategic career actors in extant career research paradigms.

The article first compares the three main current approaches to studying careers – structural functionalist, interpretivist and critical – illustrated by three exemplary empirical studies. Subsequently, three concepts from the sociology of translation that are relevant for the study of careers are introduced: career making as translating interests, careers as effects of networks and career action as dislocated and overtaken. Taken together, these three concepts allow us to conceive of careers as practices performed by human and nonhuman actors. Finally, an example from an ethnographic case study in the field of contemporary art illustrates how a Latourian approach can be used.

Latour’s work on translation provides conceptual and methodological tools to investigate career processes and practices in an era of unpredictability.

The paper introduces Bruno Latour’s work on translation to the study of careers.

The broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for and how this impacts their role within the context of secondary PE initial teacher training (ITT).

Semi-structured interviews were used to generate data from 17 secondary PE mentors within the same university ITT partnership in the north-west of England. Questions focused on the mentors' experiences of care and the impact this had on their wellbeing and professional practice. A process of thematic analysis was used to identify, analyse and report patterns in the data.

The participants reflected established definitions of mentoring by prioritising the aim of developing the associate teachers' (ATs) teaching rather than explicitly providing support for their wellbeing. This aim could be challenging for mentors who face personal and professional difficulties while supporting the training of an AT. Mentors frequently referred to the support of their departmental colleagues in overcoming these difficulties and the importance of developing interdependent caring relationships. Receiving care did not impede mentors from providing support for others; it heightened awareness and increased their desire to develop caring habits.

Teacher wellbeing has drawn greater attention in recent years and is increasingly prioritised in public policy. These findings highlight the value of mentor wellbeing and how caring professional relationships can mitigate the pressures associated with performativity and managing a demanding workload.

This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor’s role in supporting preservice teachers.

This conceptual paper draws together mentor-support practice wisdom and research literature from several relevant areas. It draws on constructive developmental theories and complex stage theory to reaffirm the intricate nature of mentor learning and development. This paper critiques the current utilitarian emphasis on mentoring as a way to improve student outcomes without first having clarity on how to improve mentoring itself.

We introduce the mentoring as emotional labour framework as a way to better understand the nature of mentoring within ITE and as a tool for developing more effective mentor supports. We present “exemplar cases”, which are amalgamations of field observations to illustrate aspects of the framework – however, we do not claim they provide evidence of the utility or accuracy of the framework.

Previous research and policy have tended to gloss over the skills required for effective mentoring, whereas this paper places the emotional labour of mentoring front and centre, explicitly conceptualising and describing the personal and interpersonal skills required in a way that aims to support and empower mentors to recognise existing strengths and areas of potential growth.