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This paper proposes a way of reflexing on how we think within critical disaster studies. It focuses on the biases and unthought dimensions of two concepts – resilience and development – and reflects on the relationship between theory and practice in critical disaster studies.

Premised on the idea of epistemic reflexivity developed by Pierre Bourdieu, and drawing on previous research, this theoretical article analyses two conceptual biases and shortcomings of disaster studies: how resilience builds on certain agency; and how development assumes certain political imagination.

The article argues that critical disaster scholars must reflect on their own intellectual practice, including the origin of concepts and what they do. This is exemplified by a description of how the idea of resistance is intimately connected to that of resilience, and by showing that we must go beyond the capitalist realism that typically underlies development and risk creation. The theoretical advancement of our field can provide ways of thinking about the premises of many of our concepts.

The paper offers an invitation for disaster researchers to engage with critical thought and meta-theoretical reflexions. To think profoundly about our concepts is a necessary first step to developing critical scholarship. Epistemic reflexivity in critical disaster studies therefore provides an interesting avenue by which to liberate the field from overly technocratic approaches and develop its own criticality.

The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and practices in relation to environmental awareness within two research-intensive universities in the UK.

A case study involved online surveys to measure environmental attitudes, behaviours and practices at the start and end of four taught geography postgraduate programmes.

There was widespread attitudinal change and an increasing prioritisation of environmental issues reported among participants after they had completed their programme. However, behavioural change was limited, and there was little evidence of greater awareness being translated into changed practices. The learning benefits included a greater focus on interdisciplinarity, holistic thinking and critical self-reflection.

The findings demonstrate that postgraduate taught (PGT) programmes in sustainability improve student awareness and concern about environmental issues but do not necessarily lead to widespread behavioural change. This raises questions for programme convenors about how education for sustainability can be truly transformational and avoid leading students to develop eco-anxieties over the scale of change required.

There is a lack of research engaging with students on PGT programmes, especially in understanding their impacts on environmental attitudes, behaviours and practices. The research provides an evidence base for understanding the effects of PGT programmes in challenging student values, attitudes and practices and by implication knowledge transfer post-graduation, with the potential to help protect the environment and identify ways of living better with the ever-changing planet.

The paper aims to test the proposition that action research conducted within an organisation can develop the kind of leadership capabilities that are likely to enhance sustainability outcomes. It seeks to report the conduct of an action research process used in FOXTEL to develop a component of its overall corporate social responsibility (CSR) strategy.

The paper provides a case study of an action research process that was conducted within FOXTEL to develop the volunteering and gifting elements of its CSR program.

The evidence suggests that action research as an approach to change develops leadership capabilities that have been associated with more sustainable organisational behaviour.

This research is a single case study. There needs to be many more case studies of a comparable kind before generalisations can be named with confidence.

The processes described in this case study can easily be replicated as part of any change management strategy.

While the paper is an evidence based, scholarly examination, it provides a model that practicing managers can easily follow.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This paper explores the role of critical reflection in the context of leadership development and how it is measured. The purpose of this paper is to review theoretical and empirical research that captures the application of critical reflection in leadership development.

This study is an integrative literature review of peer-reviewed journal articles on critical reflection in leadership development. The search revealed 172 peer-reviewed journal articles based on the search terms. The authors conducted a staged review of the abstracts and identified a final sample of 27 empirical articles and 12 non-empirical articles for review.

The findings of this review show that critical reflection is an essential tool for leadership development and has been utilized in a variety of ways and through multiple theoretical perspectives. Despite being relied on heavily in leadership development, the measurement for critical reflection is not well established in the literature.

The researchers propose a conceptual model that integrates the phases and levels of critical reflection as well as the desired outcomes in leadership development. Implications for leadership development are also discussed.

The purpose of this paper is to offer an approach to global business education that offers a transformative experience for students and results in greater confidence and expertise.

A model of global business competence is described, as well as an approach to global business education involving a short‐term study abroad experience. Transformational learning practices were embedded in the course design. Surveys were collected at two different times in the short‐term study abroad course to demonstrate changes in students' confidence and expertise. The first survey was conducted after completing reading assignments and classroom‐based instruction (Time 1) and the second was collected upon returning from the study abroad experience (Time 2).

Results indicated a significant change in students' perceptions of their global business competence from Time 1 to Time 2, indicating the benefits of the short‐term study abroad experience beyond classroom instruction and readings.

Further clarification regarding the specific short‐term study abroad experiences that had the most impact on student outcomes would further our knowledge of how to design and structure these experiences to maximally enhance global business expertise and effectiveness for business students. In addition, future research may explore longer‐term student outcomes as a result of the short‐term study abroad experience.

Business school faculty and administrators may identify practices described in this study that they could incorporate to enhance their global business education courses or study abroad experiences.

This paper builds on transformational learning and global business literature to provide a practical approach to graduate business education. A framework for defining global business competence and pedagogical design principles that promote transformational learning is offered and may be of interest to business school faculty and administrators.

Develops a critical perspective on organizations and psychoanalysis. Following a brief review of various strands of psychoanalytic theorizing about organizations, argues that psychoanalysis can make an important contribution both to recognizing and to restoring the human subject in the organization. However, psychoanalysis also runs the risk of becoming complicitous with the larger context of domination that structures and governs organizations, unless it explicitly acknowledges and incorporates this context. Discusses the importance of acknowledging relations of power, recognizing the normalization of dysfunctionality in organizations, and moving away from individualizing issues of emotion, resistance and control.