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Purpose – The purpose of the chapter is to introduce visual methods and, more specifically, arts-based forms of visual methods, as an innovative and emerging research approach within the study of sport and physical culture. The chapter examines the use of art and aesthetics as research data and as a representation issue. It draws upon the case of a research-based arts exhibition to represent and communicate research on bodies.

Design/methodology/approach – The chapter details an international collaborative research project exploring the impact of health policies and their imperatives on schools in the United Kingdom, Australia and New Zealand. The research formed the focus of an arts-based exhibition involving artists’ interpretations of the authors’ research findings. The chapter addresses salient epistemological and ontological issues of ‘representation’ and ‘interpretation’ in visual methods.

Findings – The chapter reveals how the use of arts-based approaches to research do not simply ‘represent’ research, but are constructive in the generation of new insights and forms of knowledge.

Research limitations/implications – The challenges of using arts-based and visual approaches to research are highlighted, particularly in terms of issues of knowledge interpretation. The ways in which these methods allow for lines of sight into life that written texts do not are highlighted.

Originality/value – The chapter provides an introduction to the use of arts-based visual methods in sport and physical culture research. Rather than focusing on visual methods solely as an approach to the collection of data, the chapter extends the discussion around visual methodology to include its use as a form of interpretation that generates and translates knowledge from a new perspective.

A decade after the 2008 global financial crisis, economic growth is returning to many OECD countries and EU states. However, a “rising tide does not lift all boats” and there are currently 96.6 million people at risk of poverty and social exclusion in the EU (OECD, 2017). Addressing this concerning social situation, requires innovative approaches and it has been suggested that inclusive entrepreneurship may be part of the solution. Yet, many under-represented groups (in terms of entrepreneurial activity) face significant barriers to entrepreneurship. This research study identifies how Higher Education Institutions can utilise their multidisciplinary knowledge and expertise in partnership with government, industry and civil society to address the economic and social challenges within under-represented communities by engendering higher levels of enterprising behaviour. Emerging studies in the literature have demonstrated how some Higher Education Institutions are providing tailored and holistic enterprise support to under-represented groups in their communities. However, such initiatives are not common and there is little research on how other HEIs might replicate inclusive entrepreneurship initiatives. Through the presentation of a conceptual model, this chapter identifies how HEIs can move outside of their formal education setting and dynamically support the development of enterprising competencies and behaviours amongst people within their local communities. The findings highlight six key areas for consideration in such developments including: 1. Teaching and Learning; 2. Resources; 3. Infrastructure; 4. Multidisciplinary Approaches; 5. Stakeholders and 6. Culture. These findings highlight the requirements for impactful HEI-community engagement and suggest that HEI community engagement through entrepreneurial education is a novel way of adding value for both under-represented communities and HEIs.

Over the past few decades, the higher education landscape underwent dramatic changes, causing strain on higher education institutions (HEI) worldwide. The academic debate is filled with very well-argued accounts of these developments. Advances in information and communication technology (ICT) add an additional layer to this already complex reality. Against this backdrop, it is necessary that the question of managing and administering HEI today be rethought. Emerging technologies such as artificial intelligence (AI) and cognitive computing, augmented, virtual and mixed reality (R+), Internet of Things (IoT), blockchain, bear the promise to effectively assisting HEI administrators in navigating their institutions through the period of profound change. This chapter offers a brief account of that.

Most fairy tale narratives have a hero, a damsel in distress and the ever-present opposing villain. The villains, or antagonists, share several commonalities across the various narratives as well as one over-arching trait of evil. However, as television viewers have become more intuitive, and demand for more sophisticated narratives have increased, contemporary portrayals of villains, as in the television series Once Upon a Time (Horowitz & Kitsis, 2011–2018), have shifted away from presenting villains as one-dimensional and restricted characters.

Instead, the construct of evil is depicted as a multifaceted and evolutionary trait of the character. Whereas previously evil was the fundamental core of the character it is now presented as a fluid concept. This chapter investigates how the construct of evil, and therefore the villain, has been redefined through a contemporary television narrative.

Much discussion has taken place in real life and in cyber space about the future of Henry Archer. He has been the subject of gossip, with the nature of his conception, and then gained a stepfather, seemingly a gentleman, who cared for both Henry and his mother. Coercive control came to dominate the relation between Rob Titchener and Helen Archer, giving an outward appearance of perfection in all aspects of family life. Henry experienced the gaslighting along with Helen and having seen his mum stab his new adoptive father, Henry was left without his mum, and in the care of evil Rob, effectively prevented from contact with his staid, and consistently caring grandparents. This paper will consider the impact of the trauma on Henry's potential psychological self as an older child and adolescent, looking at the impact of attachment, disparate parenting styles, social learning theory and domestic violence. There is also a comparison to a case study which could illustrate Henry's future, should he decide to begin a career in serial killing.