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Restrictions on social interaction and travel due to the COVID-19 pandemic have affected how researchers approach fieldwork and data collection. Whilst online focus groups have received attention since the 2000s as a method for qualitative data collection, relatively little of the relevant literature appears to have made use of now ubiquitous video calling software and synchronous, interactive discussion tools. Our own experiences in organising fieldwork aimed at understanding the impact of different “future-proofing” strategies for the European agri-food system during this period resulted in several methodological changes being made at short notice. We present an approach to converting in-person focus group to a virtual methodology and provide a checklist for researchers planning their own online focus groups. Our findings suggest data are comparable to in-person focus groups and factors influencing data quality during online focus groups can be safeguarded. There are several key steps, both before and during the focus groups, which can be taken to ensure the smooth running of such events. We share our reflections on this approach and provide a resource for other researchers moving to online-only data collection.

The purpose of this paper is to investigate the effect of workplace support measures offered by employers on the academic performance and satisfaction of distance-taught paramedic students.

Using a combination of quantitative, qualitative and open text data, the authors identified factors important for student success.

Dedicated study time was not a significant predictor of student pass rate, but was related to the quality of achievement as measured by pass grade. More important for success were less tangible factors such as relationship with a mentor and being part of a supportive peer group.

The number of respondents to the survey of graduates in the second part of the investigation was small (n=30; 8.9 per cent) and limited to one profession (Emergency care).

The support measures the authors have identified should be overtly built into new course design. Placements undertaken away from the primary workplace should be well organised, and students proactively supported while undertaking them.

The value of these findings is that they inform, and can be used to enhance, the experience of students on work-based learning programmes and also on degree apprenticeships.

The purpose of this study is to examine the potential of integrating material from the arts into postgraduate curricula to deepen students’ engagement with marketing phenomena. The authors assess the use of arts-based activities, within a broader critical pedagogy, for encouraging imaginative and analytical thinking.

The authors devised two learning activities and an interpretive method for studying their value. The activities were an individual essay connecting themes in song lyrics to marketing, and a group photography project. These were applied, within a broader, critical approach, in postgraduate modules on sustainability, ethics and critical marketing. Data collection comprised diaries kept by the teachers, open-ended feedback from students and students’ assignments.

Students showed high levels of engagement, reflexivity and depth of thought, in felt experiences of learning. Their ability to make connections not explicitly in the materials, and requiring imaginative jumps, was notable. Several reported lasting changes to their behaviour. Some found the tasks initially intimidating or, once they were more engaged, stressful or saddening.

This adds to scholarship on management education by showing the usefulness of an arts-based approach towards a transformative agenda.

It offers a template of how to draw from the arts to strengthen critical engagement upon which marketing teachers can build. It also contains practical advice on the challenges and benefits of doing so.

The authors provide evidence that this approach can enhance sensitivity and reflexivity in students, potentially producing more ethical and sustainable decisions in future.

The pedagogical interventions are novel and of value to lecturers seeking to enhance critical engagement with theory. An empirical study of an attempt to integrate arts into teaching marketing represents a promising direction, given the discipline’s creative nature.

The purpose of this paper is to investigate the relationship between gender and social capital in adapting to climate variability in the arid and semi-arid regions in Turkana in Kenya.

This paper undertook literature review of secondary data sources, conducted focus group discussions (FGDs) and key informant interviews (KIIs). The statistical package for the social sciences (SPSS) was used to analyze data for the quantitative part of the paper.

Vulnerability is influenced by age, gender, education and disability. Elderly women are considered to be the most vulnerable to climate variability and change because they are the poorest in the community, followed by elderly men, the disabled, female-headed households, married women, men and, finally, the youth. Less than 30 per cent of women and men in both Katilu and Loima are able to read and write. The cross-tabulation results show that there is a statistical significant relationship between gender, age and education level and climate change vulnerability. This implies that gender, age and education level have a significant effect on climate change vulnerability.

The research coverage was limited to only two regions in Turkana because of time and economic constraints.

The lack of attention to gender in the climate change literature has time and again resulted in an oversimplification of women’s and men's experience of climate risks. Improved development assistance, investments and enhanced targeting of the truly vulnerable within pastoral societies demand an acceptance of underdevelopment in arid and semi-arid regions in Kenya because of historical imbalances in investment; the recognition that vulnerability of pastoralists is neither uniform nor universal and the need to consider differences like age, gender and education. Policy-makers should understand that pastoralists in the past have used indigenous knowledge to cope with and adapt to climate change. The current-recurrent and intensity droughts require investment in modern technology, equipping pastoralists with relevant information and skills to make them resilient to climate change and implementing existing and relevant policies for northern Kenya.

This paper draws from several other efforts to show the critical relationships between gender, social capital and climate change. They are tracking adaptation and measuring development framework; ending drought emergencies common programme framework; and feminist evaluation approach.

This paper is important in identifying the link between gender, social capital and adaptation to climate change.