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This paper aims to apply the ACRL Framework for Information Literacy for Higher Education frame Information Creation as a Process to encourage student confidence in government information. This approach will also help librarians address the continued erosion of trust in government exacerbated by campaigns of mis- and disinformation waged by the 45th President.

The authors examined recent literature on the public’s increased distrust of government under the 45th President, the impact of extreme skepticism on students, and the role instruction and government information librarians can play in addressing these issues. The authors used the ACRL Framework for Information Literacy for Higher Education frame Information Creation as a Process as a guide for teaching students about the complexities of government information creation processes and addressing student apprehension about utilizing government information in their academic research.

Research indicates that in the midst of a decline in public trust in government, librarians are fighting an uphill battle to encourage wary students to use government information for academic research. Librarians can combat this via targeted Framework-aligned instruction. An example of how the frame Information Creation as a Process can be applied to government information is presented.

For easy implementation of the ideas presented in this paper, learning outcomes and a sample lesson plan are provided.

This paper contributes to the library literature on government information literacy and instruction as well as the Framework. It is the only paper that addresses the application of the frame Information Creation as a Process to government information.

The purpose of this study was to explore low-income women’s perspectives of the shared meaning of work and employment values in their intergenerational family context from a critical and systemic lens. Participants were rural and urban women from low-income contexts (N = 14). Semi-structured interviews were designed to elicit thick description of lived experiences of work and family. Analyses were conducted using Van Manen’s hermeneutic phenomenology coding process (1990).

Four emergent categories (Purpose to Work, What Work Is, Motherhood and Work, and Loss, Resilience and Work) with 16 themes described work–family integration. These narratives evoked a deep interconnectedness of work, family, and life. Because participants were recruited in locations where they were either already employed or seeking employment, these findings may not represent other women.

Effectiveness of programs and policies could be expanded by incorporating women’s values and motivations for employment and targeting family-level interventions. Programs could better empower women to seek employment and skills training for lasting financial sustainability, rather than just getting any job. Because participants distinguished between careers and jobs based on college education, many felt they could never obtain a career. Additionally, participants described work–family integration, not the prevalent idea of “work–life balance.” Participants described fighting to provide a better life for their children.

This study highlights under-represented perspectives of low-income women about work. Understanding the experiences of low-income women is essential for designing programs and services that will be practical and useful.

This paper identifies five types of insolvency in English football: clubs that have failed to cope with relegation; failed to pay monies due to the UK government; seen 'soft debts' become 'hard debts'; lost the ownership of their stadium; or have been 'repeat offenders'. As the second of a three-phase research project, the paper concludes with an indication of the final phase research and implications of the findings so far for other professional sports.

Biodynamics is a specific form of organic production with spiritual underpinnings. This chapter explores it as a form of rural entrepreneurship using the capitals framework of Bourdieu as a conceptual tool.

The chapter draws upon 11 qualitative case studies of New Zealand firms engaged in biodynamic growing methods. Data collected via in-depth narratively oriented interviews inform the chapter, along with other relevant secondary material.

The chapter suggests that the spiritual underpinning of the biodynamic approach imbues the experience with a form of spiritual capital that is not captured within traditional interpretations of capital. We conceive of this as a form of alternative capital and offer a conceptualisation as an attempt to capture that difference.

This is a niche, small scale, exploratory study limited to one geographic context (New Zealand) at one particular point in time.

This chapter offers a modest expansion to previous conceptualisations of capital in the rural context.

Prior research suggests that collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. This study aims to examine the effect of P2PL on the enhancement of environmental management and sustainable development skills, community building and social capital (i.e. connectedness) and understanding of course learning objectives.

Quantitative and qualitative longitudinal survey data was collected in a sustainable development focused course offered at a large American public university that uses P2PL to explicitly facilitate community building and collaborative skills. Safety precautions and changing locational course offerings due to the COVID-19 pandemic in years 2020, 2021 and 2022 provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, this study compared in-course student evaluations with students taking other sustainable development-related courses with collaborative learning aspects to understand the wider effectiveness of this course structure.

This study finds that course format (virtual vs in-person) overall made no difference in either connectedness or conceptual understandings, and that students in both formats felt more connected to others than students taking other courses with P2PL. Scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework.

Sustainable development requires group collaboration and partnership building skills. Issues are consistently raised about the challenges to teaching these skills in higher education. The students and instructors in this research study identify P2PL strategies to address these challenges for in-person and virtual classroom settings.

This paper aims to examine indigenous governance and economies of iwi Maori (Maori tribes) in Aotearoa New Zealand. Research into persisting inequities amongst iwi that have settled treaty claims and the potential for intervention through new governance models and indigenous entrepreneurship contextualise the paper.

Kaupapa Maori (Maori philosophy) is used as an indigenous methodology to facilitate and empower transformative change, underpinned by Maori knowledge, language and culture. A multi-level approach is used to collect data from international, national and local tribal organisations. Validity is established through stakeholder engagement.

A central challenge in the post-treaty settlement context is exponentialising tribal capabilities because of the multiple purposes ascribed to post-settled iwi. Four themes, characterised as “unfolding tensions”, offer a critique and basis for solving tribal development challenges: how do tribes create culturally grounded global citizens; how do tribes rebalance wealth creation and wealth distribution; how do tribes recalibrate tribal institutions; and how do tribes embed entrepreneurship and innovation within their economies?

As data collection is still underway, the paper is conceptual.

Five strategies to address unfolding tensions are identified for tribes to consider.

Tribal governors and tribal members are implicated in the analysis, as well as the architects of post-treaty settlement governance models.

The paper contributes to theorising about tribal governance, economies and entrepreneurship.

Competition for resources appears to be increasing at a time of political, security (including energy, food and climate) and economic change; leading to potential collapse. The purpose of this conceptual paper is to examine the impact of policies exercised at the macro level on methods and processes applied at the micro level through, for example, performance management. It looks at the impact at the micro level on the macro and upon industry, innovation and the generation of productive wealth. It contrasts the techno‐socio application of Lean with the socio‐techno dynamics of agility as impacted by the info‐techno‐socio and emerging socio‐info‐techno systems.

From collaborative doctoral level research and an extensive literature review – integrating the three cultures (the natural sciences, the social sciences and the humanities) – macro/global and local/micro cross level thematic complex systems models were identified and modelled across their connecting political, security and economic ecologies. Connecting models were designed considering “trust” and “risk” as applied to socio, techno and info‐techno systems. These systems were then considered in terms of lean and agility and their impact “in the extreme” and “over time” on complex political, security economic models.

Lean in the extreme can lead to vertical polarisation; causing conditions for competition leading to hyper‐competition.

Complex models are considered and explained by historical reference and story‐telling so as to enable access across different disciplines and to explain and potentially inspire researchers, managers, consultants and workers to consider alternative less competitive and more agile, collaborative and adaptive futures.

This case involves an experience in large group visioning, specifically the processes of developing and building consensus around institutional goals and objectives. It takes place at a point roughly halfway through the process. The protagonist, Sally, is the project coordinator. At this point in the process, the participants have collectively invested hundreds of hours in the creation of widely diverse ideas for the future of the university. Her dilemma is the challenge of maintaining the commitment and support of the participants as the vision is reduced to a much shorter and more focused statement.

The case is based on archival data and interviews with 40 of the 300+ participants who were engaged in the process, including Sally, steering committee members, faculty, staff, and outside stakeholders (alumni and members of the board of directors). The Instructor's Manual provides key questions for future large group process consultants, OD professionals and students of organizational behavior and leadership, including references from the OD and visioning literature. An Epilogue provides the actual decision at the time of the challenge and its rationale.