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This article aims to explore the meanings of positionality and demonstrate how reflective memos can illustrate positionality in a constructivist grounded theory (CGT) study.

Acknowledging the positionality of the researcher through a reflective approach is an essential element of CGT studies. The first author (IS) used reflective memoing in her CGT study on Indian immigrant children's asthma to practice reflexivity and make her positionality explicit. Through memos, IS acknowledges her knowledge, beliefs, practices, experience and pre-existing assumptions about the research topic. This article is a compilation of the reflective memos that IS wrote during the initial phase of her research and draws on her motivations as they relate to the topic under study in the context of current literature.

The reflective accounts of a researcher's background and experience can act as a lens for understanding the research question and the choice of methodology.

This article may be useful to novice qualitative researchers who are struggling to define and establish their own positionality. John Dewey's and David Schon's works on reflective thinking serve as valuable tools to practice reflexivity. Philosophically underpinned reflections in the form of memos, employed from the outset and throughout the study, can enhance the study rigour by making research decisions transparent.

This article provides practical guidance on how to outline positionality at the outset of a CGT study.

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation.

This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.

Families conduct their affairs through processes that are built upon those of previous generations and also social capacities such as culture, class, oppression and poverty. The media has played a part in stereotyping the lower classes through their portrayal on the television programmes such as Benefits Street and Jeremy Kyle and tabloid newspaper stories. This chapter is a case study of two families who are at the opposing ends of the social scale, the Horrobin/Carter and Aldridge families. The two families were chosen due to them being linked by marriage in the younger generation. Through the use of genograms, we explore how the families differ in their attitudes towards relationships within their individual families, and also how they relate to each other as separate family groups. Despite the many differences, there are also a number of key similarities, particularly regarding the key females in the families, in terms of family background and snobbery. We also show that there is little family loyalty in the more privileged family and a power differential between the two families (oppressors vs. oppressed) in terms of the crimes committed.

This paper reports a national study which investigated the involvement of infection control professionals in (and their views about) the formal processes of contracting for health care in the NHS internal market. Health care professionals needed to be involved contracting, if it was to be effective. The study found that many infection control professionals were not, in fact, involved in contracting, while the importance of both contracts and informal professional networks were recognised. But respondents did not think that their professional networks entirely compensated for their lack of involvement in contracting. As formal agreements continue to be central to achieving quality of care in the post‐internal market NHS, infection control professionals need to be involved in specification and implementation of these arrangements.

There has been an increase in the number of non-government organization (NGO) schools in India’s disadvantaged communities. Since these schools often serve the most marginalized populations, it is important to understand their role in addressing educational inequities. The purpose of this paper is to examine the role of an NGO school in Uttar Pradesh, India in improving girls’ education.

A case study methodology was utilized to identify barriers to girls’ education and ways in which the NGO school is working to minimize educational inequities.

The barriers to girls’ education in this study are traditional values, lack of economic opportunities, and safety concerns. The school works to minimize these inequities by providing a rigorous curriculum, teaching the students how to be good citizens, improving school facilities, and providing free school supplies. Implications – it is through better understanding the role of the NGO sector that a more complete understanding of the status of girls’ education will develop.

This paper contributes to the literature on girls’ education, but expands the conversation to include NGO schools.

Platform owners need to encourage yet control complementors in ways that generate benefits. Retaining too much control can restrict innovation and knowledge flows; giving up too much control can lead to poor quality and platform instability. Studies provide mixed findings that make it difficult to draw generalizable conclusions. We aim to provide a more accurate understanding of the link between platform control and platform benefits.

We conducted a meta-analysis of empirical research in this area.

Access-based control positively influences realization benefits, but it does not appear to affect creation benefits. Authority-based control does not appear to affect creation or realization benefits. Control is positively linked to benefits on transaction platforms but not on innovation platforms. Platform control is positively related to platform benefits in studies that use objective measures and in studies that measure control from the complementor’s perspective. However, the relationship between control and benefits is uncertain in studies that use perceptual measures and in studies that measure control from the owner’s perspective.

Tighter restrictions on who can join the platform can lead to greater use of platform innovations. Platform control is also an effective driver of benefits on transaction platforms. Researchers should carefully think through the manner in which they measure platform control and platform benefits. Our study is limited by a small sample size, four moderators and a set of empirical-only studies.

Our findings can guide future research and help practitioners better understand when platform control is related to platform benefits.

The purpose of this paper is to report on research findings from a teaching and learning intervention that explored whether undergraduate university students can be taught to articulate their employability skills effectively to prospective employers and to retain this ability post-course.

The study included 3,400 students in 44 courses at a large Canadian university. Stage 1 involved a course-level teaching and learning intervention with the experimental student group, which received employability skills articulation instruction. Stage 2 involved an online survey administered six months post-course to the experimental group and the control group. Both groups responded to two randomly generated questions using the Situation/Task, Actions, Result (STAR) format, a format that employers commonly rely on to assess job candidates’ employability skills. The researchers compared the survey responses from the experimental and control groups.

Survey results demonstrate that previous exposure to the STAR format was the only significant factor affecting students’ skills articulation ability. Year of study and program (co-operative or non-co-operative) did not influence articulation.

The findings suggest that universities should integrate institution-wide, course-level employability skills articulation assignments for students in all years of study and programs (co-op and non-co-op).

This research is novel because its study design combines practical, instructional design with empirical research of significant scope (institution-wide) and participant size (3,400 students), contributing quantitative evidence to the employability skills articulation discussion. By surveying students six months post-course, the study captures whether articulation instruction can be recalled, an ability of particular relevance for career preparedness.

Derek Parfit’s non-identity problem calls into question the claims of both the state and individuals when they purport to act for the benefit of future children. This paper discusses how adoption of the non-identity argument as a legal argument could affect reproductive and family policy, demonstrating that it undermines the child-centric approach to assigning legal parentage. The paper concludes, however, that these non-identity problems can be solved by the expected value approach, which demonstrates that efforts to benefit future people can be logically coherent even if those efforts also affect the genetic identities of the future people.

The belief-adjustment model has been an integral part of accounting research in belief revision, especially in the examination of order effects. Hogarth and Einhorn ((1992) Cognitive Psychology, 24, 1–55) created the belief-adjustment model to serve as a theoretical framework for studying individuals’ decision-making processes. The model examines several aspects of decision-making, such as encoding, response mode, and task factors. The purpose of this chapter is to provide a comprehensive examination of the accounting studies that have used the theoretical framework of the belief-adjustment model in auditing, tax, and financial accounting contexts. Roberts’ ((1998) Journal of the American Taxation Association, 20, 78–121) model of tax accountants’ decision-making is used as a guideline to organize the research into categories. By using Roberts’ categorization, we can better sort out the mixed results of some prior studies and also expand the review to include a more comprehensive look at the model and its application to accounting. While many variables have been examined with respect to their effect on accounting professionals’ belief revisions, most studies examine them in isolation and do not consider the interaction effects that these variables may have. Our framework also identifies areas of the belief-adjustment model that need further research.