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Inspired by the “responsibility turn” in the broader organization/management literature, the overarching aim of this article is to help scholars working at the gender × entrepreneurship intersection produce research with a higher likelihood of being accessed, appreciated and acted upon by policy- practitioners. Consistent with this aim, we hope that our paper contributes to an increased use of academic-practitioner collaborations as a means of producing such research.

We selected Cunliffe and Pavlovich’s (2022) recently formulated “public organization/management studies” (public OMS) approach as our guiding methodology. We implemented this approach by forming a co-authorship team comprised of a policy professional and an entrepreneurship scholar and then engaging in a democratic, collaborative and mutually respectful process of knowledge cogeneration.

Our paper is comprised of four distinct sets of ideas. We start by describing who policy-practitioners are and what they want from academic research in general. We follow this with a comprehensive set of priorities for policy-oriented research at the gender × entrepreneurship nexus, accompanied by references to academic studies that offer initial insight into the identified priorities. We then offer suggestions for the separate and joint actions that scholars and policy-practitioners can take to increase policy-relevant research on gender and entrepreneurship. We end with a description and critical reflection on our application of the public OMS approach.

The ideas presented in our article offer an original response to recent work that has critiqued the policy implications (or lack thereof) within prior research at the gender × entrepreneurship nexus (Foss et al., 2019). Our ideas also complement and extend existing recommendations for strengthening the practical contributions of academic scholarship at this intersection (Nelson, 2020). An especially unique aspect is our description of – and critical reflection upon – how we applied the public OMS approach to bridge the academic-policy divide.

School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.

Companion animals and social media are two important factors of social interaction and well-being among the older population. This study aims to compare social media use and/or having companion animals with respect to sociodemographic variables in conjunction with loneliness, social isolation, depression, satisfaction with life and satisfaction with social support.

This cross-sectional study involves a sample of 250 older community-dwelling adults. The questionnaire comprised sociodemographic, companion animals and social media questions and scales to assess social isolation, loneliness, satisfaction with life and social support and depression. Data were analyzed using descriptive and inferential statistics.

Four groups emerged: “companion animal/s, no social media” (37.6%); “none” (33.6%); “social media and companion animal/s” (14.4%); and “social media, no companion animal/s” (14.4%). Social media users (with or without companion animals) are the youngest and with higher levels of education; caregivers of companion animals (no social media use) are in-between in terms of age and level of education; and those without companion animals and no social media users are the oldest and with less formal education.

This research examines and compares two key influencers of older adults’ well-being and social interaction (social media and companion animals), that have been researched mostly separately. Findings underlined the cohort effect in the use of social media, suggesting that future older adult cohorts will use more social media whether they have or do not have companion animals.

The purpose of this paper is to advance the understanding of paradoxes, underlying tensions and potential management strategies when integrating digital technologies into existing lean-based production systems (LPSs), with the aim of achieving synergies and fostering the development of production systems.

This study adopts a collaborative management research (CMR) approach to identify patterns of organisational tensions and paradoxes and explore management strategies to overcome them. The data were collected through interviews and focus group interviews with experts on lean and/or digital technologies from the companies, from documents and from workshops with the in-case researchers.

The findings of this paper provide insights into the salient organisational paradoxes embraced in the integration of digital technologies in LPS by identifying different aspects of the performing, organising, learning and belonging paradoxes. Furthermore, the findings demonstrate the intricacies and relatedness between different paradoxes and their resolutions, and more specifically, how a resolution strategy adopted to manage one paradox might unintentionally generate new tensions. This, in turn, calls for either re-contextualising actions to counteract the drift or the adoption of new resolution strategies.

This paper adds perspective to operations management (OM) research through the use of paradox theory, and we (1) provide a fine-grained perspective on why integration sometimes “fails” and label the forces of internal drift as mechanisms of imbalances and (2) provide detailed insights into how different management and resolution strategies are adopted, especially by identifying re-contextualising actions as a key to rebalancing organisational paradoxes in favour of the integration of digital technologies in LPSs.

This paper analyses children's experiences of school or family visits to Hare Krishna eco-farms in Europe. The article evaluates the extent to which these encounters enable retention and recollection of memories and, consequently, trigger change towards more sustainable behaviour.

Participatory research, qualitative observations and theories of childhood memory are used to explore the nature of children's environmental encounters on Hare Krishna eco-tours.

Findings reveal that Krishna eco-tours offer a conducive environment for cerebral registering and future reminiscing through the following components: experiential learning of sustainable practices which are radically different to mainstream alternatives, sensory experiences, nature play and entertainment and freedom from everyday constraints.

The emerging literature on children's eco-tourism has largely focussed on market-related aspects and farmers' needs. In contrast, the authors’ conceptual framework, based on contemporary research in childhood memories, offers a tool to evaluate the impacts of eco-tourism from a more holistic perspective.

This study identifies new factors influencing the adoption of two recently promoted messages in Canada's updated food guide (FG): enhancing pleasure of eating healthy foods (PEHFs) and shifting food choices towards plant protein foods. Currently, limited and contradictory evidence is available regarding associations between environmental values, nutrition literacy, PEHFs, and plant/animal protein food consumption.

An online survey measuring environmental values; nutrition literacy, distinctively based on previous (2007) and most recent (2019) FG messages; PEHFs; and annual changes in the consumption of protein foods was sent to Quebec residents (N = 128).

Greater nutrition literacy of both 2007 and 2019 FGs and greater environmental values were associated with greater PEHFs (ß = 0.248, p < 0.01; ß = 0.209, p < 0.05; ß = 0.423, p < 0.001, respectively). Greater PEHFs was associated with greater consumption of plant protein foods (ß = 0.405, p < 0.001). Greater nutrition literacy of the 2007 FG was associated with greater consumption of animal protein foods (ß = 0.409, p < 0.001), whereas greater nutrition literacy of the 2019 FG was linked to lower consumption of animal protein foods (ß = −0.225, p < 0.05).

Enhancing PEHFs may require increasing general FG nutrition literacy and strengthening environmental values. To encourage plant protein food consumption and decrease animal protein food consumption, the authors recommend promoting PEHFs and increasing nutrition literacy based on newest FG recommendations.

This new evidence may help develop strategies promoting PEHFs and plant protein food consumption, thus increasing uptake of new FG recommendations.

The purpose of this article is to share a year-long initiative of a predominantly white liberal arts college library that fostered relationality and inclusive culture through an understanding and critique of White Supremacy Culture.

This case study presents the development and implementation of a library-wide reading group to discuss Okun's (2021) White Supremacy Culture Characteristics through relational meetings (Chambers, 2003). Relational-cultural theory provided a guiding framework for implementation of relational meetings in the context of conversations about race.

After participation in the reading group, participants reported their ability to identify characteristics of White Supremacy Culture in their lives and a greater preparedness to participate in work related to diversity, equity and inclusion. The authors suggest vulnerability, consideration of power and privilege and observations of White Supremacy Culture within the local context frequently occurred in the reading group conversations.

This work operates as an opportunity for library staff to learn about White Supremacy Culture in a way that helps to undermine white privilege and, therefore, holds similar aims to anti-racist affinity work (Michael and Conger, 2009). However, the library staff only has one person of color and, therefore, the authors cannot speak to engaging a more racially diverse staff. The authors include reflections on how their racial identities impact their engagement in this work.

Attention to White Supremacy and white privilege is, according to Gulati-Partee and Potapchuk (2014), an overlooked part of diversity, equity and inclusion work. This case study demonstrates a path toward inclusive culture that focuses on the identification of White Supremacy Culture Characteristics (Okun, 2021) in the authors’ local context and provides rationale for utilizing relational meetings (Chambers, 2003) to emphasize individual and collective reflection.