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In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an online sustainability education setting. CBL is an established learning approach for (higher) sustainability education. It enables teachers to engage students with open, real-life grand challenges through inter-/transdisciplinary student team collaboration. However, empirical research is scarce and mainly based on face-to-face CBL case studies. Thus far, the opportunities to apply CBL in online educational settings are also underinvestigated.

Using the TPACK framework, the authors address technological, pedagogical and content knowledge related to CBL and online sustainability education. The integration of the different components is discussed, providing teachers and course designers insight into design requirements and barriers.

This paper supports the promising future of online CBL for sustainability education, especially in the context of inter-/national inter-university collaboration, yet emphasizes the need for deliberate use of online collaboration and teaching tools.

This paper seeks to raise for discussion and reflection some of the key dynamics of action research projects‐in‐practice. It focuses in particular on how action researchers broker academic and client interests, and how this brokering shifts over time.

The paper is based on participant observation, drawing on the reflective and processual accounts of action researchers involved in a collaborative academic–industry–government project.

The paper argues that the scope of action research projects to effectively address the needs of both audiences is compromised by managerialism in universities and organizations. However, the emergent and chaotic nature of action research provides opportunities for researchers to overcome some of these limitations.

The paper provides a model and case analysis to support critical reflection amongst action researchers.

If the argument of the paper is accepted, then action researchers are required to pay greater attention to the dangers of managerialism in universities, and explore how such dangers can be overcome.

The originality of the paper lies in its self‐critical sociological reflexivity. Its value depends on whether or not this is found to be valuable by action researchers.

The importance of the security-political strategies of Africa's subregional organisations was accentuated in 2002 with the launching of the African Union's Common African Defence and Security Policy (CADSP), which will include, among other things, the establishment of a Continental Early Warning System and an African Standby Force. From that point on, subregional organisations were to be the building blocks of an all-African approach to security politics. The strategies of these organisations range from the top-down approach of the Economic Community of West African States (ECOWAS) to the bottom-up approach of the Intergovernmental Authority on Development (IGAD). Taking into account the particular characteristics of Africa's regional conflicts, this article examines the relevance for the CADSP of the approaches to conflict prevention and resolution of the latter two organisations. It analyses, first, the challenges facing the African Standby Force through an examination of ECOWAS's security-political strategy, and, second, the challenges facing the Continental Early Warning System through a look at IGAD's strategies. It suggests that two main issues are of critical relevance for the success of the CADSP. First is the lack of compatibility between the all-African strategy and the strategies of the various subregional organisations. Second is the lack of compatibility between formal processes of integration and trans-state regionalism within the continent. Although formal processes of integration are important, informal processes often play a much stronger role, undermining much of the progress made by the formal processes.

In this study, the authors explore teachers' experiences of work during the pandemic using the analytic lens of technostress. More specifically, the authors investigate how the sudden transition to distance education induces technostress among teachers in relation to their teaching practice.

The data gathering method constitutes a questionnaire that explores how teachers' work situation was affected by shifting to distance education. 286 Swedish teachers answered the open-ended questionnaire.

The results demonstrate how technostress creators, technostress strains and teachers' coping strategies are expressed in teaching practice during an extreme case of digitalization.

The authors contribute to the work on technostress by suggesting the theoretical concept of “technorest” to shed light on alternative effects of the digitalization of work practice. Furthermore, the authors give examples of technorest creators which the authors term “techno-shields” and “techno-security”. The results could be interesting to enhance the understanding of the digitalization of work practices and cultivate a more favorable work situation.

This paper is a study of creating organization in the case of cultural projects; cultural entrepreneurship. This includes taking advantage of opportunities and using ones social capital through networks. It is a case study of Vandalorum which is an Swedish international art and design centre with a strong regional connection. They want to offer close collaborations between artists, designers and the creative industry. It is located in Värnamo in the south of Sweden and was inaugurated in April 2011 after an establishment process running over 15 years. Renzo Piano has created the architectural concept of Vandalorum, inspired by traditional Swedish materials and building techniques. The paper aims to discuss these issues.

Through interviews with significant actors over many years and secondary analysis of data collected by others the authors describe and analyze the establishment process of Vandalorum Art and Design Centre.

The case of Vandalorum shows that organizing a cultural project like Vandalorum is characterized by no well-defined starting and stopping point, but – quite typically for entrepreneurship as an organization-creation process – builds momentum and legitimacy narratively.

The originality lies in answering the question that the authors chose to focus on, which is embedded in the opening story of Vandalorum: how can such a cultural project become legitimized in a place like that, outside and rather far from any large city? In a changed cultural landscape with reduced public contributions, the claim is that it is crucial to legitimize the idea and project in relation to the main/key stakeholders. Such legitimization is a key entrepreneurial achievement.

Previous work has conceptually explored the value of the humanities for tourism education and has considered the pressures that likely serve as barriers to its greater inclusion in curricula. This chapter moves the debate from the conceptual level to the ground, reporting the results of a survey of tourism educators with regard to the role of the humanities in the programs in which they teach. The study explores the prevalence of the humanities as primary and supporting course content at the undergraduate and graduate levels, sheds light on barriers faculty members identify for incorporating more humanities content into their curricula, and offers examples of creative ways some educators are currently engaging with such content.

The purpose of the paper is to explore and analyse the history of the predominantly Malaysian Network of Overseas Students Collectives in Australia (NOSCA), that existed from 1985–1994.

The paper is based on extensive archival research in the State Library of New South Wales, the National Library of Australia and the University of New South Wales (UNSW) Archives. It makes particular use of the UNSW student newspaper Tharunka and the NOSCA publications Truganini and Default. It also draws upon nine oral history interviews with former members of NOSCA.

The NOSCA was particularly prominent at the UNSW, building a base there and engaging substantially in the student union. Informed by anarchism, its activists were interested in an array of issues–especially opposition to student fees and in solidarity with struggles for democracy and national liberation in Southeast Asia, especially around East Timor. Moreover, the group would serve as a training ground for a layer of activists, dissidents and opposition politicians throughout Southeast Asia, with a milieu of ex-NOSCA figures sometimes disparagingly referred to as “the NOSCA Mafia.”

While there has been much research on overseas students, there has been far less on overseas students as protestors and activists. This paper is the first case study to specifically hone in on NOSCA, one of the most substantial and left wing overseas student groups. Tracing the group's history helps us to reframe and rethink the landscape of student activism in Australia, as less white, less middle class and less privileged.