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The unglamorous leek is an everyday foodstuff in a British supermarket, but its meaning is constructed through the interplay of a range of non-human materialities including the plant, its packaging and its information dense labels. This chapter examines the variations in the ways in which leeks are marketed in different supermarkets, with a particular focus on how they can be traced back to their roots in British fields. We examine the ways in which non-human and virtual entities ‘bring to life’ the human producers of the leeks in a bid to mimic the reconnection that is sought through local food systems. We use the example of the leeks to explore what is happening to food supply chains, urban-rural connections and rural representations as farmers and retailers build new modes of working and as social media tools open up virtual access to the people growing our food.

This paper aims to discuss how the hospitality industry is communicating corporate social responsibility (CSR) to its stakeholders, the premise being CSR communication through social media platforms will increase stakeholder engagement.

This paper is developed based on Schwartz and Carroll’s three-domain approach to CSR motivation, stakeholder theory and a synthesis of previous literature of CSR communication in the hospitality industry.

Successful communication through social media is based on two-way participative dialogue. Companies, especially the hospitality industry, have used social media to communicate information through social media in a one-way direction, that of giving information. One example is the communication of CSR actions and intentions as found on hospitality websites, intranets and social media platforms. While previous studies have shown a link between CSR communication through social media and corporate reputation, few studies have examined CSR communication through social media and its effects on specific stakeholder groups.

Rather than assuming that CSR communication can be done successfully through a “one-size-fits-all” social media discourse, this paper suggests the need for specific messages and potentially different communication channels to increase engagement from each of the various stakeholders in the hospitality industry.

This is one of the first papers which tries to address how one communication channel, social media, can affect CSR communication and increase stakeholder engagement in the hospitality industry. This paper provides discussion on the usefulness of social media to communicate CSR messages and posits the need for future research projects on a macro and micro level.

Educators who teach for social justice connect what and how they teach in the classroom directly to humanity’s critical problems. Teacher education at the elementary level must center such themes of social justice in order to prepare today’s teachers to lead their students in developing an understanding of how to make the world a better place to live. The paper aims to discuss this issue.

This paper presents three case studies of exemplary, pre-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social justice. Teacher-candidates envisioned, planned and taught effective, engaging, standards-based learning experiences that began with children’s literature and led to artistic expression.

Through lessons like these, teacher-candidates learned to meet arts, social studies, and literacy standards while building the skills and attitudes their students need as “citizens of the world.”

Elementary teacher education programs can help teacher-candidates to prepare for the challenge of teaching for social justice by integrating the arts with core academic areas, including social studies.

This integrated model suitably serves our current, mathematics- and literacy-focused, assessment-saturated school system. Pre-service teachers learn to plan and teach integrated learning activities. They learn practical ways to infuse the arts in both their field experience and future classrooms.

When the arts are central in education, students benefit in numerous important ways, developing critical and creative thinking skills, empathy, self-awareness, and the ability to collaborate with others productively. The arts, essential to humanity since the dawn of civilization, thus serve as a natural focal point for education for social justice.

The innovative methods involved in this study, in which subject areas throughout the elementary teacher education program are integrated in one meaningful, practical, applied lesson on social justice, represent a practical, original, and valuable way to enhance teacher education programs’ focus on social justice.

This lesson plan focuses on the election process that takes place in a K-12 classroom every year, i.e., the election of a class president. Concepts presented parallels in the language and processes involved in electing The President of the United States, so it can be used to support the teaching the teaching of an American Government course. It can be used with almost any age level, but this lesson plan is designed specifically for a senior high school class. It uses a trade book entitled Pete for President to engage the students in a life-like, fun story about two friends caught in the excitement of an election process and have to deal with the impending challenge on their friendship.

Students experience a range of benefits by participating in work-based learning (WBL) including increased employability skills, career development learning and enhanced industry networks. However, some approaches to WBL are not easily accessed by all students, with placement-based models placing demands on students to attend a physical worksite over a sustained period of time. This paper explores the emergence of non-placement WBL (NPWBL) as a global solution to broadening access to work-related activities. This approach is arguably a more sustainable model that enables students to engage in meaningful work-learning opportunities without the need for extended, physical proximity in a workplace.

Through a review of the literature, a typology of NPWBL is offered that organizes activities around the degree to which a student practices work and engages with an industry partner.

New and different NPWBL activities are continuing to emerge due to placement activities being described as resource intensive and in some cases unable to meet the demands of industry, specifically small and medium-sized enterprises (SMEs) and large student cohorts, international students and those with disabilities. The NPWBL typology presented here has been developed to meet these challenges, while ensuring the authenticity of WBL is maintained.

This paper highlights the need for rich discussions around the sustainability of WBL activities to ensure relationships between institutions and industry continue to thrive.

NPWBL is less-resource intensive and offers a sustainable option for universities without compromising on quality, meaningful experiences for students. The typology can be a useful prompt for educators to consider their objectives for student learning when embedding a NPWBL activity in curriculum.

The NPWBL typology is unique and valuable as it organizes NPWBL activities around the learning practices of the external partner (industry or community) and the learning practices of the student. This enables the typology to be transferrable across disciplines. The paper closes with reflective questions for educators when designing NPWBL activities.

Environmental degradation, economic and political threats along with ideological extremism necessitate a global redirection toward sustainability and well-being. Since the survival of all species (humans, animals, and plants) is wholly dependent on a healthy planet, urgent action at the highest levels to address large-scale interconnected problems is needed to counter the thinking that perpetuates the “folly of a limitless world.” Paralleling critical societal roles played by universities – ancient, medieval, and modern – throughout the millennia, this chapter calls for all universities and higher education institutions (HEIs) generally – estimated at over 28,000 – to take a lead together in tackling the pressing complex and intractable challenges that face us. There are about 250 million students in tertiary education worldwide rising to about 600 million by 2040. Time is not on our side. While much of the groundwork has been done by the United Nations (UN) and civil society, concerns remain over the variable support given to the UN-2030 Sustainable Development Goals (SDGs), especially in light of the negative impact of global biodiversity loss on achieving the UN-2030 SDGs. Ten propositions for global sustainability, ranging from adopting the SDGs at national and local levels to ensuring peaceful uses of technology and UN reforms in line with global socioeconomic shifts, are provided for consideration by decisionmakers. Proposition #7 calls for the unifying One Health & Well-Being (OHWB) concept to become the cornerstone of our educational systems as well as societal institutions and to underpin the UN-2030 SDGs. Recognizing the need to change our worldview (belief systems) from human-centrism to eco-centrism, and re-building of trust in our institutions, the chapter argues for the re-conceptualization of the university/higher education purpose and scope focusing on the development of an interconnected ecological knowledge system with a concern for the whole Earth – and beyond. The 2019 novel coronavirus has made clear that the challenges facing our world cannot be solved by individual nations alone and that there is an urgency to committing to shared global values that reflect the OHWB concept and approach. By drawing on our collective experience and expertise informed by the UN-2030 SDGs, we will be in a much stronger position to shape and strengthen multilateral strategies to achieve the UN-2030 Transformative Vision – “ending poverty, hunger, inequality and protecting the Earth’s natural resources,” and thereby helping “to save the world from itself.”

The purpose of this paper is to provide a framework with which to understand the issues that arise in the discussion cases included in this Special Issue and explains the role of case studies in the education of those responsible for leading organizations.

This paper is based upon the review of literature from a range of disciplines, all of which is relevant to executive learning; the analysis of the cases and papers in this Special Issue, and interviews with colleagues who use the case method.

The case method is useful in the education of managerial decision makers who face complex situations, but it is most effective when the cases contain certain essential ingredients and when the instructor is skilled in discussion leadership. These ingredients include the presence of a protagonist, the deep description of a problematic situation, the existence of at least two reasonable courses of action, and sufficient data to evaluate each alternative. The interactive nature of case discussions reinforces those values and behaviors that associate with civility.

Since some of the discussion cases were in the process of completion, it was not always possible to evaluate the experience with their use in the classroom.

The introductory paper points to broader opportunities for the use of the case method, and for its adaptation to experiential learning, than is generally recognized in academia.

The use of discussion cases in management schools, where future business leaders interact with professors and classmates in an environment of critical learning and respect for opinions of others, encourages behaviors of civility.

This introductory paper is valuable in providing a framework to integrate and make sense of the diverse topics, situations, and contexts described in the cases contained in the Special Issue.

The purpose of this paper is to describe the development of a comprehensive categorisation of food scares.

Following an initial desktop study, the categorisation was developed collaboratively with industry experts through a workshop and series of semi-structured interviews.

The new categorisation developed is in Venn diagram format allowing overlapping categories. It is organised around the two major types of contamination (biological, and chemical/physical contaminants) and the two major causes of contamination (wilful deception, and transparency and awareness issues).

The long and complex supply chains characteristic of current food production systems have resulted in a rising number of food scares. There is thus an increased emphasis on developing strategies to reduce both the number of incidents of food scares, and their associated economic, social and environmental impacts. The new categorisation developed in this study enables experts to address categories of food scares. Inclusion of the cause of contamination is particularly important as the method through which contamination occurs is key in devising food scare prevention strategies.

The new categorisation, unlike previous categorisations, enables food scares to fall into multiple categories, as appropriate. Also, again in contrast to previous categorisations, it takes into account not only the physical problem of a food scare but also the mechanism through which it arises.