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Since Poland's accession to the European Union in 2004, migration from Poland to the UK has increased substantially. These migrants are generally young and highly educated, and are migrating for reasons of economic improvement and self-fulfilment. Many are women migrating independently, an emerging trend in migration in general. Information behaviour research around migration has tended to focus on populations such as refugees; less research has been done on the information behaviour of economic migrants. This paper, therefore, investigates the role of information in the migration experience of young Polish women in the UK.

This study takes an interpretivist, constructionist perspective. An exploratory study was conducted, involving expert and pilot interviews and analysis of secondary data. In the main study, 21 participants were interviewed using a semi-structured technique. Data were analysed thematically.

The paper provides insights into the information behaviour and experience of this migrant group. They were found to be confident and successful information users, partly because their migration was planned, their language skills were high and cultural differences from their host country were not substantial. Weak ties were an important source of information. The paper contextualises these findings against previous research on migration in information science, and presents a model of the underlying factors shaping the relationship between migration and information behaviour.

The paper examines the migration experience of a relatively understudied group, drawing attention to a broader range of experience and demonstrating that a wider conceptualisation of migration is required in information behaviour. It presents a model of key factors shaping information behaviour around migration, which is relevant not only to the information field, but also to a wider range of areas. It also delivers practical recommendations for migrants and those working with them.

This paper describes the personal history and intellectual development of Morris B. Holbrook (MBH), a participant in the field of marketing academics in general and consumer research in particular.

The paper pursues an approach characterized by historical autoethnographic subjective personal introspection or HASPI.

The paper reports the personal history of MBH and – via HASPI – interprets various aspects of key participants and major themes that emerged over the course of his career.

The main implication is that every scholar in the field of marketing pursues a different light, follows a unique path, plays by idiosyncratic rules, and deserves individual attention, consideration, and respect … like a cat that carries its own leash.

In the case of MBH, like (say) a jazz musician, whatever value he might have depends on his originality.

The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs.

The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications.

This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance.

The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses.

The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.