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The purpose of this paper is to understand how designers and engineers practice design while Making. Motivated by their roots in constructionist learning principles, Makerspaces are increasingly used as sites to learn design, especially in undergraduate engineering education programs. However, there has been little work on how trained designers Make and how design emerges in their Maker practices.

In this paper, a conceptual framework is constructed to identify design practices within Making informed by theories of human-centered design and designerly ways of knowing. The framework is used to analyze narratives of ten experienced designers and Makers to understand how they enact design while they Make.

The rich and compelling narratives of the participants support the proposed conceptual framework, providing qualitative evidence for how designers practice and know design while Making. This study also reports on a strong theme of realizing purpose and personal meaning while Making across the participants’ narratives that sheds light on the unique and educationally meaningful value of Making, as in Making being a venue for agentive constructivist learning.

As an educationally meaningful practice, Making can be explored from several lenses, and this research solely uses a design lens.

The motivations of the study are twofold. First, to understand how designers practice human-centered design and use design knowledge while Making. Second, to support the epistemological legitimacy of Maker knowledge by establishing connections with design knowledge.

This paper contributes to the limited body of scholarly work to conceptualize experienced designers’ Maker practices. Work in this area can inform learning outcomes and performance expectations in educational settings.

Training in the prison settings is a mandatory part of higher training in forensic psychiatry. Violence in prisons is a recognised issue, which can impact on trainee safety and overall training experience. The Royal College of Psychiatrists have produced guidelines regarding the safety of the environment in inpatient mental health settings, but there is currently no such guidance regarding the prison setting. The purpose of this paper is to report on a survey of UK-based ST4-6 trainees in forensic psychiatry regarding their training experience in prisons, focusing on supervision and safety.

The authors constructed an electronic survey which comprised of 18 items. This was sent to each UK training programme director in forensic psychiatry, who were asked to distribute the survey to trainees in their region.

There were 36 unique responses, out of an approximate total of 100 trainees. The questions fell into two broad categories: trainee safety and trainee supervision. The main themes that arose were that the majority of trainees (59 per cent) reported that they had not received a formal induction at their prison and had not received training in using the Assessment, Care in Custody and Teamwork framework (58 per cent) and serious incident review protocol (83 per cent). The vast majority (76 per cent) reported not being allocated a personal safety alarm, and 27 per cent reported having received a direct threat from a patient in prison. Responses with regards to consultant supervision were varied. The majority indicated that they received weekly supervision (62 per cent).

The findings indicate that there are a number of areas where both safety and supervision within the prison environment may be improved. This is concerning given the standards outlined by Promoting Excellence (General Medical Council), which highlights the importance of a safe and supported learning environment, and suggests the need for further analysis locally of training opportunities within prisons.

What does the intersection of food gardening and public librarianship look like? This chapter examines the question through a close analysis of three case studies that represent the spread of this phenomenon in the United States and Canada. This is a first step toward identifying areas for further research that will contribute to a more comprehensive understanding of how food gardening in and around public libraries addresses community-level health disparities. Although it is the case that food gardens and related programming are no strangers to public libraries, this topic has not received sustained attention in the LIS research literature. Public libraries have long been framed as key institutions in increasing consumer health literacy, but a more recent trend has seen them also framed as key institutions in promoting public and community health, particularly through the use of the public library space. This chapter examines food gardens at public libraries with this more expansive understanding of how public libraries address health disparities, by considering how this work occurs through novel partnerships and programs focused on transforming physical space in local communities. At the same time, public interest in food gardens parallels increased awareness of food in society; food and diet as key aspects of health; food justice activism; and a long history of community empowerment in the face of the proliferation of food deserts through myriad activities, including community food gardens. The authors consider how food gardening in public libraries parallels these trends.

Entrepreneurship education has been largely treated as a pedagogical “black box.” Despite the emergence of popular entrepreneurship models such as business planning, the lean startup, or business model canvas, neither theoretical nor pedagogical foundations are typically evident. This limits the accumulation of useful evidence that could inform better teaching practices. In this chapter, we develop a set of conceptual models anchored in learning theory regarding how entrepreneurship education should be taught to students. These conceptual models are built on the techniques of entrepreneurship pedagogy such as experiential education. They are developed for three groups of students: students without any entrepreneurship experience, students with previous entrepreneurship experience, and students who are currently running their start-ups. A set of potential variables that could be used for course evaluation purposes is also included. The proposed models meet the needs of students with different levels of entrepreneurship experience. Theoretically, we demonstrate that entrepreneurship students should not be treated as a homogeneous group, as they have different levels of startup experience and different educational needs. Lecturers of entrepreneurship programs could choose the suitable model proposed in this chapter in teaching based on the characteristics of their students. The chapter provides novel insights with regard to how entrepreneurship programs should be designed for students with different levels of entrepreneurship experience.

This chapter offers an introduction to the major directions that the study of culture as a social identity dimension has taken theory building and practical application. Culture is explored as it relates to a way of life of a people through arts, beliefs, ceremonies, communication, customs, ethnicity, food, gossip, language, lifestyle, music, nation of origin, religion, ritual practices, stories, and more – and ways that this filters through organizations. Various interpretive and critical approaches are used to scrutinize the nature/culture debate, challenges in operationalizing culture, the circuitous process of culture, culture’s interactions with social structures, and intersectionalities of culture with other social identity dimensions.

Culture dimensions of social identity have been explored by social scientists intrigued by ways that people report negotiating among two or more cultures – double consciousness – and making cognitive shifts for strategic reasons. Too often, even well-intentioned social policies and research designed to advance cultural plurality – or multiculturalism – ends up focusing primarily on ethnic difference while overlooking other social identity dimensions and ignoring bases of cultural differentiation. Organizational culture as an outgrowth of communication, globalization contexts, profit-centric motives, and culture’s intersectionalities with other social identity dimensions is critiqued. Chapter 4 also explores these issues according to subthemes of: Hofstede’s cultural dimensions, culture and social identity, problems with culture and social identity for individuals, and managing organizational culture.

The purpose of the paper is to advance knowledge of small firm performance by explicating how networking helps small firms carry out marketing and perform better.

An online survey of small firm owner-managers in a regional economy of the UK was executed. Hypotheses were tested including the proposition that networking proactiveness moderates the relationship between market orientation (MO) and performance.

It was found that networking is undertaken by all small firms across a spectrum of business types. Networking is seen as applicable, it results in valuable outcomes and these outcomes contribute to marketing. The contribution increases with firm size and is valued more in small firms with a dedicated marketing function. Proactive networking creates greater value than reactive networking, but proactive networking in and of itself does not lead to greater performance. Rather, networking proactiveness moderates the relationship between MO and performance.

It is argued that networking should not be dismissed as “not quite proper” marketing and should be harnessed as a way of compensating for marketing activities that are outside the reach of the small firm. Small firms are advised to adopt a proactive approach to their networking activities, as without a reasonable level of proactiveness, there is likely to be no benefit in being market oriented.

There has been little research that has examined the specific ways in which networking contributes to marketing and none that probes if and to what extent this contribution makes a difference to overall firm performance. This paper addresses this gap.

This study offers a comparative analysis of attitudes to small and medium-sized enterprise (SME) internationalisation in two different cultural settings, Wales and Brittany. The purpose of this paper is to conduct an in-depth investigation of attitudes to internationalisation among food and drink SMEs using mixed methods and focussing on both SMEs that internationalise and those that do not. This leads to a more comprehensive understanding of the issues influencing attitudes to SME internationalisation, which could facilitate policy development for such companies.

Mixed methods are used in this study to provide a richness of data in investigating this complex issue. The majority of research in this field has focussed on quantitative research, however, this study heeds calls for more plurality in research on SME internationalisation to achieve a more detailed understanding of the issues affecting SME internationalisation. This is achieved through an online questionnaire of 169 food producing SMEs in Wales and Brittany, informed by International Entrepreneurship theory. A second phase of semi-structured interviews provides more context to the questionnaire findings, with 37 interviews conducted with respondents from the questionnaire. Each phase was conducted independently, with findings triangulated for further investigation.

Companies of all characteristics have the ability to internationalise; however, cultural differences were observed between Wales and Brittany in both attitudes and the conditions for internationalisation. Breton SMEs displayed more proactivity to internationalisation, stemming from more favourable conditions, a greater reputation for food and more confidence. Conversely, Welsh SMEs were more reactive, relying on government support in encouraging internationalisation. Breton SMEs also benefitted from the strong cultural identity of food products, especially through the Produit en Bretagne brand and its network of producers.

The study makes both a theoretical and methodological contribution to research on SME internationalisation. The comparative study of Wales and Brittany is significant in understanding cultural influences to internationalisation in two regions where the food and drink industry represents an important part of the economy. The focus on a single industry is significant in understanding the particularities of internationalisation within an industrial context, as findings from studies across multiple industries are considered less generalisable. A methodological contribution is sought through using mixed methods to provide a more comprehensive study.

This paper aims to model organizational resilience structure. Based on the central insights of the scientific literature, organizational resilience is modelled as the result of an organizational capacity to bounce-back and bounce-forward.

The paper is based on a quantitative empirical study to support the structural perspective of organizational resilience and investigate the relationships among the dimensions to test the above hypothesis by applying confirmatory factor analysis (CFA) and structural equation modelling (SEM) methods.

The results confirmed three models that could be adopted to assess organizational resilience. The first model endorsed endogenous positive interrelationship among all three dimensions. The second model indicated that bounce-back dimensions, i.e. network and leadership and culture, have endogenous effects. Only the leadership and culture dimension is positively associated with a bounce-forward, i.e. change-ready and learning dimension. And the third model demonstrated that the network dimension is linked to leadership and culture, which is linked to the change ready and learning dimension.

This study attempts to provide empirical evidence identifying the links between the bounce-back and bounce-forward stages of organizational resilience. These results contribute to the development of organizational resilience theory, confirming the conceptual statements that resilience is the ability to return to the routine and to adapt to the changing environment by overcoming dynamic events, stressing the idea of the importance of enhanced learning capacity, which allows for growth by constantly learning from oneself by gaining unique experiences.

The purpose of this paper is to review existing literature on marketing in social enterprises (SEs). It identifies major trends and issues and highlights gaps in the existing knowledge base on social enterprise marketing (SEM).

Relevant articles on SEM were searched, following the PRISMA framework, in online databases using keywords and phrases like “marketing in social enterprises,” “marketing strategy/practice in social enterprises,” “social enterprise marketing” and “business practices in social enterprises.” After screening and checking for eligibility, 47 significant articles published in 21 peer-reviewed journals during 1995–2018 were selected for review.

The findings suggest that marketing in SEs has different issues and challenges when compared to marketing practices adopted by conventional business organizations. They are forced to address the varied expectations of the stakeholders in a resource-constrained situation, which creates problems for them. The review also highlights the fact that resource constraints, legacy mindset, and lack of marketing skills limit the impact of marketing practices in SEs. To address these issues, many social entrepreneurs survive through cost-effective marketing techniques.

To the authors’ knowledge, this is the first effort to identify and analyze extant literature in SEM. The resultant themes and research gaps highlight the current status of SEM literature. The paper can help SEs to understand and plan their marketing activities for better impact and profitability. Future research can draw on the findings of this review.