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How should researchers navigate and interpret the moral emotions evoked in them in research on trauma? In this reflective essay, the authors discuss their experience as researchers on moral injury (MI) in veterans and police personnel in the Netherlands. Stories of MI usually do not allow for a clear-cut categorization of the affected person as a victim or perpetrator. This ambivalence, in fact, is explicitly part of the concept of MI. It means however that researchers face complicated psychological, ethical and methodological challenges during research on MI.

The authors contemplate these challenges by describing two empirical cases demonstrating the particular moral challenges that emerge in MI research. Drawing from literature on qualitative research and emotions, the authors distil different perspectives on the role of moral emotions in research.

Reflecting on the ambivalent and difficult emotions the authors experienced as researchers when listening to personal accounts of moral injury, the authors offer insights into the necessity and delicacy of navigating between the methodological potential and the ethical and psychological risks of such emotions.

This study is relevant for all researchers examining trauma, in particular when the research is surrounded by complex ethical questions. While the issue of managing emotions in research on trauma is challenging in itself, it is further complicated when the stories related by respondents challenge the researcher's own moral beliefs and values.

The main purpose of this paper is to document the first author's experience of using institutional ethnography (IE) to “take sides” in healthcare research. The authors illustrate the points with data and key findings from a study of cardiovascular disease prevention.

The authors use Dorothy E Smith's IE approach, and particularly the theoretical tool of “standpoint”.

Starting with the development of the study, the authors trouble the researcher's positionality, highlighting tensions between institutional knowledge of “prevention” and other locations where knowledge about patients' health needs materialises. The authors outline how IE's theoretically and methodologically integrated toolkit became a framework for “taking sides” with patients. They describe how the researcher used IE to take a standpoint and map institutional relations from that standpoint. They argue that IE enabled an innovative analysis but also reflect on the challenges of conducting an IE – the conceptual unpicking and (re)thinking, and demarcating boundaries of investigation within an expansive dataset.

This paper illustrates IE's relevance for organisational ethnographers wishing to find a theoretically robust approach to taking sides, and suggests ways in which the IE approach might contribute to improving services, particularly healthcare. It provides an illustration of how taking a patient standpoint was accomplished in practice, and reflects on the challenges involved.

This study aims to analyze the perceptions of smallholder farmers on climate change and events and further explores climate change adaptation strategies and associated challenges. The findings provide useful information for enhancing the adaptive capacity of smallholder farmers to adjust to climate-related hazards and improve their resilience and disaster preparedness in northern Ghana.

This study uses a multistage sampling procedure and sample size of 150 farmers, the Binary Probit Model (BPM), to identify and examine the determinants of climate change adaptation strategies adopted by smallholder farmers. Also, the constraints of adaptation were analyzed using Kendall’s coefficient of concordance.

The results from the BPM and statistics of Kendall’s coefficient revealed that the farm risk level, ability to adapt, farmer’s income, age, farming experience, climate change awareness and extension visits were factors that significantly influenced the adaptation strategies of smallholder farmers (in order of importance). The majority (60%) of the farmers ranked farm risk level as the major constraint to adopting climate change strategies.

The findings of this study enhance understanding on access to relevant and timely climate change adaptation information such as an early warning to farmers during the start of the farming/rainy season to support their adaptive responses to climate change.

The purpose of this paper is to examine what impacts university students perceived from their short-term intensive international courses as part of undergraduate multidisciplinary education.

The study design was informed by interpretative phenomenological analysis. Semi-structured interviews explored informants’ views of their experience to elicit key themes of their experience.

The analysis resulted in four major themes: personal development, generic skills, global perspectives and subject-specific matter. Some text segments were coded with multiple themes, which suggests that the impacts of short-term international courses are multifaceted.

Academic topics of the courses substantially centred around humanities and social sciences at a particular university. This paper furthermore primarily depended on students’ self-reported answers, and it is possible that the participants who chose to enrol in the elective international courses may be principally willing to acquire global competence. Therefore, this study did not set out to present the generalised impacts of any short-term international courses.

The findings could be used as a conceptual tool for the design and evaluation of new and existing courses. In addition, the four major themes that this study elicited are useful as a cue for students’ self-reflection about their own learning experiences.

There have been significant efforts devoted to increasing the quantity of short-term international programs, but there has been less focus on the quality of these programs. This study supports the findings of existing literature but also identified one of the potential unfavourable impacts that short-term international courses may have on students’ development.