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While the sustainable development goals (SDGs) and visions for sustainability education apply to many methods, they can be hard to put into practice. This study aims to concern an undergraduate geography course designed not only to teach geographical methods but also to engage with the multi-scalar nature of the SDGs and apply them to various local urban sustainability issues in a real-world context.

By means of a mixed-method approach, the authors examine a fieldwork course that invites students into learning situations in which they combine critical thinking with entrepreneurial solutions to local sustainability challenges. The authors examine the learning material from the students’ cases and explore the geographical knowledge the students’ practise.

Fieldwork helps students contextualise the multi-scalar nature of the SDGs and thereby apply them to analyses in a local context. Students learn first-hand how their planning proposals can be seen as counterproductive by some local stakeholders while remaining attractive to others.

Student tasks are developed in collaboration with a local municipality and students present their findings to local politicians and stakeholders. Presenting and localising the SDGs within a local community not only encourages students to undertake a local community analysis but also provides new perspectives to local stakeholders.

School gardening and garden-based learning (GBL) have gained great popularity in recent years, and the COVID-19 pandemic forced many educators to think creatively about safe, outdoor education. Scholarship from diverse disciplines has demonstrated the positive impact of GBL on student learning, attitudes toward school and various health outcomes. Despite widespread interest in school gardening, GBL remains absent from most teacher education programs. This is a critical disconnect, as teacher education programs deeply inform the pedagogy of future teachers. In this article, the authors discuss an independent study course for pre-service teachers designed to bridge this gap and share the perspectives of the future teachers who completed the course.

To understand and evaluate the experiences of the preservice teachers engaged in the GBL independent study course, the authors conducted an exploratory qualitative case study.

The authors argue that GBL curriculum integration in teacher education programs, along with garden-focused PDS partnerships, can be powerful levers in expanding gardening initiatives and preparing pre-service teachers to garden with their future students.

The authors also provide GBL suggestions for universities and partnership schools.

This paper outlines a contemporary conceptual framework for the embedding of experiential learning into a business consultancy module. Experiential learning is a fundamental teaching approach that allows students to apply theory into a working business context.

As a conceptual and not an empirical paper, the methodological approach was to draw upon the literature reviewed and to build a framework to support student learning through a business consultancy module.

Exploration of the literature suggests that there are four elements critical to student learning in experiential learning environments: action, reflection, social and context. A framework has been developed utilising these elements with the interaction between the factors being key to developing learning.

So far, the framework is conceptual, and further research is needed to explore its use when staff members are developing these types of modules and to understand the interaction of the factors over the course of the student learning experience.

The originality comes from the intersection and interaction between the core factors in experiential learning, which enables this framework to move thinking beyond more static models and hence work in a more fluid student learning environment.

This book review seeks to clarify the contribution of the (2022) edited collection, International Models of Changemaker Education, to the field of work-applied management. It proposes that the many international models of changemaker education described in this book offer management professionals an array of innovative methods which support workplace learning and change by fostering organizational and educational flexibility.

This book review frames the collection's contribution in the context of work-applied management by systematically reviewing its chapter in order to present their relevance to conversations in and adjacent to the field.

This book review provides insights into how changemaker education might be conceived of and utilized in work-applied management contexts as drawn from the many innovative and demiurgic methods described in the collection and its chapters.

Changemaker education is a wide-ranging theoretical perspective, which is often loosely defined across contexts. However, this lexical amorphousness provides important flexibility for an expanded range of theoretical application.

This review includes important implications for the development of work-applied management theories drawn from models of changemaker education that demonstrate methods for achieving organizational agility and flexibility.

This review provides new and innovate models of use to work-applied management theorists and professionals.

Building upon the practice-based framework, this paper aims to focus on working practices for understanding how knowledge is transferred among health-care professionals within hospitals.

Using an ethnographic and interpretative approach, the authors conducted preliminary research based on a quali-quantitative methodology within one of the largest hospitals in Southern Italy.

This study allowed to achieve several results that could be significant and relevant within the health-care sector. First, this paper identified some of the main working practices and their associated activities in health care. Moreover, this paper identified the main organizational forms and/or tools enabling hospital personnel to share and learn the various types of knowledge for each of the prior identified practices.

Hospital managers should develop strategies and policies that take into account the nature and typology of knowledge-sharing processes among health-care professionals in terms of practices.

The paper contributes to practice-based studies identifying identified some of the main working practices, as well as the main tools for sharing and learning of the various types of knowledge.

This study, from Western Sydney University, aims to assess the disposition of students towards climate warming (CW) – a key component of sustainability. CW is a global reality. Any human born after February 1985 has never lived in a world that was not constantly warming, yet little is known about how higher education students perceive their future in a warming world.

An online survey, split into three parts, was used to deliver benchmark data on (I) personal information, (II) factual knowledge and (III) sentiments related to CW.

Gender and age of students significantly influenced their perception of CW. While self-rated understanding of CW was generally high, factual knowledge about CW was low. Few students recognized that CW was already under way, and that it was mainly caused by human activity. The most prominent emotions were fear, sadness and anger, foretelling widespread disempowerment and fear for the future.

The study was based on a single dataset and survey response was relatively low. However, respondents mirrored the composition of the student community very well.

This is the first study revealing large psychological distance to the effects of CW in university students from Australia. Combined with the impression of despondence, the present study suggests that higher education in Australia, and possibly elsewhere, is not providing the prerequisite tools tomorrow’s leaders require for meeting societal, environmental and economic challenges caused by CW. Practical ways to erase these blind spots in sustainability literacy are provided, drawing upon established and novel concepts in higher education.

The paper has a twofold purpose: (1) to test the application of means-end theory to providers of hospitality goods and services, and (2) to explore this question in the context of winery tasting rooms when they had a unique opportunity to restructure their hospitality experience due to government restrictions in response to COVID.

A qualitative approach was adopted, and a convenience sample was used to conduct semi-structured laddering interviews. Forty interview transcripts were coded as means-end ladders, which were analyzed using a custom computer program to develop the implication matrix and the hierarchical value map.

This paper demonstrates that means-end is a useful approach to investigate the values and behaviors of the producer, specifically hospitality hosts. It finds that the principal goal of tasting rooms is to generate sales, and offering a compelling guest experience is the characteristic that contributes the most to achieving that goal. The staff and the atmosphere created for the guests are the two factors with the greatest influence on the guest experience.

This is the first paper to use means-end theory to study the hospitality host, or the producer of goods and services in general, and the first to study winery hospitality primarily through the lens of means-end theory. The study also helps fill a gap in research on tasting room sales focused on the winery’s goals.

This research evaluates (1) work situations prompting participants to recall memories of a wilderness-based leadership training program, (2) the content of such memories, and (3) the leadership attitudes and behaviors inspired by those memories.

A qualitative content analysis of semi-structured interviews was performed with 36 leaders who had participated in a wilderness leadership transformation program in the past (on average six years before).

The findings suggest that, at moments with emotional pressure and psychological stress, episodic memories of wilderness experiences have a positive influence on actual leadership style. Memories involved moments of solitude, a deep connection with nature, and peer-to-peer counseling. The interviewees regularly relived their emotion-laden wilderness experiences, acquiring direction and guidance. Simultaneously, episodic memories of nature immersion promoted an enduring transformation of their leadership styles.

The findings cannot be blindly generalized as referring to all leaders. The leaders in this study are a subset of leaders who are inclined towards personal growth and leadership development. It is challenging to motivate leaders unkeen on changing to achieve better leadership.

This study indicates that the inclusion of emotional concepts to address the root causes of learning among leaders might be the most promising way to innovate leadership development.

The present study makes a novel contribution to relevant literature by examining leadership transformation through episodic remembrance of leaders' experiences in nature.

This review aims to identify the commonly used nature-based therapies, the cohorts that benefit from these interventions, and the potential environmental impact of nature-based therapies.

An integrative review methodology was taken. The literature was analysed and synthesised through thematic analysis.

Three themes emerged from the analysis: categories of nature-based therapies; benefits of nature-based therapies; and the gains from nature-based therapies are not universal. Evidence of physiological, psychological, social, vocational and quality of life benefits from participation in nature-based therapies was evident in the literature. However, there was insufficient empirical evidence of the benefits for the environment.

Occupational therapists assist populations across the life course. Consequentially, they can be found working in a diverse range of clinical contexts. This review asserts that nature-based therapies could be a positive addition in many of these contexts. Further, while engagement in activities in natural environments is frequently used by occupational therapists practicing within institution environments, there is evidence to support its use in community service models and potentially in public health strategies.

This integrative review brings together evidence on a diverse range of nature-based therapies, cohorts, associated benefits and factors that influence these. The lack of empirical evidence on the benefits of nature-based therapies for the environment is acknowledged as a gap in the literature