Search results

This paper explores why and how Japanese tourists travel in their home country. This work uses in-depth interviews and focus group interviews as its study design. Nature is an important aspect of Japanese life, and the meaning and use of nature include spiritual and bodily purification. Furthermore, Japanese domestic nature-based travels are strongly linked to self-identity and self-presentation, in that the Japanese travel not only for the sake of enjoyment, but also to a large extent as an instrument for learning, sharing and communing. The results are discussed in terms of theoretical contributions and practical applications.

Our Dublin correspondent telegraphed last night:

In this conversation, renowned critical posthuman scholar Rosi Braidotti offers insights regarding what the posthuman turn means for intimate scholarship and broader questions of subjectivity. She discusses the methodological challenge of post-anthropocentrism for the humanities and stresses the need to move to a process ontology, which entails a non-essentialistic understanding of subjects as in process and connected up to networks of human and non-human elements, yet simultaneously situated and accountable. While acknowledging the possibilities of “auto” forms of research for keeping subjects politically located, she emphasizes the importance of practicing an outward-facing intimate scholarship – one not focused on one’s own pain and ego, but rather, one connected up and out, an affirmative becoming-intimate with the world, with otherness and diversity. To do so, she suggests we must think differently by experimenting with non-linearity, associative thinking, and transdisciplinarity. We must nurture intergenerational connections both for continuity of important knowledge and to create alternatives, all while using theory as a tool for counter-knowledge production.

Communicating in English brings about a number of challenges for English as a Foreign Language (EFL) students. Such challenges remain unaddressed and unresolved within the traditional classroom settings, which are often dominated by intense guidance and instructions. The aim of this chapter is to address, discuss, and research project-based learning (PBL) as an effective pedagogical approach capable of prompting higher education students’ EFL capabilities – particularly English writing skills – in an engaging, student-centered manner that connects to their real-life experiences and develops a range of their generic skills. The PBL approach was designed, integrated, and implemented within the curriculum of the intensive English course (ENGL 101) delivered at Phoenicia University. Over a semester, 120 students across all four sections actively engaged, in groups, in PBL tasks, where they were required to identify problems in their community, propose solutions to these problems, and develop action plans to ensure that such solutions are sustainable. A mixed method approach that comprised a questionnaire (pre- and post-test) and semi-structured interviews was implemented. This chapter found that the adopted PBL method was very effective in promoting students’ engagement, ownership, and confidence in EFL. Additionally, this chapter showcased the power of PBL as a pedagogical device in humanizing EFL students’ experiences and education and provoking them to build their citizenship and agency in tackling problems and issues of relevance to them and their communities rather than being passive sufferers or observers of such problems and issues.

I am honored to receive the Booz Allen Hamilton/strategy+business Eminent Scholar Award in International Management. I am even more honored to follow in the footsteps of such distinguished previous recipients of the AOM-IMD (Academy of Management-International Division) Distinguished Scholar Award as: John Child, Christopher Bartlett, Sumantra Ghoshal, John Dunning, and Yves Doz. Like them, I shall reflect here on my past contributions to scholarship, and then use this work as a building block for the major part of this paper, which is on the need for new and relevant theory in the field of international management.

In the 30 years since Giroux (1983) named schools as a site of resistance, little has happened to sustain and embed that practice in schools. The contexts, structures, and policies in schools do not foster opportunities for resistance, and schools of education do not prepare teachers to support students’ critical actions in schools, ensuring the reproduction of inequity and injustice. While this is true for all historically marginalized groups, the specific legacy of discrimination (i.e., threats of deportation) faced by Latinx students and communities in the western United States often serves to silence their voices and efforts at resistance (Darder, Noguera, Fuentes, & Sanchez, 2012). In this chapter, we examine data from a student voice research project, including weekly observations (n = 102) for the school year across three public school classrooms, teacher reflections, and student work. This work is framed by the theory of sociopolitical development, implicating both teachers and students in the process of resistance and liberation. The data we explore captures (1) early conversations between students and teachers about issues of racial and economic injustice, (2) the initial resistance of students to having those conversations, (3) increasing trust between teachers and students supporting engagement with the issues, (4) students’ active resistance toward the issues that impacted them, (5) teachers and students working together to challenge unjust policies – at the school, district, and state level.

The proposition is that a self-governing society needs more effective interactions between the three Spheres of Commerce, Public Administration and Politics. This is notably the case for organisations dealing with complex protocols and jurisdictions, each containing its own norms and practices. Effective leaders need to grapple knowingly and positively with matters far outside the realm of their traditions.

Frictions arise between the Spheres because each has differing motives and driving forces. The resulting collisions, cooperations and contests between the Spheres are never-ending, but the needs for cooperation drive them on. They will never fully merge because their missions are dissimilar, and so the forces that propel their actions are also distinctively, sometimes jarringly, different. Business people tend to think that only they operate in a competitive market. Yet Public Administrations also have deep-seated market features. Intermingling with these Spheres is the Social Sector; a demi-monde of Non-government Organisations, international regulators and authorities, advisory boards, industry bodies, think tanks, consultancies and other hybrid interface organisations.

Enhancement of the increasingly mutual interests of the Spheres will, if progressed well, raise the effectiveness and achievements of them all. This has implications for many forms of leadership development. A greater focus on sociotechnical systems should help the inhabitants of each of the three Spheres to fully recognise the validities and driving forces of the other two Spheres. There is a heightened need for collective problem-solving. There is a huge opportunity for a more integrated approach to cross-pollinating leadership development.

It is important that agency advice and support for SMEs in rural areas is congruent with how business-owners perceive their needs and challenges. To explore how well matched these two sides are, this chapter investigates the difficulties faced by small businesses operating in rural southwest Scotland.

In-depth interviews with business influencers (those whose activities affect businesses either through application of policy initiatives, development of policy or the giving of business advice) and owner-managers of rural businesses compare and contrast the perceptions of the challenges of rurality for small businesses.

Mismatches are revealed between the concerns of rural business-owners and what business influencers understand them to be. Business influencers consider that structural weaknesses and a ‘lifestyle’ business culture in the region inhibit growth, but business owners are strategic in their business aspirations and approaches to growth. However, they are also highly critical of the promotion of the region and concerned about the misunderstanding of potential visitors that the region is remote and difficult to access.

This chapter reports experiences in a particular rural location; such experiences are typical of many rural regions and, thus, the findings should be transferable.

The region’s economic strategy focuses on reducing the significant prosperity gap with the rest of the country. Key to this is the development of indigenous business sectors. However, the policy interventions derived from a misapprehension of the constraints and underpinning culture of indigenous businesses are unlikely to be successful and may be counter-productive.

Contrasting the perspectives of those who do business with those who influence business reveals issues of understanding which need to be addressed.