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This paper aims to explore and evaluate practice-based segmentation as an alternative conceptual segmentation perspective that acknowledges the active role of consumers as value co-creators.

Data comprising various aspects of customer-to-customer (C2C) co-creation practices of festival visitors were collected across five UK-based festivals, using participant observation and semi-structured interviews with naturally occurring social units (individuals, couples and groups). Data were analysed using a qualitative thematic analysis procedure within QSR NVivo 10.

Private, sociable, tribal and communing practice segments are identified and profiled, using the interplay of specific subject- and situation-specific practice elements to highlight the “minimum” conditions for each C2C co-creation practice. Unlike traditional segments, practice segment membership is shown to be fluid and overlapping, with fragmented consumers moving across different practice segments throughout their festival experience according to what makes most sense at a given time.

Although practice-based segmentation is studied in the relatively limited context of C2C co-creation practices at festivals, the paper illustrates how this approach could be operationalised in the initial qualitative stages of segmentation research. By identifying how the interplay of subject- and situation-specific practice elements affects performance of practices, managers can facilitate relevant practice-based segments, leading to more sustainable business.

The paper contributes to segmentation literature by empirically demonstrating the feasibility of practice-based segments and by evaluating the use of practice-based segmentation on a strategic, procedural and operational level. Possible methodological solutions for future research are offered.

This article sheds light on the legal services offered by antiviolence centers through a discursive practice-based analysis of women who have experienced domestic violence and the lawyers who volunteer in the center.

Using a practice-based framework, the article utilizes a case study of the first legal meeting between a lawyer and a woman who has experienced violence. The case study illustrates how the legal advisors' expertise is deployed in the use of “discursive practices” in dealing with women who have experienced domestic violence. Through a systematic analysis of the verbatim narrative, the case shows how the lawyer performs her legal help through expert “discursive practices” which are situated in recognition of the texture of practices experienced by women in the legal system.

The case study shows how a practice-based approach is able to account for lawyers' discursive and interactional knowledge in dealing with domestic violence. This expert doing and saying includes the ability to read the complexities of abusive situations, using “professional vision” to identify, highlight and codify clues and patterns of a partners' violent behavior; the mastery of “co-implication” with women to support the development of a narrative of the abuse as a crime recognizable both by the victim and the legal system.

The analysis shows that practice-based approaches to knowing and learning in investigating discourse practices can provide insights on practitioners' interactional expertise as well as the relevance of the service. While a close look at the actual practices illustrates the lawyer's interactional mechanisms, the crucial role of legal aid in the antiviolence center can be appreciated by contextualizing within the texture of practices that characterizes women's experiences with violence.

This paper seeks to analyse the effectiveness and impact of how Google currently trains its new software engineers (“Nooglers”) to become productive in the software engineering community. The research focuses on the institutions and support for practice‐based learning and cognitive apprenticeship in the Google environment.

The study uses a series of semi‐structured interviews with 24 Google stakeholders. These interviews are complemented by observations, document analysis, and review of existing survey and statistical data.

It is found that Google offers a state‐of‐the‐art onboarding program and benchmark qualities that provide legitimate peripheral participation. The research reveals how Google empowers programmers to “feel at home” using company coding practices, as well as maximizing peer‐learning and collaborative practices. These practices reduce isolation, enhance collegiality, and increase employee morale and job satisfaction.

The case study describes the practices in one company.

The research documented in the paper can be used as a benchmark for other onboarding and practice‐based learning set‐ups.

This is the first research that gives insights into the practice‐based learning and onboarding practices at Google. The practices are assessed to be state‐of‐the‐art and the insights therefore relevant for benchmarking exercises of other companies.

The paper sets out to suggest that knowledge in the SME enterprise is embodied as evident in such notions as tacit knowing and learning, and embedded grounded in the situated social historic contexts of individual lives and work. This supports the view that the nature of knowledge is inherently indeterminate and continually evolving.

A practice‐based approach focuses towards, the point of action, enabling the researcher to observe knowing as an intimate recursive feature of organisational life, the local in which traditional dualisms lose their meaning, in the specific context of real time practices, in that the knowing subject and the known objects cannot be treated in isolation and opposed to one another, the given and the emergent co‐exist and presuppose one another.

The paper offers the suggestion that a social process perspective offers a means of engaging the SME enterprise in more effective knowledge creating activities, and fostering innovation, which is both relevant and useful to them.

The paper offers the suggestion that a social process perspective offers a means of engaging the SME enterprise in more effective knowledge creating activities, and fostering innovation, which is both relevant and useful to them.

The paper seeks to extend the current conceptualisations of organisational learning developing the view that learning is no longer associated with the diffusions of pieces of knowledge, but rather it is viewed as the process of developing of situated identities based on participation in a process of social engagement and interaction.

The pressure on the food industry and society as a whole to evolve towards more sustainable production and consumption has increased in recent years. There are a number of drivers that can help reduce environmental impacts including legislative instruments, retail marketing and consumer choices and demand. One driver that has received attention recently is the use of product labels, either on a single issue or on multiple issues (using omni‐labelling). The purpose of this paper is to report on a framework that emerged from a wider study exploring effective approaches to environmental labelling of food products.

Techniques for assessing the environmental impacts of food production were reviewed and a consultation was undertaken with industry and consumer experts to ascertain their views (using multi‐criteria mapping) on the practicality and efficacy of environmental labels.

The wider study found that although the science is not sufficiently robust to develop an outcome‐based, environmentally broad, omni‐label at this time, there is a role for environmental labelling in conjunction with other initiatives to improve the sustainability of food production and consumption. The framework presented aims to support this role and help improve the practicality and efficacy of environmental labels. It provides a series of interrelated guidelines which provide a basis for developing more effective, robust, credible and practical environmental labels for food.

The framework can be used to design new, or evaluate existing labelling schemes and to identify opportunities for improvements. The process is illustrated with an application to four existing schemes.

Eco‐labelling of food products is gaining interest globally, but there are numerous issues that need to be fully understood in order to develop credible and robust labelling systems.

The purpose of this paper is to provide a conceptual viewpoint which proposes the use of the post graduate Knowledge Transfer Partnership (KTP) approach to learning in undergraduate education and practice‐based training.

This is an examination of the KTP approach and how this could be used effectively in undergraduate education and training to encourage and increase practice‐based learning and employer engagement. The methodology consists of a literature review, and a case study of the KTP approach. The literature reviewed examines the KTP approach, employer engagement in education and strategic government approaches to stimulate investment in knowledge and skills for workforce development, and the development of practice‐based learning in the UK. The KTP provides a case study to illustrate a successful model of employer engagement, which benefits all parties to it, and assists with the strategic development required by successive governments.

The suggestions are based on the authors’ investigation and their understanding and experience of: the KTP approach; practice‐based learning; undergraduate education; and learning and teaching approaches. The paper suggests that the KTP approach (normally a post‐graduate model) could be extended to undergraduate education to provide sustainable practice‐based learning that fits well with the strategies and ideologies of government, employers and academia.

Barriers to employer and academic engagement, such as that linked to the confused terminology used to describe practice‐based learning, and competing political ideologies, should be researched further to gain a better understanding of how to mitigate these in order to make the KTP approach in undergraduate education successful. The implications are that synergistic development of the KTP approach in an increased range of academic and workplace partnerships needs to be done before a fully tested model could be agreed.

The originality is the idea of utilising a well acknowledged post‐graduate model of learning within an undergraduate environment. The value is to increase the awareness of the benefits of the KTP and how the approach could be adapted for use in undergraduate environments for the eventual benefit of students, academics, employers and policy makers.

This paper aims to propose the phenomenography as an approach that may contribute to the organizational studies based on the practice perspective, considering that it analyzes the phenomenon through the practitioner’s view and experience.

It is a theoretical essay about phenomenography as a theoretical-methodological perspective, considering its concept, its relation with practice theories and how its theoretical-methodological approach is capable of bringing a new perspective over the organizations, in the practice perspective.

The phenomenographic method, together with the practice perspective, enables mapping, identifying, describing and relating all the different ways by which an organization, in each one of its structuring dimensions, is effectively experienced. It argues that aspects such as the phenomenographic interview, the second-order perspective, the collective conceptions stated in the outcome space and their relations, the complexity of hierarchy and the abductive theorization about the emerging concepts of collective perceptions form, all together, an alternative and promising theoretical approach to analyze the entanglement between action and the material dimension that constitutes the organizational practices.

The phenomenographic outcome space may become a catalyst of a theorization about practices, which is capable to modify them or modify the way they are understood.

It discusses the possibility of phenomenography to theorize from the agents’ collective consciousness.

This paper seeks to provoke thoughts around the possibility of using the lever of practices and situated knowledge to trigger organisational change and to redesign it with the involvement of the whole organisation.

The paper presents connections between a psychosociological approach and a practice‐based approach. The use of ethnomethodology is offered as a way to detect situated practice and meaning at works.

This contribution underlines how change and learning in organisations can find support in investing in local knowledge and in detecting and reflecting around the living practices of daily activities. Knowing in practice requires the involvement and continuous work of connecting among individuals, groups, organisations and institutions in situated contexts. The paper shows how strategic a process this is, presenting a way to work on situated data.

The paper represents a way to work on organisational change grounded on action research.

The paper combines a psychological perspective within the field of practice‐based studies and sustains a specific ethnographic method to create organisational areas of reflexivity.

This paper presents findings from a qualitative study of healthcare professionals’ practice, where learning is taking place when a digital artefact is implemented for identification of patients’ cognitive impairment. The use of digital artefacts is increasing in various workplaces, to include professionals in healthcare. This paper aims to explore the following research question: How is the professional learning unfolding in patient-based work when a digital artefact transforms the practice?

Various data collection methods are used for this study, consisting of dialogue meetings, interviews and a reference-group meeting. Thematic analysis is used to inductively bring forth the themes of the collected data.

Professionals’ knowledge and experience are of vital importance in learning and changing work practices. Together with their ability to reflect on changes, their knowledge and experience constitute the prefiguration when the introduction of a digital application brings about indeterminacy in the work practice.

This paper makes a contribution to practice-based research as it consolidates previous research and identifies professionals knowledge and learning in a healthcare context. This can be used to further explore and advance the field, as well as to establish the evidence-based importance of transforming practices based on implementation of digital artefacts.

The purpose of this paper is to consider the use of beauty blogging selfies in conveying consumer authenticity. The authors used an under-researched consumer-based authenticity approach.

The authors adopt a practice theory approach to selfies as both objects and practices. The study combines depth-interviews with a review of the participants’ blogs and selfies.

This research shows that bloggers use selfies as records of product trial, success and failure via specific sub-types. These selfies function as authenticating consumer acts, intertwined with key life narratives and as records of communal events, where bloggers identify as a community.

This research is limited to beauty bloggers. Further research on consumer authenticity could be extended to other product categories and other media channels. The widened definition of selfies proposed enables further research on self-representational practices in consumption contexts. Likewise, the practice theory approach could be extended to other online contexts.

As social media and peer endorsement become ever more important to marketers, brands are seeking to leverage bloggers as brand ambassadors as well as the authenticity they convey. Maintaining this authenticity and credibility among peer networks and audiences is crucial for influencers and for marketers.

This study contributes to the understanding of consumer-based authenticity, self-representational practices using selfies and beauty blogging communities. Practice theories are applied in an online context, suggesting an opening for further research into mediated practices.