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The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development.

The paper introduces the cooperation project between Tibro Training Centre and Furniture Technology Centre Trust and its workshop context organized as practice-based learning. Participants’ learning context consisted of a mixture of professional practices allowing different logics and different cultures make up an innovative working site. Qualitative analysis of semi-structured interview data suggests that three phenomenographic hierarchical categories constitute the learning process: getting a recognized professional identity; perceiving new elements and expanding knowledge and seeing new aspects of design work and new steps of development in profession.

Cooperative practice-based learning is understood as social practice in a community of practice, and as continuous changes of the learning object due to that new aspects are discerned by the learners. These categories illustrate how participants’ meaning making and understanding of the learning object were expressed in cooperation as doings and sayings, as translation and as situated activities in a community of practice. Accordingly, it contributed to participants’ professional development in spite of their different professional educations and professional experiences.

More studies of practice-based learning environments in work places are needed that could help societies and companies to advance integrative efforts of new employees and new immigrants into an increasingly diverse globalized labour market.

The results suggest that understanding as well as content structure and meaning making of the learning object are intertwined constituent aspects of practice-based learning.

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.

Despite the growing interest in the field of supply chain sustainability (SCS), little exploration of new theories exists. Therefore, this paper aims to introduce practice theories to SCS studies through a practice turn.

This is a conceptual paper in nature. Hence, based on theoretical arguments, the authors elaborate on how the practice turn can arise in the SCS field.

The theoretical elaboration is rooted in the understanding that sustainability is not limited to the materiality of environmental and social issues, as often observed. Instead, there is a need to include immaterial, emotional and intangible elements to better comprehend SCS practice. The authors argue that a continuum exists for a practice turn, including practice-based view, practice-based studies and critical practice theory.

The authors provide a research agenda with a comprehensive perspective of understanding the application and implications of practice theories to SCS.

The practice turn in SCS studies can support managers to better understand their practices not only through recognizing explicit activities but also mainly by reflecting on hidden elements that affect their performance.

SCS studies can better engage with grand challenges through a practice turn, which helps increase its contribution to solving social problems.

Unlike previous literature, the paper elaborates on how practice theories are powerful in supporting both scholars and practitioners in moving away from an extremely economic focus to genuinely embrace sustainability practice. In doing so, the practice turn appears as an important phase for SCS field maturity.

The purpose of this paper is to analyze and discuss experiences, in terms of challenges and opportunities, of teacher-researchers who engage in research on the learning study approach. The following two questions will be addressed: how can the teaching experience influence, and become an asset, in the research process and what challenges do teachers face when they enter the research practice?

Each question will be explored through some empirically grounded themes. The analysis is based on experiences from participation in a PhD program, where learning study was used as a method and variation theory was the main theoretical framework. One learning study was focusing on creative writing in primary school and the other was focusing on historical primary source analysis in upper secondary school.

The first question is addressed through the following themes: choosing and identifying research problems; planning and conducting research lessons; analyzing research lessons and students’ learning; and process of self-reflection, and the second question through: teaching as an object of research; to use and develop theories; and communication and review in research. The findings indicate that learning study is a practice-based research approach where teaching experience and academic skills are intertwined in many ways. Both approaches bring opportunities as well as challenges.

The paper is expected to contribute insights and knowledge about the advantages, as well as hindrances to overcome, for teacher-researchers who use learning study as a research method. The results can also be related to the performing of action research in teachers’ classroom practice.

Although the number of studies that investigate supply chain sustainability learning has increased, little is known about the way sub-suppliers build knowledge and learn sustainability practices. Thus, moving beyond merely investigating the accumulation of knowledge, this research explores sub-suppliers’ knowing that supports the learning of sustainability practices in a multi-tiered food supply chain.

In the conduct of this interpretive research in South Brazil, two ethnographies were completed during 74 days of observations to understand similarities and differences between certified and non-certified sub-suppliers with respect to sustainability practices. As part of our research conducted in the context of poultry production, secondary data and data gathered through semi-structured interviews with representatives of the buyer and first-tier supplier firms were used to provide a better comprehension of the multi-tiered supply chain context. Then, we executed an interpretive textual analysis.

Our investigation explored six vignettes to reveal ways of learning sustainability practices in terms of waste management, biosecurity and animal welfare. Although the buyer firm requested these practices, we noted that the first-tier supplier was responsible for translating the practices to sub-suppliers. Moreover, we found that sustainability learning was shaped by the sub-supplier context embodied in knowledge through knowing. The ways of learning were related to sharing knowledge between experts and novices with the support of material practices; however, knowledge was also gained by unlearning some knowledge shared by the supplier. Sustainability practice learning, thus, was performed in a space of learning via knowledge creation among practitioners.

Recognising how sustainability learning happens in a multi-tiered supply chain context can help managers to develop plans to implement sustainability practices that will broaden their sustainability knowledge.

Unlike previous studies on supply chain sustainability learning, we reveal ways that sustainability practices emerge from knowledge that results from sub-suppliers’ knowing. We also explain how unlearning can consciously occur in several situations of sustainability learning.

The purpose of this paper is to examine eco-innovation practices within project networks. Eco-innovation practices involve systematic series of actions that integrate resources to create value.

Using case research, the authors conducted an intensive study of innovation practices within project networks, using multiple sources of evidence to provide information to scholars and practitioners (Halinen and Tornroos, 2005). Analyzing practices facilitated an empirical investigation of how contextual elements shaped the social construction of eco-innovation.

An empirical analysis of eight project networks identifies three eco-innovation practices: cleaning up the landscape, connecting life and work, and boosting the efficiency of inbound and outbound processes. A methodological framework based on this practice approach is used to discuss the main elements of the practices in question, including actors, actions, resources, and value.

The practice-based approach (PBA) may help companies to make information and communication technology (ICT) more sustainable. By developing forms of eco-innovation that support project networks, companies can focus on holistic corporate performance, efficiency, and business value. Eco-innovation thus becomes a collective achievement that allows practitioners to appraise and critique the performance of their environmental practices, and that thereby allows them to constantly refine those practices.

The development and use of Green ICT solutions enable actors’ sense-making and sense-giving within ongoing social practices wherein macro-level phenomena, such as sustainability and environmental issues, are created and recreated through the micro-level actions of project network actors.

This research extends beyond the more traditional issues of ecologically sound company operations and sustainable ICT use to address sustainable ways of doing business.

The purpose of this paper, practice-based mixed methods small-scale study, is to explore the design features of a “dementia friendly” acute ward environment and, staff views on the implications of daily activity engagement for patients with dementia.

Eight staff members of the multidisciplinary team who work full time on an acute “dementia friendly” ward completed semi-structured questionnaires. Thematic analysis explored responses to the open-ended questions, and a further environmental assessment tool rated features of the “dementia friendly” ward design, on promoting aspects of well-being in patients with dementia.

Six overarching themes were found. These included: contrasting ward colours; clear ward signage; positive staff interaction; memorabilia, and activity rooms and items, had a positive influence on patient interaction, well-being and engagement in daily activities. The audit scores were rated highly for various aspects of the ward design. These included: the ward design promoting patient interaction, well-being, mobility, orientation, continence, eating and drinking and calm and security.

This practice-based small-scale study highlights the importance that a “dementia friendly” ward environment may have on patient engagement and well-being, from a daily activity perspective. Further research into the key aspects of design that enable meaningful daily activity engagement is required.

This study supports staff perceived views of the positive influence that “dementia friendly” design may have for patients with dementia. Both the physical design modifications of the ward and staff interaction were highlighted as positively influencing patient well-being, and daily activity engagement. Staff members also felt that they needed to balance the clinical ward priorities, with the contextual requirements of patients with dementia, to establish an effective “dementia friendly” ward.

The value of this research is the combined consideration of an environmental assessment tool and qualitative interviews with members of the multidisciplinary team.

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.

The paper reflects on the role of knowledge artefacts in the patient-provider relationship across the organisational boundaries of the clinical setting. Drawing on the analysis of the diabetes logbook, the purpose of this paper is to illustrate the role of knowledge artefacts in a fragmented system of knowledge through the study of two distinct practices: “logbook compiling” and “consultation in the surgery”.

The theoretical framework of analysis is rooted in the tradition of practice-based studies which envisions knowledge as the emerging, precarious and socially constructed product of being involved in a practice. The paper follows a designed qualitative research, conducting semi-structured interviews, participant observation and artefact analysis.

The knowledge artefacts support different and partially irreducible forms of knowledge. Knowing-in-practice is accomplished by means of different activities which contribute to the reshaping of the knowledge artefact itself. The analysis of the “knowledge artefact-in-use” reveals that different actors (doctors and patients) adopt two different perspectives when investigating the chronic condition. Clinicians are interested in a chronological representation of patient data while patients and families are interested in making sense of specific situations, adopting a kairotic perspective (Kairos: the right moment) that emphasises the instant in which something significant for someone happens.

The analysis of the knowledge artefacts-in-use has a twofold outcome. On one hand, it illustrates the mutual shaping of knowing, artefacts and practices. On the other hand, it shows how knowledge artefact can become pivotal resources in a fragmented system of knowledge.

This paper presents an investigation into the ways the term “practice” is commonly referenced in supply chain management academic papers. Scholars have not yet developed a common understanding of the meaning and do not use practice theories when examining practices related to sustainability management in supply chains. Hence, the authors highlight theoretical gaps and make recommendations for future research.

Grounded in a systematic literature review of 232 peer-reviewed papers published in operations and supply chain management journals, a qualitative content analysis was conducted using both a deductive and an inductive approach.

Results show that supply chain sustainability (SCS) scholars seem barely interested in increasing the understanding of the term “practice,” widely used in the literature to refer to a practical context. Moreover, a clear distinction between being practical and using practice theories to study SCS practices is needed. A descriptive and critical analysis revealed eight key supply chain practices connected to sustainability, with a clear reflection on their meaning. As awareness of practice theories for research on SCS is limited, few recommendations for researchers and practitioners were identified.

Unlike prior literature reviews, the authors reinforce the need to increase the maturity of the SCS field by going beyond superficial theoretical building. Practice theories pathways are provided to enlighten scholars on how to avoid using the term “practice” as taken-for-granted and on how to deal with SCS research and practice.