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Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.

Through survey research and qualitative data analysis, three prominent themes emerged.

High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.

We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.

Individual Placement and Support (IPS) is an evidence-based employment model, effective in supporting individuals with severe mental health difficulties to gain competitive employment. Irish mental health policy recognises its value and IPS is being rolled out in a national programme. Employment is recognised an important contributor to mental health recovery and social inclusion. However, research on IPS has tended to focus on competitive job outcomes. The purpose of this study was to explore the non-vocational outcomes of IPS in an Irish context.

A qualitative research approach was used to interview participants taking part in IPS within community mental health teams. Twelve interviews were included in the data analysis process which was informed by a thematic analysis approach.

Participants experienced increased confidence and positivity, both within a work context and whilst job seeking. More purposeful time use, participation in activities and engagement with society were also experienced by those employed and those at the job search stage of IPS.

This study contributes to the literature about the non-vocational benefits of IPS within an Irish context, highlights the mental health recovery benefits of taking part in IPS and supports the need for ongoing development of IPS throughout mental health services in Ireland.

Not that long ago, half of all sales research was demonstrably if not unequivocally “atheoretical” (Williams and Plouffe, 2007). The foundational argument of this paper is that stronger theoretical development and application of theory in sales research is critical for the sales field to retain its relevancy. The purpose of this paper is to underscore that deliberate and cogent application of HWV (2018) is scant in the recent sales literature (over five years after publication in Journal of Marketing) for one or both of two reasons: scholars either do not understand the paper and/or are fearful of (mis)applying it.

More than simply introducing the articles to this special issue of the European Journal of Marketing (EJM), this paper also makes a number of important, overdue contributions. Although Hartmann, Wieland and Vargo’s JM (HWV, 2018) theoretical and conceptual paper has been well-received by the sales community, it has seen limited meaningful integration or application in sales research since its publication. This paper thus clarifies key misunderstandings and misperceptions with HWV (2018) so that sales researchers can more impactfully apply it to future sales research.

This paper identifies and then explains key aspects of service-dominant logic (S-D logic) and commonly misapplied and/or misunderstood aspects of HWV (2018) to guide future sales research. Ultimately, the overarching goal of this special issue of EJM is to focus a “spotlight” on sales theory development, while simultaneously demonstrating – through the five articles the special issue reports – that with purposeful effort, rich theoretical insights can effectively be applied to both “classic” and more current and emergent sales research topics.

Because HWV (2018) draw heavily upon S-D logic, it follows that some aspects of their article have been misinterpreted or misapplied by sales scholars. In particular, the critical concept of “crossing points” (both of the “thick” and “thin” variety) are explicated and detailed further, so as to afford sales researchers with better knowledge and insight on how to apply these key tools within HWV (2018).

The practical implications of this paper primarily revolve around further educating and clarifying for sales researchers “how” to better apply HWV (2018) to sales research, rather than simply citing it in passing. The paper also concludes by providing a summary and introduction to each of the five EJM special issue articles.

The originality and value of this paper and this special issue of the EJM is twofold. First, both this paper and the entire special issue itself emphasize the ongoing importance of advancing sales research through the meaningful and cogent application of theory. Second, the paper demonstrates that purposeful effort can lead to successful applications of HWV (2018) – as exhibited by the five articles in the EJM special issue – such that rich theoretical insights can be woven into both traditional and contemporary sales research topics.

The purpose of this paper is to: (1) identify strategies to (re)establish organizational legitimacy which dominates the literature; (2) propose and empirically illustrate an analytical framework that establishes the linkages between the dimensions of purposefulness, transparency and participation identified in this literature review as important resources in the creation of organizational legitimacy.

Based on a review of the academic literature, we propose a three-dimensional conceptual framework for understanding and studying strategic communication in contexts of high sustainability pressure. The empirical material we use for illustration is the letters from the chief executive officer (CEO) and the chairman published in the integrated annual report of a Danish company that is well known for its focus on sustainability.

The analysis shows that all three dimensions, i.e. purposefulness, transparency and participation, are present in this data, which the authors find supportive of the theoretical argument that strategic communication needs to encompass all three concepts in order to appear legitimate in contexts of high sustainability pressure.

In recent years, there has been an increased focus on strategic communication of sustainability. However, there is still a lack of general consensus of what is understood by strategic communication in contexts of high sustainability pressure. Overlapping concepts and dimensions make operationalization difficult. This, for example, is a problem for corporations who are increasingly asked by their stakeholders to account for their sustainability activities and engage in conversations of strategic significance to their sustainability goals.

The study explores diverse and critical understandings of “international” in a higher education curriculum context, situated in a curriculum review of a postgraduate taught programme entitled “International Education” at a university located in England. Our study problematises and decentres some dominant, normalised notions of “international”, exploring critical possibilities of engaging with the term for higher education internationalisation.

We examined a set of programme curriculum documents and conducted a survey exploring teaching staff’s uses and interpretations of “international” in their design and delivery of course units. Through a thematic analysis of the dataset, we identify what “international” might mean or how it may be missing across the curriculum.

Our findings suggest a locally-developed conceptualisation of “international” beyond the normalised interpretation of “international” as the inclusion or comparison of multiple nations, and different, other countries around the global world. More diverse, critical understandings of the term have been considered, including international as intercultural, competences, ethics, languages and methods. The study provides an example approach to reflective scholarship that programmes can undergo in order to develop clarity, depth and purposefulness into internationalisation as enacted in a local curriculum context.

The study provides a first step towards establishing clearer guidelines on internationalising the curriculum by higher education institutions and individual programmes in order to challenge a superficial engagement of “international” within internationalisation. It exemplifies a starting point for making purposeful steps away from normalised notions and assumptions of international education and facilitates development towards its critical, ethically-grounded opportunities.

Educational institutions are investing heavily in the internationalization of their campuses to attract global talent. Yet, highly skilled immigrants face persistent labor market challenges. We investigate how immigrant academics experience and mitigate their double precarity (migrant and academic) as they seek employment in higher education in Canada.

We take a phenomenological approach and draw on reflective interviews with nine immigrant academics, encouraging participants to elaborate on symbols and metaphors to describe their experiences.

We found that immigrant academics constitute a unique highly skilled precariat: a group of professionals with strong professional identities and attachments who face the dilemma of securing highly precarious employment (temporary, part-time and insecure) in a new academic environment or forgoing their professional attachment to seek stable employment in an alternate occupational sector. Long-term, stable and commensurate employment in Canadian higher education is out of reach due to credentialism. Those who stay the course risk deepening their precarity through multiple temporary engagements. Purposeful deskilling toward more stable employment that is disconnected from their previous educational and career accomplishments is a costly alternative in a situation of limited information and high uncertainty.

We bring into the conversation discussions of migrant precarity and academic precarity and draw on immigrant academics’ unique experiences and strategies to understand how this double precarization shapes their professional identities, mobility and work integration in Canadian higher education.

Meetings with colleagues are an essential activity in workplace collaboration. The iterative nature of collaborative work demands spaces that team members can access quickly and easily. Creating suitable meeting spaces will become more critical if the hybrid work model continues and the workplace environment becomes the hub for face-to-face collaborative time, learning and training. Workspace and fit-out is expensive so it is crucial that the investment in meeting spaces supports employees’ collaboration activities.

This paper presents a case study of a corporate organisation undertaken in New Zealand to investigate how employees from two business units use their workspace to collaborate within their own team and across other teams in their organisation. The study uses ethnographic techniques, including participant observation and in-depth face-to-face interviews.

The findings show that the frequency and nature of small group work in collaboration was underestimated in the initial planning of the new workspace. Although participants found the design and fit-out of the formal meeting rooms supportive of collaborative work, the meeting rooms were in high demand, and it was difficult to find a room at short notice. The breakout spaces were confusing because they lacked key design attributes identified by the participants as conducive to small group work. Design shortfalls together with fit-out features perceived as supportive of collaborative work are identified.

The research reports on employees’ perceptions and experiences across two functionally diverse business units, reflecting their different needs and concerns.

Within the scope of the research, articles about service robots were examined by the systematic review method.

The research aims to evaluate the articles on service robots, an artificial intelligence (AI) application in restaurant businesses, using a systematic review method. In systematic reviews, the data obtained as a result of scanning databases to find an answer to a research question are synthesized and reported. The criterion sampling technique, one of the purposeful sampling methods, was used for the sample of the research. Inclusion and exclusion criteria were applied within the scope of screening.

The articles on service robots were carried out between 2018 and 2023. In terms of research methods, most of the articles are quantitative, while there are studies on mixed and qualitative methods. In studies, data were generally collected by survey technique. The keywords of the studies on service robots are examined; the most commonly used words were service robot and AI, technology, restaurant, satisfaction, revisit intention, consumer behavior, intention, preference, hospitality and foods. The objectives of the articles pertinent to service robots are mostly to determine people's attitudes and acceptance toward these services focuses.

The studies seem to focus more on customer acceptance, trust, expectations, risks, adaptation, reasons for preference, impact on creative services, emotional and cognitive effects and human–robot interaction. Despite this, it is observed that there are fewer studies on topics such as the development of service robots in restaurant businesses, their reflections on the future, future opportunities and the quality of chef service robots. Based on this, it is recommended to consider studies that will serve as a reference for revealing innovative opportunities that can meet future expectations in order to increase the quality of service robots in restaurant businesses.

This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.

This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.

Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”

One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.

Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

This paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can enhance student engagement, foster critical thinking and provide immersive contextualization for historical events. Despite acknowledging challenges, this paper advocates for the purposeful adoption of VR technology in the classroom to enrich the teaching and learning of history.

This paper explores the integration of virtual reality and primary sources in social studies education by providing a detailed lesson plan that could be used as a model for this type of teaching, as well as other resources and opportunities to do so. It highlights the potential of VR to enhance engagement, historical thinking and historical empathy.

Integrating virtual reality and primary sources can support student engagement, critical thinking and historical empathy. There are also challenges that can be mitigated through careful planning.

This paper provides teachers with a pedagogical model and resources for integrating VR and primary sources, along with challenges and methods for mitigating those, in their secondary social studies classroom.

This paper offers a unique model for combining virtual reality and primary sources for secondary social studies educators. It provides an example lesson plan exemplifying its application and emphasizing VR’s potential to support teaching and learning.