Search results

This chapter draws on experiences of research with children who work as street traders in Nigeria, with a focus on establishing trust and the related concepts of power and rights. The discussion stems from a study which used a rights-based approach to gather children’s accounts of their experiences of working as street traders within a large market in a Nigerian city. Seventeen children (aged 10–15 years) took part in semi-structured interviews and focus groups. Children talked about difficult situations as they undertook tiring work and received conflicting messages about the importance of making an economic contribution to the family, versus the need to attend school. Researching these accounts entailed a number of ethical challenges, which centred on access and recruitment; consent/assent and participation; sensitivity of research; and researcher positionality. First, recruitment was limited to children with parents/guardians who could give consent, with assent from the children. Second, a relationship of trust had to be negotiated between the researcher and the participating children. This involved acknowledging different elements of adult–child positionality, which had implications for the ways in which children participated in the study. Third, sensitivity was essential given that children could discuss attitudes or activities, which were not universally seen as acceptable. Fourth, researcher positionality influenced all aspects of the study, including access to children, how relationships were forged and the interpretation of data. All of these challenges relied heavily on building trust with children. However, the authors illustrate how trust must be employed cautiously in research with children, given adult–child power disparities.

This chapter examines the involvement of finance companies in the purchasing and leasing of Australian farmlands. This is a new global phenomenon as, in past decades, finance companies have lent money to farmers, but have rarely sought to purchase land themselves. We investigate and discuss the activities of the Hancock company – an asset management firm that invested in farmland in northern NSW. Material on the activities of Hancock and other investment firms were obtained from documents on the public record, including newspaper reports. Semi-structured interviews with community members were conducted in the region of NSW where Hancock operated. Australian agriculture is being targeted for investment by companies in the finance industry – as part of a growing ‘financialization’ of farming. While it is financially beneficial for companies to invest, they do not do so in ‘empty spaces’ but in locations where people desire to live in a healthy environment. The Hancock company was criticized by community residents for failing to recognize the concerns of local people in pursuing its farming activities. To date, there have been few studies on the financialization of farming in Australia. By investigating the operations of the Hancock company we identify a number of concerns emerging, at the community level, about an overseas company running Australian-based farms.

Being literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.

This investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.

Findings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.

The preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.

This research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.

While the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.

The purpose of this study was to develop an initial understanding of sport brand ambassador participants' experiences in sponsored user generated branding (UGB) programs to assist sport organizations in developing the most mutually beneficial brand ambassador programs possible.

Semi-structured interviews were held with six individuals who serve as brand ambassadors for various sport brands. Data were analyzed using qualitative thematic analysis.

Participants were intrinsically motivated to serve in brand ambassador roles. Their experiences were impacted by whether their personal expectations were met, perceived relationship with the brand, perceived value to the brand, and perceived amount of work involved. They reported the best aspects of participation were a sense of community and free products and/or discounts. The most challenging aspects included not wanting to come across as a marketer, self-inflicted pressure to perform a certain way for the brand, pressure to purchase products, and lack of clear communication from the brand.

As this study was qualitative, the findings are unique to the participants and the brands they represent. Therefore, the findings may be used to guide other research and brands but are not generalizable.

Sport brands wishing to employ sponsored UGB strategies such as brand ambassador programs must set clear expectations for ambassadors, communicate regularly, and develop a sense of community with and among ambassadors.

This study contributes to the limited sport management research on sponsored UGB and offers theoretical and practical implications in the areas of sport marketing and branding.

This chapter will explore the development of a research project which seeks to capture the experiences of young disabled people who are undertaking a programme with The Comedy Trust. The programme seeks to address the barriers encountered by disabled young people when entering the world of work and to encourage more inclusive recruitment practices. The authors seek to highlight how comedy can be used not only as a tool to promote social justice but also as a research method. The chapter is based on co-produced piece of research which brings together a young disabled person (Harry Georgiou), a careers lead and inclusion mentor based within a special school (Sarah Spoor), a community operations and fundraising manager based within The Comedy Trust (Charlene Davies) and a university academic (Marie Caslin). For all of the team the authors' central aim is to ensure that young disabled people's voices are heard throughout this chapter and the authors will outline how they hope to achieve this. The authors are currently at the very early stages of their project, and with this chapter, the authors hope to provide an insight into the lessons we have learnt so far.

Improvements were delivered in the care of patients on anti‐coagulants through a collaborative improvement methodology within one primary care organisation. Although a key clinical governance priority, the project was conducted in a low‐key manner with minimal support. Practice teams were encouraged to apply evidence through small‐scale testing of changes, using measurements to monitor improvement and to share what they learned amongst themselves. No specific model of care was pursued and instead the emphasis was on demonstrating an improvement at the practice level, by whatever means worked best. The methodology used was similar to that applied in major national and regional collaborative programmes. This project demonstrates how it can be simplified and implemented within one primary care organisation to deliver improvements in care as well as to support the building of teams and learning about measurement and quality improvement.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

Across all kinds of organizations, including schools, a prevailing discourse values leadership that pursues new ideas, new knowledge, and new practices that promise to improve performance and service. Educational leadership is, accordingly, being pressed to reshape itself to become more entrepreneurial and to promote the idea of the “enterprising self.” Profound challenges to the purpose of educational leadership are bound up with this, however. They include questions of both meaning and values around the ideas and practice of entrepreneurial leadership. This chapter examines the discourse of enterprise and entrepreneurialism, and then considers the scope for responding to and shaping this discourse and the nature of entrepreneurial leadership through the ideas underpinning democratic entrepreneurialism and adaptive strategies. Implications for principal preparation and development are suggested, including the importance of problematizing entrepreneurial leadership and engaging leaders and aspiring leaders in dialogue around the diverse varieties and progressive possibilities of entrepreneurialism.