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The research on the positive effects of children’s learning in and with nature is persuasive yet a deeper examination of the contemporary and historical discourses suggests that the school garden has been neither welcoming nor accessible to all children. Its detrimental effects on groups of children have been masked within the discourses of urban children’s health and wellbeing, environmental stewardship, and children’s connection with nature. The school garden has been used historically to enact adult agendas to contain and protect urban children from the social ills of modernity; civilise and assimilate marginalised, impoverished, and immigrant groups; and make future industrial and agricultural labourers who would in turn, entrench the white affluent society’s economic and social positions. In this sense, the school garden was used to reinforce patriarchal, colonial, white supremacist, and eugenic aspirations. We consider the school garden movement in North America through a discourse analysis of historical school garden texts to explore how childhoods were culturally constructed and how these discourses have influenced children both in the past and present.

The main purpose of this article is to understand the motivations for Bhutanese students to study hospitality and tourism courses. The second objective is to analyse what countries are the preferred destinations for study abroad and visitation for students. This includes focussing on new course topic areas such as sustainability for business in hospitality and tourism courses.

A quantitative methodology approach was undertaken with two surveys administered to the first and second student intakes into the Bhutan Middle Management Hotel Program. Motivational and reasoned action theory form the basis of the theoretical framework to understand behavioural intentions regarding educational choices in hospitality and tourism courses.

The results of the surveys indicate that the main motivations to study hospitality and tourism are for attraction, career opportunities, status, broader benefits and aptitude. In addition, it was found that students studying hospitality and tourism in Bhutan are likely to stay in the sector for a long period of time thereby contributing to the economic and social development of Bhutan. Moreover, it was found that the United Nations Sustainable Development goals are increasingly being integrated into the tourism and hospitality sector, which is influencing students to study these topic areas.

The results of this study will help government and hospitality providers support educational training programs by focussing on new education topic areas. This study is limited to Bhutan.

The results of this study will help government and hospitality providers support educational training programs by focussing on new education topic areas such as sustainability for business management. This will enable hospitality and tourism providers in Bhutan to update their curriculum and to focus on emerging industry needs.

This is amongst the first studies on Bhutanese students motivations for studying hospitality and tourism. It will provide practical and policy advise about how to train workers in order to become less reliant on foreign training providers and the importance of integrating sustainability topics in course design.

The purpose of this paper is to investigate the extent to which interdisciplinary (HASS, i.e. non-STEM) factors—in particular, accounting, stakeholder management and accountability—enable, influence and motivate large human exploration ventures, principally in maritime and space fields, utilizing Columbus’s and Chinese explorations of the 1400s as the primary setting.

The study analyzes archival data from narrative and interpretational history, including both academic and non-academic sources, that relate to two global historical events, the Columbus and Ming Chinese exploration eras (c. 1400–1500), as a parallel to the modern “Space Race”. Existing studies on pertinent HASS (Humanities and Social Sciences) and STEM (Science, Technology, Engineering and Mathematics) enablers, influencers and motivators are utilized in the analysis. The authors draw upon the concepts of stakeholder theory and the construct of accountability in their analysis.

Findings suggest that non-STEM considerations—politics, finance, accountability, culture, theology and others—played crucial roles in enabling Western Europe (Columbus) to reach the Americas before China or other global powers, demonstrating the pivotal importance of HASS factors in human advancements and exploration.

In seeking to answer those questions, this study identifies only those factors (HASS or STEM) that may support the success or failure in execution of the exploration and development of a region such as the New World or Space. Moreover, the study has the following limitation. Relative successes, failures, drivers and enablers of exploratory ventures are drawn almost exclusively from the documented historical records of the nations, entities and individuals (China and Europe) who conducted those ventures. A paucity of objective sources in some fields, and the need to set appropriate boundaries for the study, also necessitate such limitation.

It is observable that many of those HASS factors also appear to have been influencers in modern era Space projects. For Apollo and Soyuz, success factors such as the relative economics of USA and USSR, their political ideologies, accountabilities and organizational priorities have clear echoes. What the successful voyages of Columbus and Apollo also have in common is an appetite to take risks for an uncertain return, whether as sponsor or voyager; an understanding of financial management and benefits measurement, and a leadership (Isabella I, John F. Kennedy) possessing a vision, ideology and governmental apparatus to further the venture’s goals.

Whilst various historical studies have examined influences behind the oceangoing explorations of the 1400s and the colonization of the “New World”, this article takes an original approach of analyzing those motivations and other factors collectively, in interdisciplinary terms (HASS and STEM). This approach also has the potential to provide a novel method of examining accountability and performance in modern exploratory ventures, such as crewed space missions.

The purpose of this paper is to provide small and medium-sized enterprises (SMEs) in emerging markets with an updated Purchasing Portfolio Matrix (PPM) specifically for international sourcing. This data-driven PPM matrix is designed to provide a dynamic and process perspective that can help SMEs survive the disruptions caused by emergency situations such as the global COVID-19 pandemic.

This research reports on qualitative interviews with experienced informants from 15 SMEs in the manufacturing industry. The authors follow process-based research using a combination of retrospective and real-time case study approaches to gradually unveil the dynamics in segmentation and sourcing strategies in the international sourcing context during the COVID-19 pandemic.

The findings reveal the dynamics of segmentation and international sourcing strategies during global disruptions and unpack the underlying logic behind the dynamics that is specific to SMEs in emerging economies.

Existing literature on PPM predominantly focuses on static and normal sourcing circumstances. This paper addresses this gap by adopting a dynamic approach to study how sourcing strategies of SMEs from emerging economies evolve in a highly volatile environment from an international sourcing perspective.

Audio-visual presentations – delivered either in real-life or virtually – feature heavily in educational assessments and employer recruitment. This study explored neurodivergent undergraduate students' experiences of presentations. The aim was to understand how neurodivergent students describe experiences of presentations in educational and workplace contexts and how neurodivergent students experienced training, support activities and learning technologies associated with presentations.

An exploratory qualitative phenomenological approach was taken, from students' perspectives. Overall, 12 neurodivergent undergraduate students (M_age = 21.89 years, SD_age = 2.57; nine women, two men, one non-binary) discussed their experiences of presentations within educational and/or professional contexts via semi-structured remote interviews. The sample included individuals with diagnoses of anxiety, depression, dyslexia, borderline personality disorder, dyscalculia, dyspraxia, and panic disorder.

Thematic Analysis of interview transcript data revealed four main themes (with sub-themes in parentheses): Control (preparedness; delivery); Audience Perceptions and Behaviours (expectations of “normality”; shared knowledge; audience “expertise”); Intervention Efficacy (early access; individuality; learning technologies) and Value of Presentation Skills (reciprocity between education – workplace; self-efficacy; self-esteem; learner development).

The dataset was extracted from a relatively small sample from a single university and indeed a single academic discipline. Furthermore, the dataset was collected during the ongoing COVID-19 pandemic – although this gives us a valuable snapshot of students' experiences and perceptions during this time, whether the author can extrapolate these findings in future is unclear.

The findings help understand how we better support students. Better ways to support learners can be developed in developing presentation and audience skills. This research shows that alternative assessment provisions must be based on individuals and their own specific needs and skills, rather than their divergence label. This research can inform the development of digital learning technologies.

This research can inform how educators, coaches, trainers, and facilitators “train” audiences to be more inclusive and less prejudicial/biased. We can understand how to better construct social spaces for presentations, in the classroom and the world of work.

This report presents a valid and valuable methodological approach, conducted and reported transparently. This research was conducted during a crucial, unprecedented and precarious time period for learners and education professionals. Implications are considered with respect to the design of teaching, learning and assessment activities; facilitator, learner, and peer behaviours; the role of digital learning technologies; and employment/employability.

Supply chains must rebuild for resilience to respond to challenges posed by systemwide disruptions. Unlike past disruptions that were narrow in impact and short-term in duration, the Covid pandemic presented a systemic disruption and revealed shortcomings in responses. This study outlines an approach to rebuilding supply chains for resilience, integrating innovation in areas critical to supply chain management.

The study is based on extensive debates among the authors and their peers. The authors focus on three areas deemed fundamental to supply chain resilience: (1) forecasting, the starting point of supply chain planning, (2) the practices of supply chain risk management and (3) product design, the starting point of supply chain design. The authors’ debated and pooled their viewpoints to outline key changes to these areas in response to systemwide disruptions, supported by a narrative literature review of the evolving research, to identify research opportunities.

All three areas have evolved in response to the changed perspective on supply chain risk instigated by the pandemic and resulting in systemwide disruptions. Forecasting, or prediction generally, is evolving from statistical and time-series methods to human-augmented forecasting supplemented with visual analytics. Risk management has transitioned from enterprise to supply chain risk management to tackling systemic risk. Finally, product design principles have evolved from design-for-manufacturability to design-for-adaptability. All three approaches must work together.

The authors outline the evolution in research directions for forecasting, risk management and product design and present innovative research opportunities for building supply chain resilience against systemwide disruptions.