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The purpose of this paper is to aim at exploring the relationship between community building and the changes occurred in the context of a post-disaster self-built ecovillage (EcoVillaggio Autocostruito (EVA)), spontaneously born after the L’Aquila earthquake in 2009. The community eventually dissolved in 2014, following a series of changes in the organization, that resulted in an increasingly centralized decision-making process, and in individual and community relationships, that were fueled by conflicts and contrasts.

Through a self-ethnography method, the paper provides the insider perspective of the lead author who was a part of EVA since the beginning. Self-ethnography allowed developing a narrative of EVA across its life course.

Findings reveal that the community into EVA was initially pursuing community-building goals through self-construction, sustainability, mutuality and reciprocity relationships out of market. However, several events occurred and changed community goals, organization and decision making. Eventually, individual goals and vertical decision making emerged among the community members, leading to the death of EVA.

The paper just considered those main events that marked the collective and individual life of the lead author since the beginning until the end of the ecovillage. Others events, equally important, were not considered due to word length. In addition, self-ethnography is still considered by some authors as a subjective method.

The paper is one of the few exploring community experiences into post-disaster ecovillages. Moreover, there are no papers investigating post-disaster ecovillages through a self-ethnography approach. Therefore, the paper offers an innovative and original perspective on the under-investigated topic of post-disaster ecovillages and employs a promising research method in disaster studies.

The purpose of this paper is to highlight levels of power in research ethics that are insufficiently addressed in self-ethnographic research literature.

The paper reflexively draws from a qualitative research that was conducted in a higher education institution (HEI) in South Africa. The reflection is substantiated with literature on various aspects of the reflection. The research design was self-ethnography, conducted within a postmodernist paradigm.

The reflection exposes the hidden levels of power in the process of ethical clearance and gatekeeping of access to participants. It also suggests that different theoretical perspectives about ethics work together throughout the self-ethnographic research process.

The research on which the paper is based was conducted in only one college of one HEI. Therefore its findings may only be contextual.

The exposure of the levels of power contributes to the discourses of research ethics and may caution self-ethnographic researchers about the complexities of research ethics involved in this research design.

Although there is plethora of literature about ethics and insider research, little has been done to bring to light the various levels of power that this paper highlights.

The aim of this paper is to present an interview and postscript that examine the specific meaning, rationale, conceptual framework, assessment and teaching of critical reflection in and on professional development in management and higher education from an action research perspective.

This article is presented in the new genre of PIP (Zuber-Skerritt, 2009): Preamble – Interview – Postscript. The Preamble (P) sets out the background, purpose, structure and conduct of the interview (I), which addresses six probing questions and is followed by a Postscript (P) that reveals additional comments and reflections on the interview, and identifies learning outcomes and implications.

Reflective practice is essential for a deep approach to learning, research and professional development and it is a driving force to enable learners to be adequately equipped for constant and complex change in today's and tomorrow's turbulent world.

The article is positioned to inspire further R&D in the current debate on urgently needed radical and rapid change in higher education for the twenty-first century.

As well as the article's practical suggestions about why and how to develop reflective learning/practice, the PIP conceptual model applied in this article offers a useful practical approach for researchers to explore self-ethnography through interviews.

Two conceptual models illustrate the essence of this article, providing practical help to academics and other professionals to advance reflective practice in research and learning.

The purpose of this paper is to discuss the transforming effect of pursuing person centered ethnography using contemporary reflexive methods and a cultural traditions model on a researcher in late life. It attempts to show the usefulness of life history research as a lens through which to examine the complex ways people age. It adds to literature dealing with ethnographic studies of aging women and demonstrates personal narrative as a way to convey information. Lastly it demonstrates the value of studies pursued by researchers in old age, and illuminates aspects of ethnographic work when women interview women.

Using a journey format, the paper uses personal narrative as a way to achieve its goals. The personal account is complemented by noting other ethnographic studies that have contributed to age studies literature, and it draws attention to the value of reflexivity in good ethnographic work as proposed by anthropologists Barbara Myerhoff and John Caughey.

The paper points toward research institutions who study aging valuing ethnographic findings and making use of researchers in old age to engage in ethnographic studies. It points to the possibility that elders engaged in such research may strengthen their sense of self and empower them as they make a contribution to age studies.

This paper deals with the transformative power of engaging in reflexive life history research, especially as it is done by an ethnographer in late life. This freeing from customary cultural ways of thinking may be as beneficial to the researcher as life review or reminiscence. This should be explored further.

The paper points to the idea, implicit not explicit, that an elder who engages in reflexive life history research that involves doing a self-ethnography, can benefit in ways similar to having engaged in life review or reminiscence. This is original.

The purpose of this paper is to reflect on the author’s personal use of scenario planning methodology in accounting classes and how it can be useful for creating accounting graduates who are better prepared to face greater uncertainty.

The paper is based on the author’s self-ethnography.

Accounting education is criticized for its inability to educate graduates capable of advising current and future business in an extremely uncertain environment. Scenario planning as a compulsory component in accounting courses can be a potential remedy.

The author encourages accounting educators to find an appropriate balance in their training programs between professional skills and the skills required of accounting graduates to be change agents.

This paper aims to investigate the process by which performative technologies (PTs), in this case accreditation work in a business school, take form and how humans engage in making up such practices. It studies how academics come to accept and even identify with the quantitative representations of themselves in a translation process.

The research involved a longitudinal, self-ethnographic case study that followed the accreditation process of one Nordic business school from 2015 to 2021.

The findings show how the PT pushed for different engagements in various phases of the translation process. Early in the translation process, the PT promoted engagement because of self-realization and the ability for academics to proactively influence the prospective competitive milieu. However, as academic qualities became fabricated into numbers, the PT was able to request compliance, but also to induce self-reflection and self-discipline by forcing academics to compare themselves to set qualities and measures.

The paper advances the field by linking five phases of the translation process, problematization, fabrication, materialization, commensuration and stabilization, to a discussion of why academics come to accept and identify with the quantitative representations of themselves. The results highlight that the materialization phase appears to be the critical point at which calculative practices become persuasive and start influencing academics’ thoughts and actions.

Shadowing is a form of non-participant observation that entails following and observing research participants as they go about their everyday business. It offers a possibility to gain in-depth insights into individuals’ actions, roles, and personalities, as well as their social relations and environments. However, shadowing remains – as do other observational and ethnographic methods – largely unfamiliar within the field of higher education research. As a result, a methodological – and, consequently, knowledge – gap has formed: while document, policy, survey, and interview analyses offer insights into how things should be done or are said to be done, few studies offer an understanding of how things are actually done. Based on my experience of shadowing heads of departments at an English university, I discuss the strengths of the method and warn about the issues one has to carefully navigate when conducting shadowing, with a particular focus on carrying out such research in higher education environments. The chapter advocates for a wider use of shadowing among higher education researchers, concluding that our understanding of higher education dynamics can benefit most from this method when it is combined with other data collection techniques.

Studies uniformly portray the assistant principal (AP) position as challenging given a number of systemic issues that negatively impact job satisfaction and performance. Mentoring has been proposed as a way to redress these problems. The purpose of this paper is to illuminate an alternative to traditional mentoring and make recommendations for how to utilize this approach in supporting APs and principal interns.

The authors employ a retrospective and conversational approach, sharing incidents and interactions from their professional experience and making connections to existing research literature. The authors explain the relevance of three concepts developed in relational cultural theory (RCT) including: interdependent self-in-relation, growth-fostering interactions, and an exploration of systemic power.

The narrative exposes the ambiguity of school leadership and its toll, as well as how relational mentoring facilitates integration and making sense of challenging experiences for improved coping. Barriers in communication are described and the ways relational mentoring addresses these weaknesses by building trust, recognizing the expertise of mentor and protégé, and encouraging protégé empowerment and judgment.

Potential research limitations such as inaccuracies in recall, reliance on a single method, and hindsight bias are recognized and addressed to reduce their threat.

RCT may provide ways to develop and structure more effective mentoring programs and educate both aspiring leaders and their mentors in their work together to provide for leadership development.

Improved mentoring practices have the potential to help APs socialize into the role more quickly and become more effective school leaders.

The authors describe the use of RCT in a new context. The paper provides insights and guidance for APs, principals, principal interns, and leadership preparation faculty to offer a pathway on which to prepare the next generation of school leaders equipped with the desired competences and experiences to transform schools.

Marketing and consumer researchers have only recently been able to put videographic methods into their data collection and research representation toolkits. This paper provides an overview of these methods and offers some guidelines for their use.

We offer an overview of videographic methods that illustrates the considerable choice and diversity offered to budding videographers. With examples from different kinds of marketing and consumer research, from academia as well as marketing research practice, we survey, critique, and make recommendations about some of the best ways to use this method. We also promote current and existing venues for distributing videographic work.

We find videographic methods full of promise and in the early introduction growth stage in marketing and consumer research. Combined with decreases in the cost and availability of digital recording media, videography is ready for prime time.

Much observational data have been to a large extent “left on the table” because there have been no convenient, reliable, and cost‐effective ways to capture and analyze them and build them into our research theories and representations. In this paper, we present an overview and a set of detailed examples that help to develop, systematize, and begin institutionalizing videographic methods in consumer and marketing research. The result is consumer and marketing research more attuned to the lived realities of everyday consumption, and a broadened research toolkit to capture and expressively present these realities.