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The paper aims to elucidate the potential of a socio-cultural approach to social marketing. Drawing on a practice-theoretical understanding of change, the paper discusses how a socio-cultural approach can inform social marketing and enhance the possibilities of the field to address complex, multifaceted issues that require changes beyond the individual.

While the paper is conceptual in nature, it uses an illustrative example of food waste as the basis for an investigation of what a socio-cultural approach, rooted in practice-theoretical understanding of change, means for social marketing.

The paper is conceptual in nature but highlights new opportunities for social marketing connected to a socio-cultural approach foregrounding practice changes. The paper introduces potential roles that social marketers can adopt to initiate and support practice changes in the context of food waste.

The paper emphasises the importance of focussing on the socio-culture and practices connected to the issue in question, both when scoping for insight and when developing the ways to address it.

By integrating a practice-theoretical understanding of change, social marketing and food waste literature, the paper offers novel insights about the potential of adopting a socio-cultural approach to social marketing. The paper discusses a socio-cultural approach to social marketing in context, emphasising the roles social marketers can play in practice changes.

There is a recent growing interest to find a lasting intervention to rural poverty (RP) in developing countries based on farmer entrepreneurship and innovation. The purpose of this paper, therefore, is to examine the relation between entrepreneurship and RP alleviation in two resource-constrained provinces of China. This paper assesses the influence of three capabilities of farm entrepreneurs – educational, economic and socio-cultural – on farmer entrepreneurship growth and how these, in turn, impact alleviation of RP.

Household survey data comprising 363 respondents were taken from four deprived communities in two provinces of China. The paper employed structural equation modeling (SEM), using AMOS 21.0 alongside SPSS 20.0 to test the relations between the constructs.

The results show that a statistically significant and positive relation exists between entrepreneurship and RP alleviation in China. The findings of the study further reveal that qualitative growth of entrepreneurship has a stronger positive influence on RP alleviation than on quantitative growth, and socio-cultural capabilities of respondents significantly and positively affect entrepreneurial growth of farmers, rather than education and economic capabilities.

The use of data from four communities in two provinces tends to limit the ability to generalize the findings of the study. Furthermore, the survey did not collect information on non-farm entrepreneurs, making it impossible to compare the findings from farm entrepreneurs with non-farm entrepreneurs.

The findings have practical implications for policy makers in rural China toward addressing targeted RP. This paper, therefore, suggests that entrepreneurship should be pursued vigorously among farmers in rural areas of China to help solve poverty. The paper also presents a useful lesson for various stakeholders in poverty alleviation programs in other developing countries.

This paper contributes to the academic literature on the entrepreneurship–RP alleviation nexus by combining the theory of capability and SEM in the analysis of an emerging economy such as China.

While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the “black box” of learning in a Challenge Lab curriculum with transformational sustainability ambitions.

Realist evaluation was used as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used.

Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations: engaging with complex “in-between” sustainability challenges in society with stakeholders across sectors and perspectives; navigating purposeful and transformative change via backcasting; and “whole-person” learning from the inside-out as an identity-shaping process, guided by personal values.

The findings of this paper can inform the design, development, evaluation and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment.

This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors.

Despite the increasing number of transnational universities around the world, little attention has been paid to students who attend foreign universities in their own countries and their adjustment to the new learning environment. This study aims to examine some of the adaptations freshmen students have to undergo while studying at an American university in the United Arab Emirates (UAE).

This study is conducted at an American university in the UAE and involved 152 freshmen students, investigating their challenges to adapting to the university academically and socially. The target respondents were first-year students, typically 18–19 years old men and women of various majors and nationalities who completed high school in the country. Questionnaires were emailed to students; a total of 184 surveys were completed (with prior permission), but only 152 of those fitted the criteria and were used in the study.

Findings indicate that although these students study at home, by attending a foreign university many of them rely heavily on the support of peers, especially co-nationals. They require similar academic and emotional support from teachers as many first-year students at university do.

The findings have limitations as data were collected at a single point in time through surveys. Being a single researcher, the study did not opt for breadth to answer the research questions but aimed to find out freshmen students’ challenges in adapting to the university. Despite the limitations of the study, several issues were raised that can be investigated in future studies.

The study provided insights into the challenges first-year students face at a transnational university in the UAE. It identifies the support that could be provided by the university to facilitate students’ successful adjustment process to the educational and socio-cultural environment of the university. Although this was small-scale research and cannot be generalized to a larger population, the findings could be transferable to other, similar settings in transnational universities in the region. Findings might be compared and contrasted to other, related cases, as the structural aspects could be noticed in similar cases or situations.

Nigeria has one of the highest graduate unemployment rates in Africa, and there is no comprehensive policy framework to address it. Evidence shows that integrating craftsmanship into higher education academic programmes can enhance graduate employability. Therefore, there is a need to integrate it into the built environment programmes at institutions in Nigeria. The built environment craftmanship (BEC) in Nigeria's HEIs may have had some challenges, although studies about these challenges are scarce. In this regard, the study investigated BEC's perceived encumbrances and proffered measures to integrate craftsmanship skills in Nigerian HEIs built environment programmes.

The research adopted a qualitative research design using a virtual interview approach to solicit data from 34 experts across Nigeria. An exploratory approach was used to engage selected HEIs in Nigeria and thematic analysis was adopted to analyse the collected data, and saturation was achieved.

The study findings indicate that integrating BEC in built environment programmes will enhance graduate employment. However, possible encumbrances like institutional frameworks, funding, infrastructural development and pedagogical and social-cultural issues were found to be affecting BEC's integration into built environment programmes at higher education in Nigeria.

Future studies should explore more detailed large-scale investigations about integrating craftsmanship into higher education institution (HEI) programmes.

Given the dearth of pragmatic studies on the built environment graduates' unemployment in Nigeria, this research contributes to the academic community debates on reducing graduates' unemployment via BEC in HEIs.

The Models of Child Health Appraised (MOCHA) project recognises that child health policy is determined to a great extent by national culture; thus, exploring and understanding the cultural influences on national policies are essential to fully appraise the models of primary care. Cultures are created by the population who adopt national rituals, beliefs and code systems and are unique to each country. To understand the effects of culture on public policy, and the resulting primary care services, we explored the socio-cultural background of four components of policy-making: content, actors, contexts and processes. Responses from the MOCHA Country Agents about recent key national concerns and debates about child health and policy were analysed to identify the key factors as determinants of policy. These included awareness, contextual change, freedom, history, lifestyle, religion, societal activation and tolerance. To understand the influence of these factors on policy, we identified important internal and external structural determinants, which we grouped into those identified within the structure of health care policy (internal), and those which are only indirectly correlated with the policy environment (external). An important child-focused cultural determinant of policy is the national attitude to child abuse. We focused on the role of primary care in preventing and identifying abuse of children and young people, and treating its consequences, which can last a lifetime.

The present chapter explicates urban and rural childhoods in India. It presents childhood as a dynamic product arising out of an intersection of children's experiences in different familial–socio-cultural contexts, and children's positions within parent–child interactions and relations. These contexts and interactions tend to colour and shape the childhoods that children inhabit. Drawing on fieldwork conducted in urban and rural India, the chapter documents (1) nature of children's engagements and (2) parent–child relations, explicitly observed in parent–child interactions, provisioning warmth and care; parental control and supervision over children and children's participation in the overall fabric of family life and so forth. Forty-eight parents (24 urban and 24 rural) of children aged 7–11 years participated in the study. Qualitative data gathered through semi-structured interviews and home observations revealed distinctions in urban and rural Indian childhoods. Urban childhood is characterised by rights and privileges, and the centrality of academic pursuits, while rural childhood is featured with subtle induction into economic and social fabric of rural life. Although the world of ‘Indian childhood’ seemed plural, childhood playfulness and learning seemed to be the unifying themes. Geared to the fact that children have to make a living with limited means in the future, both childhoods were accelerated in preparation for future. Dwelling on the complexities in children's lives, this article appreciates diversity and multiplicity in childhoods.

University students' ratings of teaching and teachers' performance are used in many parts of the world for the evaluation of faculty members at colleges and universities. Even though these ratings receive mixed reviews, there is little conclusive evidence on the role of the intervening variable of teacher and student gender in these ratings. Possible influences resulting from gender-related differences in different socio-cultural contexts, especially where gender combination in student and faculty population is not proportionate, have not been adequately investigated in previous research. This study aimed to examine Iranian university students' ratings of the professional performance of male and female university teachers and to explore the differences in male and female university students' evaluation of teachers of the same or opposite gender. The study was a questionnaire-based cross-sectional survey with a total of 800 randomly selected students in their different years of undergraduate study (307 male and 493 female students, reflecting the proportion of male and female students in the university) from different faculties at the University of Kashan, Iran. The participants rated male and female teachers’ performance in observing university regulations, relationship with colleagues, and relationships with students. The researchers used descriptive statistics, means comparison inferential statistics and focus-group interview data to analyze and compare the students’ ratings. The results of one-sample t-test, independent samples t-test, and Chi-square analyses showed that a) overall, male university teachers received significantly higher overall ratings in all areas than female teachers; b) male students rated male teachers significantly higher than female students did; and c) female students assigned a higher overall mean rating to male teachers than to female teachers but this mean difference was not significant. These results are studied in relation to the findings in the related literature and indicate that gender can be an important intervening variable in university students' evaluation of faculty members.

This study employs the social ecology model to comprehensively explore the complex challenges young Black men face in South Africa and aims to highlight the importance of collaboration in addressing these multifaceted issues.

A multidisciplinary approach combines insights from sociology, education and the health literature with regard to government reports and academic data, and provides a holistic analysis of challenges faced by young Black men. Furthermore, it emphasises formal and informal learning, social and environmental influences and health disparities.

Young Black men in South Africa encounter complex challenges throughout their developmental journey, including limited family support, educational barriers, financial constraints, societal expectations and health disparities. Therefore, collaboration among stakeholders is essential for creating an equitable and inclusive environment that supports their development.

This research provides a comprehensive understanding of the challenges faced by young Black men in South Africa by emphasising the interconnectedness of informal education, economic empowerment and healthcare. Future research should focus on longitudinal studies, cultural influences and international comparisons, informing evidence-based interventions for a more equitable society.