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Air travel is becoming increasingly recognized as a source of greenhouse gas emissions contributing to climate change. This is particularly relevant for the university sector, which relies heavily on staff air travel for domestic and international mobility.

Using a qualitative content and textual analysis of Australian university sustainability policies, documents and Web pages, this paper discusses the extent to which these organizations take the task of reducing emissions from flying seriously.

Universities fall into one of three groups in this regard. “Air Travel Ignorers” are organizations that either have no sustainability policy or none that recognize air travel as a source of greenhouse gas emissions. The second group – “Recognition without Intervention” – describes universities that do acknowledge the role of air travel in their carbon footprint, but do not propose any means to reduce the amount of flying they do. Third, “Air Travel Substituters” seek to substitute their air travel with a digital form of mobility, usually video conferencing.

The authors then highlight the need to decrease and denormalize university air travel through shifting shared expectations of mobility for events such as conferences and meetings.

By way of a conclusion, the authors discuss the nature of air travel for Australian academia and the relationship between various forms of mobility, connectedness and co-presence.

This is the first comprehensive analysis of Australian university sustainability policies with respect to air travel.

Lawrence Angus is Professor is Head of the School of Education at the University of Ballarat. His most recent book (with Professor Terri Seddon of Monash University) is Reshaping Australian Education: Beyond Nostalgia. His publications include several books over 50 refereed book chapters and articles in academic journals. His particular research and teaching interests include education equity and policy.Eve Gregory is a Professor in the Department of Educational Studies at Goldsmiths’ College, University of London She joined the Department of Educational Studies in 1987, after having taught for nine years in schools and two years at Nene College, Northampton. During her years at Goldsmiths, she has co-ordinated language and literacy programmes for the BA Ed, taught across Early Years programmes and established student exchanges in France, Spain and Austria. Recent research has included studies on family literacy history, on siblings (both funded by the ESRC) and children’s home and school literacy practices (funded by the Leverhulme Trust).Kathleen Gwinner began her career in education as a high school art teacher in rural areas near Kansas City, Missouri and El Paso, Texas, and then in Houston’s urban schools. Travel and a continuing interest in art history prompted her to return to university for a Masters degree in European history, and she subsequently taught history and art history courses at private and public schools with a great variety of student populations. Her doctoral research was conducted at a specialized vocational school within the Houston metropolitan district where she was a teacher. She now teaches at a school for the gifted and talented where she is continuing her research on high achieving girls.Martyn Hammersley is Professor of Educational and Social Research, Faculty of Education and Language Studies, the Open University. His early work was in the sociology of education. Much of his more recent work has been concerned with the methodological issues surrounding social and educational research. He is currently investigating the representation of research findings in the mass media. He has written several books, including: (with Paul Atkinson) Ethnography: principles in practice (Routledge, 1995); The Dilemma of Qualitative Method (Routledge, 1989); Reading Ethnographic Research (Longman, 1998); What’s Wrong with Ethnography? (Routledge, 1992); The Politics of Social Research (Sage, 1995); (with Peter Foster and Roger Gomm) Constructing Educational Inequality (Falmer, 1996); Taking Sides in Social Research (Routledge, 1999); and Educational Research, Policymaking and Practice (Paul Chapman, 2002).Sam Hillyard is a lecturer in sociology at the Institute for the Study of Genetics, Biorisks and Society and a member of Nottingham’s Institute for Rural Research. Her research interests include ethnographic research and theorising; the Sociology of Education; the history of symbolic interactionism and the sociology of Erving Goffman. At Nottingham, she teaches rural sociology and recently finished a research project studying images of farming in children’s literature.Caroline Hudson is Basic Skills Advisor in the Home Office National Probation Directorate. Caroline has published on offending and education, evidence-based policy, and family structure (intact nuclear, reordered nuclear, single parent and care) and young people’s perceptions of family and schooling. Her principal research interest is issues related to social exclusion. Prior to working in the Home Office, Caroline was a researcher at Oxford University Department of Educational Studies and Oxford University Centre for Criminological Research. Before doing a Master’s and doctorate at Oxford University, Caroline was a secondary school English teacher for 12 years.Bob Jeffrey’s ethnographic research at The Open University has focussed on the effects of policy reform and managerialism on the creativity of primary teachers in England. Together with Peter Woods, he has identified their dilemmas and tensions, their creative responses, identity reconstructions, and changes in professional role. He has, together with Geoff Troman, and Dennis Beach, established an extensive European network of ethnographic research interests and his current research project involves ten European partners focussing on the student’s perspectives of their learning experiences with particular reference to their creativity. He has maintained a regular flow of articles concerned with ethnographic methodology.Susi Long is an Associate Professor in Early Childhood Education and Language and Literacy at the University of South Carolina in the U.S. Her research interests include language and literacy learning in marginalized populations and teacher education. In 1997, she received the National Council of Teachers of English (NCTE) Promising Researcher Award for her ethnographic study of cross cultural learning in Iceland. She continues similar work in the United States with projects that include a study of professional development at the University of South Carolina’s Children’s Center, a six month study of Mexican American kindergartners, and a long-term study of new teachers during their first three years of teaching. Key publications can be found in the journals, Research in the Teaching of English; The Journal of Teacher Education; Reading, Language and Literacy; NCTE’s Primary Voices; and in an upcoming issue of the NCTE’s Language Arts. Her most recent work is coedited with Eve Gregory of Goldsmiths College and Dinah Volk of Cleveland State University. The volume, Many Pathways to Literacy (Routledge Falmer, 2004) is a collection of studies that illuminate mediators of language and literacy learning in the lives of young children across a range of cultural settings in the U.S. and in the U.K.Colton Paul worked as a primary school teacher for a number of years in the London Borough of Haringey and Tower Hamlets. He is now employed as a lecturer at Goldsmiths College educational department. Colton Paul is primarily concerned in his research with culture, identity and education, in particular the ways in which notions of race, power, and representation interact to influence cognitive development. his current area of research for his PhD thesis is focused on the effects of mythologies and power relations on the educational development of children of Caribbean heritage.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Ruth Silva teaches at the College of Education, University of North Texas having completed her doctorate in teacher education at the University of Houston. She has been a teacher and administrator in high schools in Australia and an administrator with the Department of Education (Independent and Catholic Schools) in Sydney. Her research focuses on the role of the classroom teacher as researcher, instructional supervision, and pre-service teacher education.Katie Van Sluys is a doctoral research student at Indiana University.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Wendy Sutherland-Smith is a lawyer turned teacher and an Associate- Lecturer in the Faculty of Business and Law at Deakin University. She has taught in secondary and tertiary institutions for the past fourteen years. Currently, she is teaching Corporations and Business Law to international students, whilst also undertaking doctoral studies in the Faculty of Education at Monash University in Australia. Her Ph.D is a cross-disciplinary investigation of notions of plagiarism, from perspectives of Legal and Literary theory. She is particularly interested in the Internet literacy practices of tertiary undergraduate ESL students. In her doctoral work, Sutherland-Smith is focuses on Bourdieu’s notions of symbolic violence, cultural capital, habitus and field. She applies these critically in analyses of international ESL students’ academic writing, both print-text and Web-text based, with respect to plagiarism and intellectual property. She has published articles in The Reading Teacher (2002), Prospect (2002), and TESOL Journal (2003) on her research of international students’ reading practices in paper-text compared to hyper-text environments. She has also published in the broader area of the nexus between linguistic and legal theory. Her email address is wendyss@deakin.edu.au.Dinah Volk is a Professor and Coordinator of the Early Childhood Program, Cleveland State University, Cleveland, Ohio, USA. She has taught young children in the U.S. and Latin America and her research interests include sibling and peer teaching and the language and literacy practices of young bilingual children and their families. Volk is co-editor, with Gregory and Long, of Many Pathways to Literacy: Young Children Learning with Siblings, Peers, Grandparents, and Communities (RoutledgeFalmer, 2004) and is co-author, with DeGaetano and Williams, of Kaleidoscope: A Multicultural Approach for the Primary School Classroom (Prentice Hall, 1998). Her articles have been published in Research in the Teaching of English, the Journal of Early Childhood Literacy, Reading: Language and Literacy, and the Early Childhood Research Quarterly.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, Ed.). Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) Doing Qualitative Educational Research (Continuum, 2001) and British Private Schools: Research on policy and practice (Woburn Press, 2003, Ed.). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, private schools, religiously-based schools and ethnographic research methodology. He is editor of the Oxford Review of Education and has recently completed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.Sue Walters completed her DPhil research in the Department of Educational Studies at Oxford University and is now a Research Fellow in the Faculty of Social Sciences, The Open University, Milton Keynes (researching Ethnicities and Contemporary Rural Identities). She was previously a Secondary School English teacher and an English as an Additional Language specialist and has academic degrees in Literature, Women’s Studies and Educational Research Methods. Her current research interests lie in issues concerning academic achievement and Bangladeshi pupils, ethnic minority and bilingual pupil’s experiences of schooling and ethnicities and identities.

Lawrence Angus is an Associate Professor in the Faculty of Education, Monash University, Melbourne. Much of his work has been conducted in relation to educational policy and institutional restructuring, which he connects with issues of social formation, culture and equity. Angus’s current interest is in the part played by schools in the construction and legitimation of various forms of culture and knowledge associated with the use of new technologies, and the implications of these for educational practice, inclusion/exclusion and (dis)advantage. Angus has a strong research and publication record in socio-cultural analysis of processes of schooling, and a record of strong policy work including participation in government advisory committees. His analyses of educational processes and practices and what these mean for the conceptualisation of educational policy and educational reform have been especially influential. His most recent book, with Terri Seddon, is Reshaping Australian education: Beyond nostalgia (Australian Council for Educational Research, 2000). He has extensive experience of qualitative research and has published internationally on methodological debates and innovations in critical ethnography.Karin Aronsson is a professor at the Department of Child Studies, Linkööping University. Much of her research concerns multiparty conversations in institutional settings, e.g. family therapy talk, pediatric interviews, and classroom conversations. Other investigations concern codeswitching in bilingual children’s play, and language shift phenomena in relation to sibling caretaking. Several of her studies map the social choreography of talk-in-interaction along specific continua; e.g. formality-informality and alignment-disalignment. A series of recent studies concern classrooms dialogues as arenas for informal learning.Dennis Beach is a senior research fellow and associate Professor at the Department of Education Gööteborg University, Sweden. His main responsibilities are for the development of ethnographic research methods at the department, the supervision of Ph.D. research and teaching within the sociology of education. Together with Marie Carlson from the Department of Sociology at Göötborg University, Beach is currently leading a recently funded Research Council project on the restructuring of adult education and the collective renewal of Swedish For Immigrants Education (SFI). His previous research projects have been in the restructuring of upper-secondary education and of various programmes within university-based vocational education.Shereen Benjamin has worked as a class teacher of young children in primary and special schools, and as a learning support teacher in the secondary school in which her doctoral research was based. Her Ph.D. was completed at the London University Institute of Education, with the support of an Economic and Social Research Council studentship. She is currently lecturing in the Inclusive and Special Education division of the University of Birmingham. She is interested in the intersection of gender/sexuality, social class and ‘special educational needs’, and is researching inclusive school cultures in collaboration with practising teachers and with colleagues from The Open University and Leeds Metropolitan University.Jeff Bezemer (1976), MA, studied Language and Culture at Tilburg University in the Netherlands. In 1999, he graduated with a specialisation in Dutch as a Second Language. Since 1999, he is affiliated to Babylon, Center for Studies of Multilingualism in the Multicultural Society at Tilburg University. After having been involved in empirical-analytical studies on school achievements of islamic school pupils, and adult lingua-franca-interaction, he is currently engaged in an international-comparative, empirical-interpretative Ph.D. project on multilingualism and education in a multi-ethnic, Dutch primary school.Diann Eley is currently a Research Associate at Loughborough University in the Department of Physical Education, Sport Science and Recreation Management. Her main research interest is the social-psychology of volunteerism and leadership in young people and sport.Laura Dawn Greathouse received her doctorate, from the State University of New York at Binghamton in 2000, for her dissertation dealing with refugee and immigrant students in English for Speakers of Other Languages classrooms. Her research focus remains on inequality and education, especially in linguistic minorities. In her current position as assistant professor of anthropology at California State University, Fullerton, she is responsible for the administration of the credentialing of students with a Bachelor’s degree in anthropology to teach at the elementary or secondary educational levels. She is currently working on social acceptance of Middle Eastern descent students in a post-September, 2001 America.Caroline Hudson’s research interests include basic skills provision for offenders; the relationships between basic skills, offending behaviour and social exclusion; school attendance and truancy; evidence-based policy; the effectiveness of basing police officers in schools; and the literacy demands of the secondary school curriculum. Her doctoral ethnography was of young people’s perceptions of the relationships between their family structure (intact nuclear, reordered nuclear and single-parent) and their experience of family and schooling. Formerly a secondary school English teacher, Caroline has worked as a Research Officer at the University of Oxford, and is currently Basic Skills Development Advisor at the Home Office National Probation Directorate.Bob Jeffrey is a research fellow in the Faculty of Education and Language Studies at The Open University. He was a primary teacher for twenty years before joining The Open University as a project officer on an Economic and Social Science Research Council (ESRC) research project concerned with creative teaching in primary schools directed by Professor Peter Woods. Under the same direction he gained another ESRC research award focusing on the effects of Ofsted inspections on primary teachers. He has continued his research in three areas, creative teaching and learning, primary teacher’s work and research methodology, publishing extensively both individually and with a team within his university faculty. He has also established extensive European connections in the area of creativity and ethnography through the administration of email discussion lists, co-ordinating an ethnography network at the European Conference of Educational Research, submitting European Union research proposals, and organising a Special Interest Group within BERA. He has been invited to give papers at Padua University, Italy and to run methodology workshops in Tallinn, Estonia.Allyson Julé (Ph.D., University of Surrey Roehampton, London, U.K.) currently teaches in the TESL Certificate Program at Trinity Western University, Langley, British Columbia and at the English Language Institute at the University of British Columbia, Canada. Her research interests include gender in ESL; the Punjabi Sikh experience in Canada; ethnography in education; and classroom talk analysis in teacher education.David Kirk is with the Department of Physical Education, Sports Science and Recreation Management at Loughborough University. His research interests include educational reform and curriculum development in physical education, young people in sport, and situated learning in physical education and sport. His most recent book is ‘Schooling Bodies: School Practice and Public Discourse, 1880–1950’ (Leicester University Press, 1998).Eamonn McKeown is a Senior Research Fellow in Psychiatry and Behavioural Sciences at University College London. His background is in Social Anthropology having completed both his first degree and Ph.D. at Queen’s University, Belfast and he has previously been employed as a Research Fellow and tutor at Queen’s University, Belfast and University College Swansea. He has published on a range of educational research issues (selection in Northern Ireland, male recruits to primary school teaching, gender and science teaching, occupational sex-typing among primary school children) and has conducted extended fieldwork in Papua New Guinea examining the relationship between formal education and local culture and in New York investigating the nature of contemporary Irish-American identity. He is currently completing a book on literacy appropriation in a Papua New Guinean highlands community.Ann MacPhail is currently a lecturer in the Department of Physical Education and Sport Sciences, University of Limerick. Her main interests revolve around young people in sport and curriculum development in PE During the past three years Ann has been involved in a number of projects involved with school PE and sport, including model-based teaching and learning in school PE and an ethnography of junior sport participation.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Anna Sparrman has a professional background as a museum curator. She received her Ph.D., in 2002, from the Department of Child Studies at Linkööping University, Sweden. The thesis was concerned with images and visuality in children’s culture as well as commercial childhood. Her main research interest is visual culture in everyday life. She now works as a researcher at the Department of Child Studies.Wendy Sutherland-Smith is a research associate at the Faculty of Education, Monash University, Melbourne, where she is undertaking doctoral studies in Internet literacy practices of tertiary English as a Second Language (ESL) students. She teaches international students entering tertiary studies, where she focuses on writing processes and issues of intellectual property. In her doctoral work, Sutherland-Smith is particularly interested in Bourdieu’s notions of symbolic violence, cultural capital, habitus and field, and applies these critically in analyses of international students and their interactions with academic culture, print-centred and internet learning styles, and issues of intellectual property. She has published articles in The Reading Teacher and Prospect on her research of international students’ reading practices in paper-text compared to hyper-text environments.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, editor) Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) and Doing Qualitative Educational Research (Continuum, 2001). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, religiously-based schools and ethnographic research methodology. He recently directed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.

This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students’ difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load.

In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students’ learning, and WeChat logs were analysed to determine students’ linguistic preferences during discussions with staff and students.

The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students’ language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students’ intercultural learning and adaptation to a foreign university learning system.

This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students.

In the context of population aging, retirement has become a central issue in academic, professional and government discourse. A consensus can be seen to be emerging around the idea of postponing retirement in favor of promoting active aging. From this perspective, the purpose of this study, using work-role attachment theory and met expectations theory, is to focus on the pre-retirement period and aims to better understand how certain individual factors and expectations explain the planned age of retirement.

An online survey was administered in 2015 to employees aged 45 and over working at a Canadian firm in the high-technology sector.

The results show that career commitment, attachment to work and expectations relating to workplace adjustments prior to retirement were positively associated with planned retirement age, whereas expectations relating to professional development showed a negative association with this variable.

This study fits into a line of research focusing on the end-of-career period and sheds light on the decision to retire by looking closely at the impact of employment conditions and human resource management practices on this decision. In a labor market context marked by high numbers of workers aged 55 and older, combined with the increasingly critical need for skilled labor and considering the expectations of workers leading up to their retirement could help to better plan these workers' end-of-career period.

Many studies have examined the characteristics of retirees after retirement. The authors’ study is one of the few that examines the aspirations of workers between the ages of 45 and 55 who are still employed but are beginning to consider their retirement plans, including the decision to continue working longer. Its originality also lies in combining work-role attachment theory and met expectations theory.

The purpose of this paper is to investigate whether and to what extent different forms of symbiotic relationships (named mutualism and collaboration) within a usage centre lead to different levels of value in use for its resource integrators. This study focusses on the educational services provided in deprived neighbourhoods to potentially vulnerable adolescents.

This study applies a two-phase sequential exploratory mixed-method design. The first phase included a qualitative study that involved both the focal (the students) and peripheral resource integrators (the students’ parents) of a Brazilian educational institution that had exceptional results. The qualitative findings were used to build a comparative multi-group survey with four subgroups in which 530 peripheral resource integrators participated.

A mutualistic educational institution in which the participation of students’ parents is mandatory creates more value in use than collaborative institutions in which parental participation is optional. In the context of educational services for vulnerable adolescents, value in use is echoed in the coexistence of families, greater caring about the students, and the encouragement from the adolescents’ positive beliefs about education and respectful relationships with others.

Initiatives aimed at addressing social issues regarding children or adolescents in situations of vulnerability will achieve better results if their families are contemplated and involved.

This study is the first to empirically test Kleinaltenkamp et al.’s usage centre framework (2017). In so doing, the study advances the understanding of how the interdependence of actors in the usage processes leads to value creation for vulnerable populations.

This study aims to develop and test a parsimonious theoretical model of risky indebtedness behaviour, a facet of over-indebtedness that refers to the behavioural tendency of often assuming hazardous debt levels.

The authors administered an online survey to credit card owners (n = 1,288) in an emerging economy in which consumer credit is characterized by extremely high interest rates (i.e. Brazil). The authors used covariance-based structural equation modelling to analyse the data and test for mediation effects.

Individuals who inadvertently consider their credit limits a part of their current income or are typically anxious about money are prone to engage in impulsive buying and, consequently, risky indebtedness behaviour. By engaging in such indebtedness behaviour, individuals weaken their financial preparedness for emergencies, which potentially jeopardizes their overall financial well-being.

As indebtedness is a highly sensitive issue, the self-report measures used may have produced social desirability bias.

This study discusses the responsibility of financial institutions to support consumers in building awareness on how to adequately use financial services and to provide credit access to high-risk consumers. Policymakers need to ensure that those in the private sector play fairly.

This study adds new knowledge about how destructive financial behaviours operate and impact marketing and consumers’ financial well-being. It theorizes about indebtedness by critically examining existing and newly developed concepts in the financial services marketing literature.

This study aims to explain the health impact of work demands and organization, job content, leadership and values in the workplace. It also explores the extent to which health conditions influence the meaning in life in late career.

The sample consisted of 1,330 Portuguese-based individuals aged 55–75 years. The structural equation modeling (SEM) was used for the data analysis and to test the research questions.

The results showed that stress and burnout are influenced by work demands and organization, job content, leadership and values in the workplace. Employment status had no influence. Health status affects the meaning in life.

Although participants were asked to answer the questionnaire bearing in mind their last work experience, retirees could have had difficulty reporting on their last work; therefore, in future research, the use of a qualitative methodology could also be equated as to complement richer information regarding past experiences in the work context.

Considering the main goals of the United Nations 2030 Agenda for sustainable development, this study contributes, namely, to the third one – Ensure healthy lives and promote well-being for all at all ages. In fact, directing a look at the condition in which older people work and at their health contributes not only to more productive organizations, to less spending of public money on health, but also to a more inclusive society. Bearing in mind workers are progressively retiring later and that the exposure to certain work conditions during the late career is problematic for organizations and for society in general, this study has practical and social implication.

Considering demographic changes and the aging of the active population in Portugal and the scarce studies carried out in the country concerning this relevant theme, the authors believe that the conclusions may constitute an important input for workplace policies regarding older workers. In addition, little research has focused on the effect of health in meaning in life.

Microcharity is a non-profit organization promoting social brotherhood through small donations and volunteer services among diverse members, aiming to address poverty through compassion, cooperation and humanitarianism. The study aims to comprehend the role of microcharity as an alternative to microcredit for poverty alleviation. It sheds light on the modus operandi, prospects and problems associated with microcharity.

The current study used a qualitative research design to investigate a social phenomenon while involving the researchers directly. The study applied participatory action research by involving participants and researchers to comprehend social challenges and evaluate their experiences. The study made considerable use of participant-observer data and field observations.

It has been revealed that microcharity has potential to address social challenges faced by the marginalized and vulnerable section of society.

This study is based on participatory action research, and therefore, it suffers from academic standardization and heavily depends on researchers. On the other hand, it offers practical approach to solve social problems and would bring forth realistic resolution by offering insights of those making use of micro charity for philanthropic activities.

The article is especially helpful for communities that must respond to emergencies and will be beneficial to individuals and institutions working for social welfare.

It will bring forth various facets of micro charity as an alternate for fundraising to rescue sufferers of social exigencies through collective efforts.

The article represents original scholarly research, leveraging the researchers' personal experience to enrich the understanding of microcharity. Its implications are valuable for communities involved in social welfare and can benefit individuals working for charitable institutions, cooperative societies, NGOs and social welfare programmes of government. Additionally, the study's insights can aid researchers in designing new methodologies to explore microcharity and its impact on social welfare initiatives.

The purpose of this paper is to explore the impact of selected factors in adopting mobile-based online payment platforms (MOPP) in three Asian countries: China, India and Bangladesh through the application of Technology Acceptance Model (TAM). The factors considered were: perceived trust (PT), perceived risk (PR), social influence (SI), perceived ease of use (PEU) and perceived usefulness (PU).

The authors purposively selected 1,289 individuals from those three countries who regularly use MOPP as the medium of monetary transactions. The authors utilized SPSS 24 for descriptive statistics and structural equation modeling (SEM) technique through AMOS 24 for testing the hypothesized relationships.

The authors found that four factors: PT, SI, PEU and PU have significant positive impact on the intention to adopt MOPP whereas PR has insignificant negative impact on the intention to adopt MOPP.

As per the authors' knowledge, this is the first study ever conducted to identify the factors impacting the adoption of MOPP in more than one country. Such an exploratory study can inspire the scholars to initiate further investigations as well as the service providers to extend their service effectiveness according to the users' opinion.