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Impactful pedagogies in Higher Education are required to meet the challenges of the twenty-first century. This chapter outlines an inclusive, flexible, and work-based learning curriculum design framework to respond to these needs. Two cases from Glasgow Caledonian University (GCU) are used to illustrate this framework in a transnational educational context in Sub-Saharan Africa. Case one explores the impact of a Railway Operations Management program in South Africa, where the views of two cohorts of 137 recent graduates were gathered through an online questionnaire. Case two examines the views of Optometry/Orthoptics students who undertook an intensive two-week clinical work experience on the train-based clinic (Phelophepa train) in South Africa; data was gathered through an online questionnaire from 58 participating students since 2014. Both examples highlight transformative personal experiences and impacts of their education beyond just their studies – to a clearer sense of personal and professional pride, to becoming role models for their families and to developing meta-cognitive skills to support lifelong learning. In the Railway Operations Management example, additional benefits were seen to their organization – through improved interpersonal skills, decision-making, and problem-solving and creating knowledge-sharing – whereas in the Optometry/Orthoptics case life-changing impacts to patients were delivered through this work experience.

This chapter provides a brief overview of community sanctions in Australia and examines the extent to which McNeill’s analysis in Pervasive Punishment (2019) is applicable in the Australian context. Two key issues in the Australian context are, firstly, state and territory-level variations within a federal political structure, and secondly, disproportionate Indigenous imprisonment and community sanction rates and the generally destructive impact of the criminal legal system on Indigenous communities and peoples. The chapter argues that developing a better agonistic politics around community sanctions requires descending from the broad level of historical and sociological analysis to examine state and territory-level variations in judicial and correctional structures, histories and cultures. Further, that Australian community sanctions cannot be understood without a primary focus on the differences between Indigenous and non-Indigenous rates, experiences and meaning. The key to addressing the destructive impact of criminal legal processes and practices on Indigenous peoples lies in developing Indigenous governance, empowerment, self-determination, sovereignty and nation-building. Two recent developments promoting Indigenous governance are examined: the Uluru Statement from the Heart and Justice Reinvestment projects initiated by First Nations communities, highlighting the importance of activism, contest and struggle by community organisations.

The aim of the paper is to examine whether there really is a shortage of VET teachers, and if so, whether there are links to the salary offered and to the qualifications required.

The paper uses three main approaches to examine the narrative of a shortage of VET teachers in Australia.

There was no documented evidence of a VET teacher shortage, beyond a general perception of shortage in line with other occupations due to the post-COVID economic recovery. Salaries for VET teachers were found to compare well with other education occupations and other jobs in the economy. There was no evidence of the required qualifications deterring entry. The main concern appears to be whether VET can adequately train workers for other sectors in shortage.

The research did not include empirical survey work and suggests that this needs to be carried out urgently.

The research provides evidence that will challenge current assumptions and help in the recruitment of VET teachers.

It argues for a recognition of the importance of the VET sector beyond its function of serving industry.

It highlights ways to make VET teaching a more attractive proposition and to better promote its advantages.

The purpose of this paper is to investigate how three core elements of critical management studies (CMSs), “de-naturalisation”, “reflexivity” and “(non)-performative intent”, can help expand the current debate in the supply chain management (SCM) field.

The authors used a systematic literature review to select 103 articles published in 12 high-ranking journals in the SCM field based on the Academic Journal Guide of the Chartered Association of Business Schools.

The findings of this study suggest that SCM studies can be narrowed down into four major CMSs themes: “power”, “ethics and environmental issues”, “diversity” and “working conditions”, but even these themes are still under-discussed and undertheorized in SCM. The literature the authors reviewed is more concerned with explaining these phenomena than questioning them and proposing new agendas. This paper, therefore, will discuss how these three core elements of CMS can help transform the “hidden” issues of SCM, which it will do by illustrating it in the context of buyer–supplier relationships and lean manufacturing.

This research will encourage SCM scholars who are interested in conducting more critical studies and teaching the harmful effects of global supply chains.

This paper highlights that a combination of SCM and CMS approaches is important when we decide to adopt a more critical “constructive” view of supply chain challenges and engage practical and critical views, respectively, to generate knowledge that not only increases (corporate) performance but also highlights social needs and values.

This study aims to use the dual-continuum model of mental health to explore mental health in Australian construction apprentices from the perspective of key stakeholders in the apprenticeship model. In particular, this study explored how construction apprentices, Vocational Education and Training (VET) teachers, industry employers and mental health workers understood the construct of mental health, factors associated with the dimension of psychological distress/symptoms of mental illness, and factors associated with the dimension of mental wellbeing.

This study used an exploratory qualitative research design. Data from 36 semi-structured interviews were analysed using thematic analysis. Participants comprised 19 Australian construction apprentices, 5 VET teachers, 7 industry employers and 5 mental health workers.

In total, 14 themes were generated from the data set. Participants across stakeholder groups reported a limited understanding about mental health. Participants cited a range of negative personal, workplace and industry factors associated with psychological distress/symptoms of mental illness, but only reported a few factors associated with mental wellbeing.

To the best of the authors’ knowledge, this study is one of the first to use the dual-continuum model of mental health to explore the mental health of Australian construction apprentices, and to explore the factors associated with both dimensions of this model from the perspective of key stakeholders in the Australian construction apprenticeship model.

This study revisits the discourse on the neoliberalization of business schools and explores how accreditation-linked institutional pressures catalyze cultural change that adversely impact academic labor and academic subjectivities in the Global South.

This study is based on in-depth semi-structured interviews with academics from elite business schools in India.

This study shows how academics encounter institutional pressures in Indian business schools. Three major themes emerged from the data: (1) the conception of the ideal academic that existed before accreditation, (2) how the conception of the ideal academic was fundamentally transformed during and after accreditation, and (3) the challenges academics experienced in achieving the performance targets introduced by accreditation-linked institutional pressures.

This study offers two contributions to the extant literature on business schools located in the Global South: (1) it illustrates how organizational changes within business schools in India are structured by accreditation-linked institutional pressures coming from the Global North, and (2) it adds to the growing body of work on neoliberal governmentality by highlighting the implications of accreditation-liked institutional pressures on academic subjectivities.

This article aims to report on the development and validation of a bribery measurement index for the business sector, which, based on institutional theory, seeks to overcome the limitations of traditional measurements, recognizing the dynamics that originate the phenomenon and identifying process components.

To construct the index, correlational and principal component analysis techniques were used, as well as rigorous statistical tests, validating the instrument in a sample of 2,963 companies in Latin America, including Argentina, Colombia, Chile, Ecuador, Guatemala, Mexico and Peru.

The result was an instrument composed of two dimensions: (1) anti-bribery game rules, composed of regulations knowledge and anti-bribery efforts, and (2) bribery as a perceived habit, allowing an objective representation of reality due to its internal consistency, concurrent and discriminant validity.

This instrument is one of the few that focuses on measuring bribery in the business sector in terms of corrupt practices, applicable for both public and private institutions to promote game rules against bribery. Additionally, the proposed theoretical model can be used to measure other phenomena with similar characteristics.

This article empirically highlights different variables that make bribery possible. The results can be helpful in the design of strategies to prevent this type of behavior. It also highlights the importance of designing mechanisms to record information related to bribery and the different expressions of corruption in order to explain its different nuances.

Este artículo informa sobre el desarrollo y validación de un índice de medición de soborno para el sector empresarial, que, basado en la teoría institucional, busca superar las limitaciones de las mediciones tradicionales, reconociendo las dinámicas que originan el fenómeno e identificando los componentes del proceso.

Para la construcción del índice se utilizaron técnicas de análisis correlacional y de componentes principales, así como rigurosas pruebas estadísticas, validando el instrumento en una muestra de 2.963 empresas de América Latina, entre ellas Argentina, Colombia, Chile, Ecuador, Guatemala, México y Perú.

El resultado fue un instrumento compuesto por dos dimensiones: (1) reglas de juego antisoborno, compuestas por conocimiento normativo y esfuerzo antisoborno (2) soborno como hábito percibido, permitiendo una representación objetiva de la realidad debido a su consistencia interna, validez concurrente y discriminante.

Este artículo pone en evidencia empírica diferentes variables que hacen posible el soborno. Los resultados pueden ser útiles en el diseño de estrategias para prevenir este tipo comportamiento, también destaca la importancia de diseñar mecanismos para registrar la información relacionada con la lucha contra el soborno.

Este instrumento es uno de los pocos que se enfoca en medir el soborno en el sector empresarial en términos de prácticas de corrupción, útil para instituciones tanto públicas como privadas para promover mejores reglas de juego en contra del soborno. Adicionalmente el modelo teórico propuesto puede ser utilizado para medir otros fenómenos con características similares.