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This study aims to gain an understanding from parents and teachers about the types of food provision practices and venues, and the food-related policies and rules in primary schools in Australia; and investigate any differences in the presence of policies and rules based on the school location and school type.

Data were collected via two online surveys from August 2019 to March 2020. Descriptive statistics were employed to analyse quantitative responses. Respondents' written responses to food-related policies were categorised into groups.

The two most common food provision services were canteen and lunch order services (mentioned by 72 and 55% of respondents, respectively). Of the 425 respondents whose schools had a canteen (parents and teachers together), 62% reported their school implements a healthy school canteen policy. Significantly more parents compared to teachers, and more respondents from government schools compared to non-government schools stated that their school had implemented such a policy. Approximately half of the respondents (47%) stated their school had implemented other food-related policies and/or rules. These policies or rules belonged to four categories: avoiding certain foods, avoiding food sharing, avoiding food packages and promoting healthy eating.

This study shows the disparities exist in implementing food-related policies among primary schools in Australia. Nutrition promoters and policy planners should consider these results and find the best mechanisms to minimise the gaps in policy implementation.

The case was devised using both primary and secondary data sources. Primary sources of data consisted of in-depth interviews with individuals using the cycle hire project. The researcher also had first-hand experiences of using the cycles. The case study has been tested with undergraduate and graduate students taking management information systems courses.

This teaching case study charts the London cycle hire project, mostly from its first inception in July 2010, right through to the planned expansion of electric cycles from Summer 2022. The main aim of the case is to introduce students to project management challenges which are part of the London cycle hire project. While the project was filled with enthusiasm from its early beginnings, various challenges were encountered including issues associated with the project procurement/sourcing process, software and technical problems, as well as other project management issues. Problems became so severe in 2011 that the service provider was hit with a penalty and had to make critical project improvements. Would these accountability measures prompt the service provider to resolve these issues? How would the service provider go about undertaking a fact-finding exercise to verify the existence of the challenges and address them to ensure renewed project success?

The case was written for classes at both the undergraduate and graduate levels. The focus of the case is particularly well suited for exploring topics and issues relating to types of information systems, project management and accountability, multiple global supplier procurement, as well as challenges associated with hardware integration and software design. While the case was targeted at MIS students, the case study would also be effective for an introductory level project management course or a general management course. The subject of the case, the bicycle rental program, is likely to appeal to students, and the basic underlying business issues, processes and objectives of the project are easily understood.

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

This research paper is empirical research and has not been submitted elsewhere for publication.