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This study aims to develop a research agenda for the advancement of theory application in practical contexts by presenting a case study of the Engagement in Plastic-free Innovation for Change (EPIC) programme delivered by Plastic Oceans Australasia (POA).

EPIC is a behaviour change programme by POA that aims to reduce single-use plastic (SUP) consumption in workplaces. The study evaluates the programme’s impact on employee perceptions and actual behaviour through pre- and post-programme data collection in two Australian workplaces. Data was gathered via online surveys and waste audits and analysed using SPSS statistics and Excel.

The case study highlights the need for theory application in programme evaluation instruments. Theory was not used in the programme evaluation tool, and theory could not be mapped onto the tool retroactively. The data from the present study showed mixed results. Data from Workplaces 1 and 2 indicated that EPIC successfully improved three out of seven employee perceptions of SUP reduction efforts. However, individual workplace data showed that EPIC only improved one out of seven perceptions in Workplace 1 and three out of seven perceptions in Workplace 2. Surprisingly, Workplace 1 observed a decrease in plastic waste after the programme, while Workplace 2 saw an increase. Without the clear integration of theory, it is difficult to pinpoint areas for improvement. It is, however, posited that COVID-19 restrictions on people attending their workplaces and low survey response rates may have contributed to these unexpected results.

The present study highlights key improvements that can be made to evaluations of voluntary behaviour change programmes. Careful evaluation of behaviour change programmes is key to improving programme effectiveness. Practitioners will find the suggested improvements from this study helpful in developing and refining voluntary behaviour change programme evaluations.

This is one of the first studies to evaluate the impacts of a voluntary behaviour change programme aimed at reducing SUPs in the workplace. It also adds to the limited literature on voluntary behaviour change interventions overall and adds to the movement towards better application of theory in behaviour change interventions.

This study aims to identify which actors play leadership and brokerage roles in voluntary environmental collaborations and how the corporate social responsibility (CSR) of actors is associated with such voluntary networking behaviours in Cambodia.

To achieve these purposes, this study mainly uses social network analysis to capture the properties of networking behaviours in the voluntary collaborative activities underlying three main environmental issues: waste disposal, energy and water pollution. The study focusses on the collaborative efforts undertaken by actors across multiple sectors: governmental organizations, for-profits and civil society organizations.

The results show that the government plays the leading role in voluntary environmental collaborations across environmental issues; however, the actual implementation is expanded to be undertaken by non-state actors. Moreover, CSR has positive associations with networking and brokerage roles; therefore, this study reveals the utility of various voluntary policy instruments.

This study demonstrates the role of governmental initiation and its influence on non-state actors, even for voluntary environmental tools. The CSR initiatives of private actors can also be supported and encouraged by the government, which will promote participation by private actors in voluntary collaborative networks and their leading role as network facilitators.

By understanding the positions and roles of each actor in the environmental collaborative networks, environmental policymakers can better understand the possibilities and the capabilities of each actor both to improve policy design and learning and to respond to policy changes effectively.

Voluntary collaboration and CSR are non-regulated policy tools; however, they can be promoted and introduced into society by governmental organizations, and they affect each other.

The corporate disclosure decision is one of the most difficult decisions any corporation, its management and counsel will face. If a corporation learns that it or one of its employees has engaged in a fraud or crime, the corporation, through its officers and directors, must decide whether it should disclose the fraud or crime to the government and, if the decision to disclose is made, what the scope of the disclosure should be. These decisions are fraught with dangers which threaten to expose the corporation and its employees to civil and criminal liability.

The purpose of this paper is to examine the creation of realistic, engaging entrepreneurial competencies in second-level students in the Republic of Ireland through the Student Enterprise Awards (SEA) programme. The focus of the paper will be on the interaction of teachers with the programme.

A mixed-methods approach was adopted, with an e-mail questionnaire fully completed by 101 of the population 300, resulting in a 34 per cent response rate, which was regarded as acceptable. The qualitative approach was 29 semi-structured interviews with teachers and nine principals/head teachers.

The findings suggest that there was strong endorsement by the teachers of the benefits accruing to students in all three areas of knowledge, skills and attitudes. This clearly reinforces the strength of the SEA programme which will become increasingly important for students who are facing uncertain career paths. The programme will help engender students with increased self-confidence, better communication and presentation skills. Better skilled students make them more employable. This programme was primarily delivered by teachers and completed by students who did it on a voluntary basis and have no official recognition of participation.

The research has identified a notable lack of enterprise-related teacher training in the current education system in the Republic of Ireland. Such training is necessary to ensure effective teaching of entrepreneurship and could bring consistency to the quality of enterprise education received by students in different schools. Students enjoy participating on the programme and see lifelong benefits from doing it, therefore it would be beneficial to incorporate it as a mandatory subject in the curriculum.

Integrating the theoretical principles underpinning entrepreneurship education, which were presented in the paper, with the empirical teacher findings leads to a number of recommendations that can be adopted by the teacher, principal/head teacher and school board.

The purpose of this paper is to investigate whether the introduction of water security, in 2015, as a category in the Carbon Disclosure Project (CDP) Climate A-List, increases the use of impression management (IM) strategies. The purpose is to analyze how companies reacted to programmes of voluntary disclosure of environmental information.

Mixed-methods research was developed, combining a qualitative and quantitative approach. This study first used a qualitative content analysis of 15 companies’ reports, from the materials sector, which was scored in the CDP Climate A-List, in 2017, to identify the IM strategies adopted. Next, this study conducted a quantitative analysis to test the mean differences of water references between years, industry and region.

Three types of IM strategies are identified (justification and commitment, self-promotion and authorization). The references identified as self-promotion strategy increased in 2016. This indicates companies reacted to the programmes for voluntary disclosure of environmental information by increasing strategies of legitimization and image promotion.

Further research can be developed, focusing only on sustainability reports and extending the number of companies, the period and sectors under analysis.

This paper shows how the inclusion of a topic such as water security in an environmental ranking of companies, namely, CDP A-List, affects the use of IM strategies in voluntary disclosures.

Aquinas College provides ‘across-school’ leadership positions for each of the key areas of Religious education, spirituality and service. These areas are sometimes referred to as the ‘head, heart and hands’ model of religious formation and they reflect a holistic approach to education by including experiential learning. In doing so, each area becomes an intrinsic part of a young boy’s education at Aquinas and every student is called to be a ‘man for others’. In 2005, a formal service programme was introduced at the Junior School level and a Service Coordinator position was created. It is important to keep in mind the overall context in which this programme was developed. The aim of the programme was not only to promote and engage younger students in volunteering and fundraising (as most primary schools already do), but to also link them to service projects that already existed in the Senior school. The Junior Service Program also incorporates leadership and reflections on gospel values and sees volunteering as a learning exercise as well as an opportunity to help others. The main characteristics of the Junior Service Program (known as the JSP) are: (a) Voluntary, (b) Membership, (c) Structured activities, (d) Reflection, (e) Recognition.

Applications for clinical psychology training far outstrip places and relevant work experience is key. Paid opportunities are limited and therefore many choose volunteering, with well-connected graduates faring best. To promote equal opportunities a coordinated psychology graduate voluntary internship programme was established in a National Health Service Trust in the South of England. The purpose of this paper is to evaluate intern and supervisor outcomes, equality of access and adherence to governance standards.

Three cohorts of interns, unappointed applicants and supervisors were surveyed. Between 2013 and 2016, 270 psychology graduates applied, 119 were recruited and 151 either refused a place or were unsuccessful. In total, 91 supervisors provided service-level feedback.

Interns and applicants were predominantly young, able-bodied white British heterosexual females. Demographic profiles were similar and broadly representative of psychology graduates nationally. While fewer were from Black and Ethnic Minority backgrounds, proportions were greater than the local population. Participants were more socioeconomically privileged than undergraduates nationally. The scheme was popular and well governed according to interns and supervisors. Post-internship employment prospects were improved, with most interns gaining paid mental health roles like assistant psychologist. Most supervisors commented on the positive contribution made by interns to service outcomes.

This study makes a significant contribution to the literature on voluntary psychology graduate posts, an area under-researched until now. Our results suggest that a coordinated, transparent approach can benefit both interns and services by minimising exploitation and maximising developmental opportunities for the new graduate. The programme makes an important contribution to addressing inequalities experienced by psychology graduates attempting to enter mental health careers.

Concerning the decision-making of frontline bureaucrats, research has suggested that caseworkers take into account a broader range of legal, organisational, professional and personal aspects. Their decision-making can offset social rights, when it neglects policy goals, but it can support social rights if the decisions consider clients' perspective.

Based on a factorial survey experiment with 197 Viennese caseworkers of the employment service, the caseworkers were asked how likely they would be to refer nine different typical clients to the introductory session for the programme “Women into Technical and Craft Professions”, whereby different dimensions were altered to grasp regulations and clients' perspective.

In the multilevel analysis, the interest of the clients in a technical-educational programme demonstrates the strongest positive effect, which complies with the programme's political intention. Other pertinent criteria may support clients' interests and the organizational performance goals, but neglect clients' position, when they counteract performance goals. Primarily, caseworkers do what they must and follow mandatory and performance criteria.

On the caseworker's level, further research should aim to reach larger samples. Furthermore, the impact of performance goals on caseworker's decision making has to regard different professional groups beside personnel and labour market experts.

The findings suggest that a focus on the micro-level is needed to evaluate the impact of social policies. The practitioner's position is crucial to juggling legal goals and client's need.

Performance goals ought to better reflect social rights on a broader scale.

This article provides new evidence on the level of discretion caseworkers execute.

This paper aims to investigate the viability of blogging over the summer holidays as an intervention to ameliorate the Summer Learning Effect (SLE) in writing. The SLE is the impact on achievement of taking a break from school over summer, and has been documented to affect differentially those students who come from low socioeconomic status (SES) communities compared with their more affluent peers. However, previous studies within similar communities suggest that the effect is not inevitable, and is amenable to intervention.

The present study is set in a group of low SES schools where students already have individual learning blogs. The Summer Learning Journey was designed by the research team in consultation with students and teachers from the schools and trialled in January 2015. The design of the programme drew on previous research that suggested that students would be motivated by interest, rather than achievement, and that literacy activity over summer should be leisure-based.

Initial evidence suggests that students who participated made measurable improvements compared with their own progress over the previous summer and also compared with a matched control group of students, and that the observed difference continued over the 2016 school year.

The study provides initial evidence of quite substantial differences in achievement for those students who were active bloggers.

The study provides an alternative direction from current summer learning programmes and indicates the potential for designing digital opportunities for learning at times when the school is not in session.