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This study aims to better understand how academics-in-the-making construe doctoral performance and the impacts of this construal on their positioning in relation to doctoral performance expectations.

This study is based on 25 semi-structured interviews with PhD students from Canadian, Dutch, Scottish and Australian business schools.

Based on Decoteau’s (2016) concept of reflexive habitus, this study highlights how doctoral students’ construal is influenced by their previous experiences and by expectations from other adjacent fields in which they simultaneously gravitate. This leads them to adopt a position oscillating between resistance and compliance in relation to their understanding of doctoral performance expectations promoted in the academic field.

The concept of reflexivity, as understood by Decoteau (2016), is found to be pivotal when an individual integrates into a new field.

This study encourages business schools to review expectations regarding doctoral performance. These expectations should be clear, but they should also leave room for PhD students to preserve their academic aspirations.

It is beneficial to empirically clarify the influence of performance expectations in academia on the reflexivity of PhD students, as the majority of studies exploring this topic mainly leverage auto-ethnographic data.

The purpose of this paper is to examine disjunctures between the ways in which Canada’s Parent and Grandparent Supervisa is framed within policy documents and press releases, and how it is actually experienced by older adults and their adult children from the Global South who engage in intergenerational care exchanges once they reunify.

A case study involving qualitative interviews with a married couple (adult children), and official texts from Citizenship and Immigration Canada were analyzed, and subsequently categorized according to themes.

The findings of this paper first demonstrate how policies such as the Parent and Grandparent Supervisa and the revamped Family Sponsorship program are ostensibly made to alleviate the significant backlog of family reunification applications, but in reality streamline and categorize older adults from the Global South as visitors who are given minimal state entitlements. Second, the Parent and Grandparent Supervisa reinforces forms of structured dependency by placing the responsibility and burden of care onto sponsors who must provide financial, social, and health care to their older parents. Finally, official statements on the Parent and Grandparent Supervisa and restructured Family Sponsorship program ignore the complex intergenerational exchanges that take place to ensure the survival of the family unit.

Given the nature of the case study’s design, the study’s findings speak to the experiences of Analyn and Edwin; adult children who sponsored an older parent under the Parent and Grandparent Supervisa. Given the recency of the program, the issues highlighted provide a much-needed starting point in examining the Supervisa’s impact on families from the Global South. Moreover, future studies could critically assess how the highly gendered nature of care is experienced under Canada’s temporary reunification programs.

The study highlights the everyday challenges of sponsoring a parent under the Parent and Grandparent Supervisa. These issues are particularly important for policy makers and practitioners to assess and understand how such policies transform dynamics of care for families from the Global South. The unbalanced power dynamics raises questions on how to best support overburdened adult children, and vulnerable older parents who have no access to state resources.

The findings of this paper further the understanding of how families from the Global South provide and receive care under the Parent and Grandparent Supervisa. These experiences, however, are neglected within official state policies which frame older newcomers as visitors who are managed, and denied entitlements to state resources. Revealing disjunctures between policy and lived experiences can assist service providers, professionals, and policy makers to recognize how programs like the Parent and Grandparent Supervisa overburden the family unit, and exacerbate conditions of poverty and marginalization.

The purpose of this paper is to make visible the ways in which peoples’ experiences of mental ill health are coordinated and produced in the workplace setting.

This institutional ethnography draws from data collected from 16 informants in one Canadian industrial manufacturing plant to explicate how texts organize activities and align worker consciousness and actions with company expectations of a “bona fide” illness.

The findings demonstrate how a “bona fide” illness is textually mediated by biomedical and physical work restrictions, thus creating a significant disjuncture between an experiential and ruling perspective of mental ill health.

The work of employees living with self-reported depression becomes organized locally and translocally around the discourse of “mental illness is an illness like any other.” This presents a profound disjuncture between the embodied experience of being too unwell to mentally perform work duties, and the textually coordinated practices of what it means to access sick time for a “bona fide illness” within a biomedical-based attendance management protocol.

The current study adds to the literature by shedding light on the disjuncture created between the embodied experience of mental health issues and the ruling perspective of what constitutes a bona fide illness, adding a unique focus on how people’s use of attendance management-related supports in the workplace.

The message to international marketers has long been “think global, act local”, but the complexity of the issue has rarely been explored empirically. This analysis examines the notion of disjuncture herein defined as points of ambiguity, incongruity and conf lict that emerge when global sport-advertising campaigns are released within local cultural settings. The purpose of the paper is to move beyond the “think global, act local” adage by examining the politics and contradictions associated with local regulatory control of global sport advertisements in a specific national context, namely New Zealand.

The purpose of this paper is to report the findings from a case study of an action research project in the context of a secondary school in Kazakhstan where, for the first time in their teaching practice, three English as a Foreign Language teachers introduced student voice (Flutter and Rudduck, 2004) into their practice within the Lesson Study (LS) framework. The research aimed at conceptualizing Student Voice Space in LS as one of the valuable factors capable of triggering situations of disjuncture (disorienting dilemma, disruption) for teachers which could potentially lead to teacher’s transformative learning, educational beliefs change and improved practice.

The study adopts the qualitative research design and follows narrative inquiry methodology (Lyons and LaBoskey, 2002) with a series of narrative interviews (Bauer, 1996) as the main method of data collection within a single case study (Bassey, 1999) of an action research project. The data were analyzed as text following a general inductive approach (Thomas, 2003) where emerging themes were identified by means of data reduction.

The findings suggest that listening to student voice triggers teachers’ going through certain stages of Mezirow’s transformative learning theory including critical assessment of own assumptions, testing new options for behavior and reflecting critically on the teaching practice. Therefore, the authors suggest that Student Voice Space in LS is one of the important factors capable of triggering the teacher’s transformative learning. Moreover, it has an enormous potential not only to bring about positive changes in teachers’ practice but also challenge the ossified teachers’ educational beliefs, and thus, potentially, pave the way for a gradual change from “inappropriate beliefs” (Mayrhofer, 2019), or subconscious assumptions that lie in the core of teachers’ folk pedagogies (Torff, 1999), or taken-for-granted frames of reference (Mezirow, 2000) into true, justified or informed educational beliefs.

Further analysis of teachers’ narratives is required to elicit and categorize reported changes (shifts, transformations) concerning specific teachers’ educational beliefs, and draw a more clear line between student voice and its impact on the research lesson planning and its modification in LS. Finally, a supplementary study utilizing classroom observation methods is needed to explore if student voice intervention results in tangible (actual) changes in teachers’ classroom practice and educational beliefs, rather than potential transformations that are mainly reported in this study.

Carried out in the largely overlooked by the academic literature context of the Reform at Scale (Wilson et al., 2013) in Kazakhstan and building on the original combination of theoretical lenses, the research contributes to the academic literature aiming at illuminating “the black box of teachers’ learning” in Lesson Study (in Widjaja et al., 2017, p.358) since it is one of the rare studies attempting to connect teacher learning, student voice and Lesson Study (Warwick et al., 2019). Additionally, approaching teacher learning in Lesson Study from the transformative learning perspective combined with the literature on teachers’ educational beliefs and student voice, this study contributes to the further development of a shared vocabulary for discussing teacher learning in Lesson Study.

This paper is an attempt to explore the relevance and usefulness of accounting education to development needs of LDCs; and to make constructive suggestions for educational change in any areas where relevance or usefulness seem to be very seriously deficient Identification of development needs is discussed first, then the present character of accounting education as exported to LDCs is discussed in the context of development needs. Finally strategic proposals are made to close the largest gaps between development need and the supply of accounting education.

The consumer acculturation literature argues that reconstituting familiar embodied practices from the culture of origin leads to a comforting sense of home for consumers who move from one cultural context to another. This paper aims to extend this thesis by examining further dimensions in migrant consumers’ experiences of home culture consumption.

This paper analyses data gathered through multi-modal depth interviews with Southeast Asian skilled migrants in New Zealand through the conceptual lens of embodiment.

Building on Dion et al.’s (2011) framework of ethnic embodiment, the analysis uncovers home culture consumption as multi-layered experiences of anchoring, de-stabilisation and estrangement, characterised by convergence and divergence between the embodied dimensions of being-in-the-world, being-in-the-world with others and remembering being-in-the-world.

This paper underscores home culture consumption in migration as an ambivalent embodied experience. Further research should investigate how other types of acculturating consumers experience and negotiate the changing meanings of home.

Marketers in migrant-receiving and migrant-sending cultural contexts should be sensitised to disjunctures in migrants’ embodied experience of consuming home and their role in heightening or mitigating these disjunctures.

This paper helps contribute to consumer acculturation theory in two ways. First, the authors show how migrants experience not only comfort and connection but also displacement, in practices of home culture consumption. Second, the authors show how migrant communities do not only encourage cultural maintenance and gatekeeping but also contribute to cultural identity de-stabilisation.

This paper aims to consider ways to visually model data generated by qualitative case studies, pointing out a need for visualizations that depict both synchronic relations across representations and how those relations change diachronically. To develop an appropriate modeling approach, the paper critically examines Max Boisot’s I-Space model, a conceptual model for understanding the interplay among knowledge assets used by a population. I-Space maps information in three dimensions (abstraction, codification and diffusion). It is not directly adoptable for case study methodology due to three fundamental disjunctures: in theory, methodology and unit of analysis. However, it can be adapted for qualitative research by substituting analogues for abstraction, codification and diffusion.

Using an example from early-stage technology entrepreneurship, this paper first reviews network, flow and matrix models used to systematically visualize case study data. It then presents Boisot’s I-Space model and critiques it from the perspective of qualitative workplace studies. Finally, it adapts the model using measures that have been used in qualitative case studies.

This paper notes three limitations of the I-Space model when applied to empirical cases of workplace learning. Its theory of information does not account well for how people use representations synchronically for learning. It is a conceptual framework, and the tentative attempts to use it for mapping representations have been used in workshops, not for systematically collected data. It does not adequately bound a case for analysis. Thus, it can be applied analogically but not directly for mapping representations in qualitative case studies.

This paper identifies a possible way to develop I-Space for strategically mapping representations in qualitative case studies, using measures analogous to the I-Space axes to reflect observable behavior.

In providing a methodological critique for one model of knowledge management, this paper also develops criteria for appropriate modeling of meaningful artifacts in the context of qualitative studies of workplaces.

This paper aims to invite reflection and action among scholars of gender in management to the shaping and meeting of commitments to universal justice.

In total, 12 women employed as senior scholars in public universities in Aotearoa New Zealand were invited to discuss their career experiences. An observed disjuncture between radical feminist analyses of their career experiences and their liberal feminist responses to issues arising for them prompted reflection on a wider disjuncture in the shaping of justice wherever neoliberal directives prevail, generating this paper’s activist call to integrity between analyses and practice among scholars as agents of change.

Implications drawn from the conversations with participants vindicated earlier critiques of diversity management under the conditions of neoliberalism when accommodating damaging social outcomes and systemic compliance is morally compromising.

Exploring accommodation of system preserving career strategies of scholars claiming commitment to justice is an evocative and original call to scholarly activism.

This paper sets out to investigate the potential contribution of the inter‐disciplinary field of ecological economics to the explanation of the current economic crisis. The root of the crisis is the growing disjuncture between the real economy of production and the paper economy of finance.

The authors trace the epistemological origins of this disjuncture to the myths of economism – a mix of academic, popular and political beliefs that served to explain, rationalise and perpetuate the current economic system.

The authors recommend ending with economism and developing new collective and discursive processes for understanding and engaging with ecological‐economic systems.

The authors embrace the notion of sustainable de‐growth: an equitable and democratic transition to a smaller economy with less production and consumption.