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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.

The purpose of this study is to examine how young people imagine civic futures through speculative fiction writing about artificial intelligence (AI) technologies. The authors argue that young people’s speculative fiction writing about AI not only helps make visible the ways they imagine the impacts of emerging technologies and the modes of collective action available for leveraging, resisting or countering them but also the frictions and fissures between the two.

This practitioner research study used data from student artifacts (speculative fiction stories, prewriting and relevant unit work) as well as classroom fieldnotes. The authors used inductive coding to identify emergent patterns in the ways young people wrote about AI and civics, as well as deductive coding using digital civic ecologies framework.

The findings of this study spotlight both the breadth of intractable civic concerns that young people associate with AI, as well as the limitations of the civic frameworks for imagining political interventions to these challenges. Importantly, they also indicate that the process of speculative writing itself can help reconcile this disjuncture by opening space to dwell in, rather than resolve, the tensions between “the speculative” and the “civic.”

Teachers might use speculative fiction writing and the digital civic ecologies framework to support students in critically examining possible AI futures and effective civic actions within them.

Speculative fiction writing offers an avenue for students to analyze the growing civic concerns posed by emerging platform technologies like AI.

Drawing on the service-dominant logic and taking a multi-stakeholder brand value co-creation perspective, this paper aims to investigate whether positioning a place brand around sustainability helps or hinders stakeholders’ ability to co-create value for themselves and the brand.

This paper is based on a case study of Bristol’s city branding following its award of European Green Capital, drawing on 29 in-depth interviews with key informants from multiple stakeholder groups. These interviews are supported by secondary material and field observations.

The findings evidence a “tale of two cities”. When sustainability is used as a positioning device, tensions are identified across three elements of brand co-creation: brand meanings; extraordinary versus mundane brand performances; and empowerment and disempowerment in branding governance. These tensions create stakeholder experiences of both engagement and estrangement.

This paper is based on one case study and evaluates face-to-face stakeholder interactions. Future research could access further stakeholders, across multiple cities and also examine their digital engagement.

Positioning a brand as sustainable (i.e. green) requires strong commitment to other ethical principles in practice. Brand practitioners and marketers may benefit from advancing stakeholders’ everyday brand performances to reduce disillusionment.

Rallying around virtuous associations, i.e. sustainability, does not in itself facilitate the generation of value for stakeholders and the brand, but instead can illuminate power imbalances and tensions in stakeholder interactions that result in a co-destruction of value.

In social work, as in other disciplines, activism receives mixed responses within the academy, in professional practice and for those who cling to unyielding professionalism. There is a gulf between those who favour research and practice neutrality and those striving for systemic change. The co-option of non-state actors into political discourses, policies and practices is increasingly normalised. Drawing on reflections, observations and campaign examples, this chapter discusses social work activism as resistance to racialised neoliberal politics. It highlights endeavours by civil society actors of conscience, devised to restore humanity at a time when national and international norms have severely ruptured. Two illustrative examples from Australia are used: ‘illegalised’ people seeking asylum and Islamophobia. Although dissent and disruption are hallmarks of critical social work, with social workers having the potential to position themselves as human rights defenders, this prospect is weakened through expectations in research, teaching and practice.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

Parent–child relationships formed in early childhood have profound implications for a child’s development and serve as a determinant for bio-social outcomes in adulthood. Positive parenting behaviors play a strong role in this development and are especially impactful during times of crisis because they buffer stressors that may lead to externalizing and internalizing behaviors. Children of forced migrants experience numerous extreme stressors and their parents may struggle with parenting due to their own adjustment and trauma histories. The purpose of this study is to understand how these parents conceptualize their struggles with parenting upon resettlement.

The authors conducted semi-structured interviews with 27 migrant parents from three communities (Afghan, Burmese and Congolese) to understand their parenting experiences. The authors applied thematic text analysis to analyze the data.

The authors identified four interrelated themes on parenting challenges across responses: adjustment to a new culture, acculturation differences, fear for children and balancing multiple responsibilities. The findings demonstrate that parents of different cultural backgrounds share certain experiences when negotiating a new cultural identity after resettlement. Providing educational programs that focus on these concerns may result in better outcomes for both parent and child.

These findings extend and reinforce the existing literature on parenting in a new context. While the parents in this research come from different cultures, they share certain experiences that are important to consider when developing parenting programs, social services and other interventions, such as what may be negotiable and nonnegotiable practices for parents of different cultures.