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The purpose of this paper is to extend research into social and ecological entrepreneurship. It aims to examine how ecopreneurs can create an economically viable business whilst retaining their core environmental and social values.

An exploratory approach within the phenomenological research paradigm. Single case study of Green‐Works triangulating data collection – semi structured interviews, micro‐ethnography and document analysis. Inductive approach.

A strong link is identified between entrepreneurialism and environmentalism. The entrepreneurial flair of the CEO enables the pursuit of environmental, social and economic goals. The success of the Green‐Works business model stems from the business's symbiotic relationships: firstly with large corporate bodies, which are keen to quantify their CSR efforts; secondly, with the community and social partners, who provide employment and training for disadvantaged people and a route to relatively risk free growth; and thirdly, with government and social institutions, which provide special concessions and support. The strong economic foundations of the model provide sustainability for the environmental and social objectives of the organisation.

Research restricted to one UK case study – a model that has evolved in part through policies and business trends specific to the UK. Further research should compare this business model with other social enterprises within the UK and other countries.

Provides a practical framework for social and green entrepreneurship. Of interest to ecopreneurs and social enterprises seeking economic sustainability; to governments, wishing to promote CSR, environmentalism and social enterprise; and to corporate organisations wishing to demonstrate a quantitative contribution to the environment and society.

Demonstration of natural fit between environmentalism and entrepreneurialism. Presentation of business model offering economic sustainability for environmental and social enterprises.

Purpose – The purpose of this chapter is to consider the (re-)emergence of the sport waka ama (outrigger canoe) in light of the broader historical, social, political, cultural and economic landscape of ‘post-colonial’ Aotearoa/New Zealand.

Design/methodology/approach – The chapter draws upon a micro-ethnography of the 2011 Waka ama national competition to elucidate the ways in which the sport serves as an important site for sharing Māori identities and culture. The empirical aspects of the chapter utilise observations and semi-structured interviews with key gatekeepers of waka ama in Aotearoa/New Zealand and participants in the sport.

Findings – The key findings of the study offer new insights into the relationship between the (re-)emergence of waka ama and the wider context of ‘post-colonial’ Aotearoa/New Zealand.

Research limitations/implications – The restricted timeframe that the research took place within could be viewed as a limitation to the research project.

Originality/value – The chapter provides an alternative reading of the sport waka ama within ‘post-colonial’ Aotearoa/New Zealand. To date there has been little research conducted on the role sport has played within the process of colonisation in Aotearoa/New Zealand. There has also been limited research that illustrates the role of waka ama, as a uniquely indigenous sport, as a vehicle of social change within indigenous communities. The authors highlight the unique nature of waka ama and provide an alternative commentary on the colonial/neocolonial forces that have impacted waka ama in its emergence.

The purpose of this paper is to provide a theoretical discussion of a developing epistemology and methodology for a qualitative study of participants of enterprise education in south‐west Ireland, run collaboratively between third level academics, a regional development agency, and entrepreneurs.

The perspective taken is social constructionist, drawing on ideas from identity theory and social learning theory. A discursive approach to entrepreneurship suggests that an entrepreneurial aspect of human identity (as with other aspects) is emergent and relational, developed through dialogue with family, customers, employees, suppliers, competitors and others. In the education programme, aspiring entrepreneurs’ exposure to and close engagement with a network of national and international mentors, coupled with their engagement in risk taking, can be understood through the notion of becoming, through and in relation to others.

The mentor network in the education programme is conceptualised as a community of practice that provides induction for nascent entrepreneurs for stimulating their learning of how to be, their acquisition of status and identify, and not simply their development of practical skills.

The immediate practical implication is that greatest insight would be achieved by a longitudinal study that follows nascent entrepreneurs from start to completion of an education intervention and takes an ethnographic approach.

Findings and the proposed methodology will be of value to those designing and researching entrepreneurship education, where outcomes are desired that go beyond knowledge acquisition.

While “academic entitlement” focuses on student entitlement and its consequences, there is a need to be aware of the consequences of teachers' entitled feelings arising from their subjective perceptions on student learning. This micro-ethnographically oriented study uses the case of an eleven-year-old fifth-grade student's low academic performance at a Spanish primary school to unravel the notion of excessive teacher entitlement embodied in the social organization of schooling. A qualitative analysis of teachers' perceptions of this student's low performance showed that most of their opinions were subjective, based on their deep-rooted deficit view of students. These beliefs seemed to make teachers feel entitled to blame the student and her background instead of arousing self-reflection leading to self-realization and change in practice. The study points to teacher entitled feelings as a symptom of the wider sociocultural mores that make teachers assume the power to arbitrate without considering students' situated needs. This study draws attention to the need to help teachers become conscious of and analyze self-entitlement to enable them to base their decisions on reason rather than prejudice.

The effectiveness of educational leadership varies considerably from one culture to another and by region of the world. Cultural differences and how they may be negotiated, to a large extent, determines the level of effectiveness of educational leaders (Nahavandi, 2009). Although many theoretical descriptions proffer ideal cases of “best practice” instructional leadership, what is manifested by the behavior of leaders is what really counts.

Comparative education research in Japan is strongly oriented toward emphasizing fieldwork, unlike Western methodologies that aim for theorization. For this reason, it is sometimes regarded as peripheral research without a theorizing orientation or as a counterstrategy to Western research. This study examines why Japanese comparative education research emphasizes fieldwork, focusing on discussions at the Japanese Society of Comparative Education from the 1990s to the present, and considers whether the discussion far from aimed at theorizing. It can be said that Japanese comparative educational research, while characterized by a field-oriented orientation, has been trying to analyze the subject with sincerity through more in-depth fieldwork and is aware of the back and forth between theorizing and differentiation. Furthermore, recently, an international, agenda-based approach and the concept of transboundary fieldwork based on triangulation and Border Studies as a new way of looking at the field itself have also emerged. Therefore, it can be said that Japanese comparative educational research, while characterized by a field-oriented orientation, is increasingly aiming for a multilayered and relative analysis of the field, which is an argument autonomously derived from a focus on the field rather than being a strategy or a challenge to Western universalization-oriented methodologies.

This chapter explores the potential for involving the public in planning healthy urban mobility using a case study of two neighbourhoods in Oxford, UK. We draw specifically on lessons learned from the UK case of a large-scale international study entitled Healthy Urban Mobility (HUM). The HUM project was based on the need to address health inequalities within urban areas by implementing new approaches to planning and health that use novel research methods to encourage active dialogue with a wide range of stakeholders. The two principal objectives of the research were firstly, to understand the impact of everyday (im)mobility on health and wellbeing within different social groups, and secondly, to explore the potential for participatory mobilities planning with local communities to support and develop solutions for healthy urban mobility.

The chapter is organised into six parts. Following the introduction, we highlight the theories behind the need for public participation in urban mobility planning and calls for active dialogue and mutual learning between practitioners and communities for effective action on improving urban health. Then in the third and fourth parts, we provide an overview of the approach to participatory mobilities planning with local communities in the UK as part of the HUM project. In the fifth part, we report the outcomes of the project and critically reflect on the overall approach and lessons learned that may be of use to practitioners and communities. Finally, we conclude with the significance of the study and implications for public participation in planning healthy urban mobility. The research demonstrates the significant potential of participatory methods in transport infrastructure project but also highlights the complexities of public engagement and points to the need for a continual, long-term process to build trust between partners.