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Article
Publication date: 11 August 2023

Ion Yarritu, Nahia Idoiaga Mondragon, Inge Axpe Saez and Cristina Arriaga

The educational community – particularly higher education – should contribute to the new generation’s understanding of what sustainability entails. To do this, teachers must be…

Abstract

Purpose

The educational community – particularly higher education – should contribute to the new generation’s understanding of what sustainability entails. To do this, teachers must be aware of the need for education for sustainability. However, little is known about how university teachers understand or represent sustainability. This study aims to bridge the gap identified in the literature concerning university teachers’ representation of sustainability.

Design/methodology/approach

A total of 403 teachers from the University of the Basque Country participated in the study through a free association exercise based on the grid elaboration method.

Findings

In general terms, teachers are aware of the three dimensions that constitute sustainability, but differences were found in the way sustainability was represented depending on several factors such as the teaching field, previous knowledge of the 2030 Agenda and gender. Despite awareness of the need to incorporate sustainability, there was also reticence toward the way in which sustainability is being addressed in higher education. Those results were discussed considering the previous literature on sustainability.

Practical implications

The results allow the authors to conclude that knowledge of the 2030 Agenda leads teachers to have a more complete representation and greater recognition of sustainability. Thus, it would be necessary for universities to offer more training to teachers to promote a holistic understanding of sustainability and facilitate its incorporation into teaching.

Originality/value

The use of this method made it possible to collect, in a less biased and much more direct way, the teachers’ voices, to know the type of representation (holistic) or partial (only one of its dimensions: environmental, economic or social) that they have of sustainability, and to check whether their representation was linked to specific factors.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Abstract

Details

Understanding Intercultural Interaction: An Analysis of Key Concepts, 2nd Edition
Type: Book
ISBN: 978-1-83753-438-8

Article
Publication date: 26 April 2023

Banatul Murtafi'ah and Intan Pradita

The previous coronavirus disease 2019 (COVID-19) pandemic has forced pre-service English teachers to conduct their teaching simulation virtually. In the context of online…

Abstract

Purpose

The previous coronavirus disease 2019 (COVID-19) pandemic has forced pre-service English teachers to conduct their teaching simulation virtually. In the context of online teaching, social presence is vital for effective learning. This skill is perceived as a way to humanize the online learning process. This article explores how social presence is represented in the pre-service teacher's synchronous online classroom and how the development of social presence enables the pre-service teachers to develop their students' well-being and thus humanize online classrooms.

Design/methodology/approach

The current study draws upon case study research. The data were collected from (1) synchronous online teaching simulation recordings of pre-service English teachers from the Language Classroom Management course and (2) interview transcripts from three participants. Both data sources were transcribed, coded and analyzed. A two-step coding scheme for pre-service English teachers' social presence was adapted from the Community of Inquiry (CoI) coding template.

Findings

This study reports that all the three social presence categories (i.e. cohesive, affective and interactive) emerged from their online teaching simulation. In addition, the development of social presence to humanize online classrooms from the pre-service teachers was found in these stages: (1) having a role model for teaching, (2) showing respect and being friendly and (3) adjusting the language of instructions to the students' level.

Research limitations/implications

This study has been limited to the pre-service teachers in one university only. Therefore, this needs to be tested in wider settings and contexts.

Practical implications

Theoretically, this study has added students' well-being as the element that connects social presence to the humanizing online classroom. Meanwhile, practically, in relation to teacher education, this paper also recommends the teaching stages leading to a more humanized online learning.

Originality/value

Current studies tend to describe social presence in experienced teachers' asynchronous online classrooms. Rarely did the studies explore social presence as practiced by pre-service teachers in the context of synchronous videoconferencing class. Furthermore, there has also been limited research connecting social presence with humanized classrooms.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 2 May 2023

Chen Luo, Yijia Zhu and Anfan Chen

Drawing upon the third-person effect (TPE) theory, this study focuses on two types of misinformation countering intentions (i.e. simple correction and correction with…

Abstract

Purpose

Drawing upon the third-person effect (TPE) theory, this study focuses on two types of misinformation countering intentions (i.e. simple correction and correction with justification). Accordingly, it aims to (1) assess the tenability of the third-person perception (TPP) in the face of misinformation on social media, (2) explore the antecedents of TPP and its relationship with individual-level misinformation countering intentions and (3) examine whether the mediating process is contingent on different social media usage conditions.

Design/methodology/approach

An online survey was conducted with 1,000 representative respondents recruited in Mainland China in January 2022 using quota sampling. Paired t-test, multiple linear regression and moderated mediation analysis were employed to examine the proposed hypotheses.

Findings

Results bolster the fundamental proposition of TPP that individuals perceive others as more susceptible to social media misinformation than they are. The self-other perceptual bias served as a mediator between the perceived consequence of misinformation and misinformation countering (i.e. simple correction and correction with justification) intentions. Furthermore, intensive social media users were likely to be motivated to counter social media misinformation derived from the indirect mechanism.

Originality/value

The findings provide further evidence for the role of TPE in explaining misinformation countering intention as prosocial and altruistic behavior rather than self-serving behavior. Practically, promising ways to combat rampant misinformation on social media include promoting the prosocial aspects and beneficial outcomes of misinformation countering efforts to others, as well as reconfiguring the strategies by impelling intensive social media users to participate in enacting countering actions

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-09-2022-0507.

Details

Online Information Review, vol. 48 no. 1
Type: Research Article
ISSN: 1468-4527

Keywords

Article
Publication date: 10 January 2023

Roshis Krishna Shrestha, Jean-Nöel Patrick L'Espoir Decosta and Rupa Shrestha

This study aims to integrate social embeddedness with learning society philosophy to explore how grassroots associations of Indigenous women tourism entrepreneurs can leverage…

Abstract

Purpose

This study aims to integrate social embeddedness with learning society philosophy to explore how grassroots associations of Indigenous women tourism entrepreneurs can leverage their social network to co-create value.

Design/methodology/approach

A critical feminist perspective considers the intersectional experiences of Indigenous women tourism entrepreneurs from the rural Manasalu region of Nepal. Twenty-one semi-structured interviews with local tourism stakeholders were carried out. Hermeneutics in tandem with Indigenous methods of analysis ensured consideration of Indigenous ontologies and social locations beyond being merely theoretically driven.

Findings

A paradox of Indigenous women’s empowerment emerged where several efforts for empowerment presented themselves as a double-edged sword. Individuals’ social capital and social support for the sustenance and stability of grassroots associations ensure collective and continuous learning through a value-creation framework.

Research limitations/implications

Collective self-reflection and self-determination for knowledge creation and sharing amongst social ties shed new light on the role of an Indigenous standpoint on value creation.

Originality/value

To the best of the authors’ knowledge, this is the first study that captures how the intersectionality of Indigenous women entrepreneurs in grassroots associations use their social capital through contesting, leveraging and learning to transform their social network into a value network.

Details

International Journal of Contemporary Hospitality Management, vol. 36 no. 2
Type: Research Article
ISSN: 0959-6119

Keywords

Content available
Book part
Publication date: 28 March 2024

Abstract

Details

Geo Spaces of Communication Research
Type: Book
ISBN: 978-1-80071-606-3

Book part
Publication date: 5 February 2024

Alison McInnes and Janet Walker

Any teaching topic can have sensitive content, or at least be complicated because lecturers and students are likely to hold (based on their own experiences, interests, and values…

Abstract

Any teaching topic can have sensitive content, or at least be complicated because lecturers and students are likely to hold (based on their own experiences, interests, and values) strong opinions. This chapter explores the theoretical and practical issues of teaching cultural concepts. Colleagues are often left to negotiate the teaching of sensitive issues with little guidance on which to base their approach and educational practices. Therefore using the framework ‘Teaching Sensitive Topics Using Social Positioning’ developed by the authors of this chapter, and illustrative example, the chapter explores the practice of teaching cultural concepts in the curriculum to identify themes related to what can be learned and disseminated. An analysis of international social work (SW) is drawn on to think critically about education and the cultural appropriateness of the theories, practices and competencies utilised. The authors draw on their own knowledge and experiences as registered SW’s/educators/academics/researchers, and their own teaching in relation to sensitive topics at local, national and international levels.

Our experiences, whilst based on teaching in other countries, highlight a range of considerations for all educators in teaching sensitive topics. There is a need to learn from these lessons when adopting cultural concept practices to develop curricula. We recommend adopting reflexivity, flexibility, openness, empathy, and emotional intelligence, which should allow colleagues to teach culturally sensitive subjects by forging transcultural understandings and critically applying these understandings to their own culture.

Details

Developing and Implementing Teaching in Sensitive Subject and Topic Areas: A Comprehensive Guide for Professionals in FE and HE Settings
Type: Book
ISBN: 978-1-83753-126-4

Keywords

Book part
Publication date: 28 March 2024

Jeremy Schulz, Laura Robinson and Katia Moles

This chapter explores the development of social science visualizations as cultural objects within art worlds. The research examines artworks as social science visualizations to…

Abstract

This chapter explores the development of social science visualizations as cultural objects within art worlds. The research examines artworks as social science visualizations to show the importance of conducting analysis within distinctive social, institutional, and cultural environments. To make these arguments, the chapter outlines some of the key features of art worlds as they have been analyzed by cultural sociologists and anthropologists. We point out how cultures of reception and institutional intermediaries, such as museums, have historically shaped the construction of artworks, which are never produced or interpreted in a vacuum. The chapter closes with a call to expand both the application of social science visualizations and our understanding of such visualizations as subject to similar art world dynamics. Such visualizations, it is argued, constitute key components of social research practice increasingly oriented toward a digitally connected public hungry for visual interpretations of contemporary social developments.

Details

Geo Spaces of Communication Research
Type: Book
ISBN: 978-1-80071-606-3

Keywords

Article
Publication date: 22 June 2023

Cristiano Busco, Fabrizio Granà and Maria Federica Izzo

Although accounting and reporting visualisations (i.e. graphs, maps and grids) are often used to veil organisations’ untransparent actions, these practices perform irrespectively…

Abstract

Purpose

Although accounting and reporting visualisations (i.e. graphs, maps and grids) are often used to veil organisations’ untransparent actions, these practices perform irrespectively of their ability to represent facts. In this research, the authors explore accounting and reporting visualisations beyond their persuasive and representational purpose.

Design/methodology/approach

By building on previous research on the rhetoric of visualisations, the authors illustrate how the design of accounting visualisations within integrated reports engages managers in a recursive process of knowledge construction, interrogation, reflection and speculation on what sustainable value creation means. The authors articulate the theoretical framework by developing a longitudinal field study in International Fashion Company, a medium-sized company operating in the fashion industry.

Findings

This research shows that accounting and reporting visualisations do not only contribute to creating unclear and often contradicting representations of organisations’ sustainable performance but, at the same time, “open up” and support managers’ unfolding search for “sustainable value” by reducing its unknown meaning into known and understandable categories. The inconsistencies and imperfections that accounting and reporting visualisations leave constitute the conditions of possibility for the interrogation of the unknown to happen in practice, thus augmenting managers’ questioning, reflections and speculation on what sustainable value means.

Originality/value

This study shows that accounting and reporting visualisations can represent good practices (the authors are not saying a “solution”) through which managers can re-appreciate the complexities of measuring and defining something that is intrinsically unknown and unknowable, especially in contexts where best practices have not yet consolidated into a norm. Topics such as climate change and sustainable development are out there and cannot be ignored, cannot be reduced through persuasive accounts and, therefore, need to be embraced.

Details

Accounting, Auditing & Accountability Journal, vol. 37 no. 1
Type: Research Article
ISSN: 0951-3574

Keywords

Open Access
Article
Publication date: 9 October 2023

Ulla-Maija Sutinen, Roosa Luukkonen and Elina Närvänen

This study aims to examine adolescents’ social media environment connected to unhealthy food marketing. As social media have become a ubiquitous part of young people’s everyday…

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Abstract

Purpose

This study aims to examine adolescents’ social media environment connected to unhealthy food marketing. As social media have become a ubiquitous part of young people’s everyday lives, marketers have also shifted their focus to these channels. Literature on this phenomenon is still scarce and often takes a quite narrow view of the role of marketing in social media. Furthermore, the experiences of the adolescents are seldom considered.

Design/methodology/approach

Using a sociocultural approach and netnographic methodology, this study presents findings from a research project conducted in Finland. The data consist of both social media material and focus group interviews with adolescents.

Findings

The findings elaborate on unhealthy food marketing to adolescents in social media from two perspectives: sociocultural representations of unhealthy foods in social media marketing and social media influencers connecting with adolescents.

Originality/value

The study broadens and deepens the current understanding of unhealthy food marketing to adolescents taking place in social media. The study introduces a novel perspective to the topic by looking at it as a sociocultural phenomenon.

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