65,716 research outputs found

    How Does Reciprocity Affect Undergraduate Student Orientation towards Stakeholders?

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    5987Nowadays, students are more aware of the impact of companies on their stakeholders and the need for properly handling their expectations to operationalize corporate social responsibility. Nevertheless, little is known about how certain individual traits may relate to their stance on the issue. This exploratory research contributes to stakeholder theory by analysing the e ect of the individual’s decision-making process, including the consideration of their social preferences, on their orientation toward stakeholder management. Here, we draw upon a theoretical model for resource-allocation decision-making consisting of reciprocal and non-reciprocal components. Our data, from undergraduate students enrolled in di erent degrees, were collected through a questionnaire and two social within-subject experiments (ultimatum and dictator games). Thus, our results show that the presence of a reciprocal component when decisions are made is positively linked to an instrumental orientation toward stakeholders. In addition, a greater non-reciprocal component in the decision-making process corresponds to a more normative orientation.S

    Introduction to Special Issue “Advances in Sustainability-Oriented Innovations”

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    8836This Special Issue focuses on the study of Sustainability-Oriented Innovations (SOIs). Our purpose is to shed light on the SOIs literature regarding their determining factors, implications and new challenges for the future. In this editorial, we are delighted to present the three papers included in this Special Issue. Each of them tackles di erent issues related to SOIs having important academic and managerial implications. Two papers analyze the influence of SOIs on urban development and resource productivity, respectively, and the third studies SOIs determinants, in particular, cooperation networks. Moreover, two of the papers analyze SOIs considering territory (cities or countries) as their unit of analysis while the third focuses on firms. This denotes that SOIs’ actions are important whatever the level of analysis and as either a determinant or a consequence.S

    Balancing the urban stomach: public health, food selling and consumption in London, c. 1558-1640

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    Until recently, public health histories have been predominantly shaped by medical and scientific perspectives, to the neglect of their wider social, economic and political contexts. These medically-minded studies have tended to present broad, sweeping narratives of health policy's explicit successes or failures, often focusing on extraordinary periods of epidemic disease viewed from a national context. This approach is problematic, particularly in studies of public health practice prior to 1800. Before the rise of modern scientific medicine, public health policies were more often influenced by shared social, cultural, economic and religious values which favoured maintaining hierarchy, stability and concern for 'the common good'. These values have frequently been overlooked by modern researchers. This has yielded pessimistic assessments of contemporary sanitation, implying that local authorities did not care about or prioritise the health of populations. Overly medicalised perspectives have further restricted historians' investigation and use of source material, their interpretation of multifaceted and sometimes contested cultural practices such as fasting, and their examination of habitual - and not just extraordinary - health actions. These perspectives have encouraged a focus on reactive - rather than preventative - measures. This thesis contributes to a growing body of research that expands our restrictive understandings of pre-modern public health. It focuses on how public health practices were regulated, monitored and expanded in later Tudor and early Stuart London, with a particular focus on consumption and food-selling. Acknowledging the fundamental public health value of maintaining urban foodways, it investigates how contemporaries sought to manage consumption, food production waste, and vending practices in the early modern City's wards and parishes. It delineates the practical and political distinctions between food and medicine, broadly investigates the activities, reputations of and correlations between London's guild and itinerant food vendors and licensed and irregular medical practitioners, traces the directions in which different kinds of public health policy filtered up or down, and explores how policies were enacted at a national and local level. Finally, it compares and contrasts habitual and extraordinary public health regulations, with a particular focus on how perceptions of and actual food shortages, paired with the omnipresent threat of disease, impacted broader aspects of civic life

    Paradoxes in the Management of Timebanks in the UK’s Voluntary Sector: Discursive Bricolage and its Limits

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    This paper contributes to our understanding of volunteer management by charting some important challenges associated with the governance of one of the UK’s largest timebanking networks. While timebanking is often treated as a form of volunteering, many timebank advocates are keen to distinguish it sharply from traditional volunteering. We suggest that this tension generates a fundamental ‘performance paradox’ in the management of timebanks in the voluntary sector. We draw on political discourse theory to characterise and evaluate associated challenges, suggesting that, when viewed against a host of context-specific organisational and policy pressures, the progressive potential of timebanking cannot be realised as a distinct community economy without adequate support. Instead of taking up a position alongside more traditional forms of volunteering, timebanking is more likely to be subsumed by them

    Co-authors, colleagues, and contributors: Complexities in collaboration and sharing lessons on academic writing

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    Academic writing, especially in the health field, is usually an interdisciplinary team effort. This paper highlights some of the trials, tribulations, and benefits of working with co-authors. This includes collaborations and co-authorship between academics from different disciplines, academics of different level of careers, and authors from countries of varying economies i.e., high-income countries (HICs) and from low-and middle-income countries (LMICs). This paper also provides advice in the form of several useful tips to lead authors and co-authors to support collaborative working

    Tense times for young migrants: temporality, life-course and immigration status

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    This article explores the intersection between immigration status, life-course and the experience of time. It looks at how time and life-course transitions are experienced by young people who are in constant encounter with the immigration regime in the UK. The encounters at this intersection produce a complex landscape for young people to navigate during their transitions to adulthood. What emerges from unpicking the relations of this messy and complex temporal-immigration status matrix, are distinct experiences of time and life-course transitions for young migrants. First, in dealing with the immigration regime young people are confined to a passive role of waiting that results in a sense of feeling stuck. Secondly, pre-18 young people experience a growing up too early and upon turning 18 and gaining legal independence, their situation paradoxically leads to practical dependence. And thirdly, the immigration status renewal system produces long-term uncertainty for young people’s futures

    Metodología de intervención para trabajar ODS. Educación a través de las artes

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    La Agenda 2030 presenta 17 Objetivos de Desarrollo Sostenible (ODS), con sus metas e indicadores universales que los países miembros de la ONU emplean para enmarcar sus políticas. Entre las metas del ODS 4 “educación de calidad” encontramos: “asegurar que todos los alumnos adquieran los conocimientos teóricos y prácticos necesarios para promover el desarrollo sostenible, entre otras cosas mediante la educación para el desarrollo sostenible y los estilos de vida sostenibles, los derechos humanos, la igualdad de género, la promoción de una cultura de paz y no violencia, la ciudadanía mundial y la valoración de la diversidad cultural y la contribución de la cultura al desarrollo sostenible”. La educación, se considera el motor de la Agenda 2030 porque, además de representar el centro del ODS 4, desempeña también un papel notable en la implementación de los demás, mejorando su alcance y efectividad. Así pues, entre las disciplinas que sustentan este trabajo se escogió la Educación para el Desarrollo Sostenible y la Ciudadanía Global como marco de acción y punto de partida en la formación de los ciudadanos de un futuro viable, equitativo y habitable. Se continuó investigando las oportunidades del desarrollo de la Competencia Intercultural en las relaciones humanas, aquello que diferencia a unas personas de otras puede aportar al conjunto de la sociedad y cómo la educación permitiría su aprovechamiento. Con todo ello, se planteó el marco didáctico de interacción en el cual se implementó la interculturalidad en el ejercicio educativo. Se estudió así el poder de las artes como medio de motivación e inspiración a la hora de transmitir de la manera más eficaz posible los valores considerados más arriba. El objetivo del presente estudio se centra en demostrar el potencial de las artes para fomentar las competencias comunicativas, sociales, interculturales, emocionales, de ciudadanía y sostenibilidad. Para ello, se ha realizado una investigación aplicada que deriva en una propuesta concreta de intervención con un programa educativo destinado a la enseñanza de lenguas, tanto primera como extranjera, en distintos niveles de la educación formal en Mali y en España, aplicando un método holístico basado en el paradigma interpretativo. A través de la pintura, la literatura y el cine, se plantean una serie de actividades ideadas para crear un entorno educativo integrador, favorecer el empoderamiento del alumnado y promover el pensamiento crítico, la empatía, la resiliencia, la comunicación, la cooperación y la educación intercultural, como competencias esenciales para la consecución de los 17 ODS, la construcción de un mundo transcultural sostenible y el desarrollo de una ciudadanía global preparada para los retos del siglo XXI. En la metodología de este proceso educativo innovador, multidisciplinar, flexible y adaptable, se ha empleado un análisis del proceso de investigación para monitorizarlo adecuadamente (DAFO). Cada una de las propuestas presenta una recogida de datos cualitativos (observación, rúbricas) y cuantitativos (encuestas, entrevistas) y se ofrece un análisis de contraste de los resultados finales. Con todo, se espera facilitar la exigente tarea que supone hacer consciente a la sociedad de base (desde la misma infancia; desde los niveles más bajos de la misma y en todos los niveles de la educación formal) de en qué consisten los ODS y su relevancia para hacer de todas las personas corresponsables directas en su consecución para garantizar un futuro sostenible para toda la ciudadanía global.The 2030 Agenda presents 17 Sustainable Development Goals (SDGs), with their universal targets and indicators that UN member countries use to frame their policies. Among the targets of SDG 4 “quality education,” we find the one that seeks: “to ensure that all students acquire the theoretical and practical knowledge necessary to promote sustainable development, among other things through education for sustainable development and sustainable lifestyles, human rights, gender equality, the promotion of a culture of peace and non-violence, world citizenship and the appreciation of cultural diversity and the contribution of culture to sustainable development”. Education is considered the engine of the 2030 Agenda because, in addition to representing the centre of SDG 4, it also plays a notable role in the implementation of the others, improving their scope and effectiveness. Among the disciplines that support this research, Education for Sustainable Development and Global Citizenship sets the framework for action and represents a starting point in the formation of citizens for a viable, equitable and habitable future. Global citizenship implies human relations and those and intrinsically shaped by culture. Intercultural Education and, more specifically, the development of Intercultural Competence needed to be considered. What differentiates some people from others can contribute to society as a whole and education is the means to explore and understand. For the design of a didactic framework of interaction, the power of the arts was studied as a means of motivation and inspiration when transmitting the values considered above in the most effective way possible. The objective of this study focuses on proving the potential of the arts to promote communicative, social, intercultural, emotional, citizenship and sustainability skills. For this, the theoretical research derived in a concrete intervention proposal with an educational program in language teaching, both first and foreign languages, at different levels of formal education in Mali and Spain, applying a holistic method based on the interpretive paradigm. Through painting, literature and cinema, a series of activities were designed to create an inclusive educational environment, favour the empowerment of students and promote critical thinking, empathy, resilience, communication, cooperation and intercultural education, as essential skills for the achievement of the 17 SDGs, the construction of a sustainable transcultural world and the development of global citizenship prepared for the challenges of the 21st century. In the methodology of this innovative, multidisciplinary, flexible and adaptable educational process, an analysis of the research process has been used to adequately monitor it (SWOT). Each of the proposals presents a collection of qualitative data (observation, rubrics) and quantitative data (surveys, interviews) and contrast analysis of the final results is offered. All in all, it is expected to facilitate the demanding task of making basic society aware (from childhood itself, from its lowest levels and at all levels of formal education) of what the SDGs consist of and their relevance to make all people directly co-responsible in its achievement to guarantee a sustainable future for all global citizens

    Making School Streets Healthier: Learning from temporary and emergency closures

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    The Healthy Streets Everyday (HSE) programme began in 2019 to promote active, safe, and sustainable travel in London. In line with the Mayor’s Transport Strategy, this programme emphasises the Healthy Streets approach, which recognises that promoting health on London’s streets requires supporting the diverse ways streets are used, including active travel, by making them safer and more accessible to all. School Streets – the temporary closure of streets in front of schools to motor vehicle traffic at the beginning and end of the school day – have recently emerged as a key intervention in this approach. The connection between streets and broader public health is perhaps nowhere starker than at the school gates. With over 20% of peak- time traffic associated with the school run, traffic and congestion are concentrated at the cramped residential streets that often serve London’s schools. This puts children at greater risk from road danger and poor air quality. These challenging conditions have been exacerbated by Covid-19; specifically, the need for physical distancing and concern about the effects of a car-based recovery. In response, there has been significant growth in School Streets since the beginning of 2020, with more than 400 currently in place across London. The HSE programme played an important part in providing support to 16 of London’s boroughs as they implemented their School Streets programmes, often for the first time. As a crucial part of Transport for London’s Covid-19 Streetspace scheme many of these recent School Streets have been implemented as temporary or emergency interventions, employing light-touch and low-cost approaches such as mobile traffic camera enforcement or temporary barriers. This report sets out several key findings from the close observation of two School Streets: 1. Significant reductions in motor vehicle traffic both during the closure time and over the whole day. 2. Minimal change in pedestrian numbers and use of space, with some evidence of increased cycling. 3. Improvements in several Healthy Streets indicators. Following from these findings and considering more comprehensive academic research, this report also outlines four recommendations for designers and policymakers to consider when making School Streets more permanent or implementing new schemes: 1.Taking a whole school and whole route approach 2.Reducing traffic effectively through enforcement and exemptions 3.Completing a scheme by changing the public realm 4.Designing for and responding to scheme issues through in-depth monitoring and evaluatio
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