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In the context of higher education, service-learning has been adopted for various dimensions of sustainability education across disciplines including environmental studies (Helicke 2014), engineering (Seay et al 2016), entrepreneurship (Niehm et al 2015), nursing (Dalmida 2016), clinical studies (Petersen et al 2015), psychology (Bringle et al 2016), and political sciences (Benjamin-Alvarado, 2015). It has been described as a philosophy, pedagogy, and programme (Jacoby 2015), conceptualised as a form of experiential education based on 'reciprocal learning' (Sigmon, 1979) where the 'head, hands and heart' can become integrated (Sipos et al 2008). Here, both the learner offering service and the recipient of that service are considered equally important, and both are mutually changed or transformed in some way (a relationship signified by the use of a hyphen between service and learning, ibid). Such reciprocity, however, distinguishes service-learning from volunteering and community service (which typically tend to prioritise the recipient of the service learner's efforts), as well as field and internship education (which typically tend to prioritise the learner) (Sigmon, 1994).

This item has been translated into various languages: English - http://dx.doi.org/10.13140/RG.2.2.11610.90567/1; Welsh - http://dx.doi.org/10.13140/RG.2.2.23512.24322/1; Albanian - http://dx.doi.org/10.13140/RG.2.2.13288.62727/1; Bulgarian - http://dx.doi.org/10.13140/RG.2.2.19999.51364; Chinese (simplified) - http://dx.doi.org/10.13140/RG.2.2.30065.84325 ; Chinese (traditional) - http://dx.doi.org/10.13140/RG.2.2.36776.72963; Danish - http://dx.doi.org/10.13140/RG.2.2.16801.35688; French - http://dx.doi.org/10.13140/RG.2.2.33578.57288/1; Greek - http://dx.doi.org/10.13140/RG.2.2.11768.19201; Icelandic - http://dx.doi.org/10.13140/RG.2.2.20667.16161; Lithuanian - http://dx.doi.org/10.13140/RG.2.2.25189.96484/1; Russian - http://dx.doi.org/10.13140/RG.2.2.31900.85127; Spanish - http://dx.doi.org/10.13140/RG.2.2.13445.91360; Swedish - http://dx.doi.org/10.13140/RG.2.2.10929.33126; Vietnamese - http://dx.doi.org/10.13140/RG.2.2.24351.10406; Polish - http://dx.doi.org/10.13140/RG.2.2.17407.15524 Sinhala - http://dx.doi.org/10.13140/RG.2.2.20762.59843 ; Using creativity for wellbeing has grown significantly over the years and is now becoming commonplace in many different contexts and settings, such as classrooms, workplaces, hospitals, hospices, community spaces, festivals, and even government. Evidence for the use of creative practices such as poetry, storytelling, or biographical writing to support recovery or promote personal development is long established and is growing, and demonstrates an incredible power and potential. Amidst this setting, and with the support of TS Eliot Foundation, The Old Possum's Practical Trust, and the University of Chester, this guidance was developed to support practitioners in delivering effective and safe practice.

PurposeThis paper seeks to examine how Public Private Partnerships (PPPs) have been affected by the global financial crisis (GFC). After briefly discussing PPPs and the GFC, the paper considers whether the latter has been a contributing factor in the declining number of projects reaching financial close.Design/methodology/approachThe paper employs document content analysis to compare the time between notification of a project in the Official Journal of the European Union and its financial close in order to assess whether this period has increased since the beginning of the GFC. Two case studies are also presented.FindingsApart from a very small number of projects, the time between official project notification and financial close is lengthening, with the case studies providing some possible explanations for this.Originality/valueWhilst Burger et al. provide some general statistics on the impact of the GFC on PPPs in a number of countries, this paper examines over 600 PPPs in the UK and supplements this analysis with two case studies, in order to assess whether the GFC has led to delays in projects reaching financial close.

Insurrection is theorised as a form of resistance in and around organisational life, often functioning to promote more sustainable forms of organisation and organising. However, urban riots, as a form of insurrection, are typically narrated through nonconformity, social injustice, and immigration, which often deny (1) riots as having a political message or form (i.e. they are 'pure violence without claim'), and (2) rioters as having affirmative needs or qualities (i.e. they are 'primitive rebels'). This study draws on publically available narratives and deploys the relational ontology of Axel Honneth to re-cast riots and rioters as responding to violations in basic human need for 'recognition', that is, as expressed through 'love, rights, and solidarity'. In doing so, we hope to sit in contrast with the dominant insurrection and rioting scholarship, to explore as well as inspire alternative ways of organisation and organising in contemporary circumstances which are grounded in affirmative relationality.

This document is the Accepted Manuscript version of a published work that appeared in final form in Higher Education, Skills and Work-Based Learning. To access the final edited and published work see doi:10.1108/HESWBL-05-2016-0034 ; Purpose: In 2014, the UK government introduced a new form of apprenticeship, the Degree Apprenticeship, which extends across all undergraduate degree and Master's degree levels, maps to professional standards, and which is now embedded within governmental levies of large businesses. The purpose of this paper is to share early experiences of developing these Degree Apprenticeships, and consider the processes deployed to achieve it. Design/methodology/approach: This paper combines desk research with reflections on the experience of developing the new Degree Apprenticeships within Higher Education Institutes (HEI) and considers the implications of this upon current and emerging HEI practice and research. Findings: There were a number of key resources which facilitated the approval of the Degree Apprenticeship, and these included a pre-existing, flexible work based learning framework, the associated mechanisms of accreditation, existing professional networks, and a professionally oriented interface between the university, employer and professional body. Research limitations/implications: As the context is currently at the early stages of implementation, and the policy context is rapidly changing in the context of Brexit, so too will the related scholarship. This means factors others than those highlighted within this paper may emerge over the coming year or two. Practical implications: There are a number of practical implications for the development of Degree Apprenticeships from this research that are reflected in the findings, and include the development of flexible and collaborative processes, resources, and networks. Originality/value: This paper is one of the first published accounts of the development of a Degree Apprenticeship within the context of the new policy context in the UK.

PurposeThe public sector is often considered the vanguard in terms of the availability and promotion of flexible working arrangements (FWAs). Despite this, little is known about how senior managers in the public sector engage with FWAs. This paper aims to address this gap, reporting on a number of issues, including the reality of FWAs, the existence of a flexibility stigma and whether this is gendered, and the drivers influencing the uptake of FWAs.Design/methodology/approachTheoretical insights of flexibility stigma from the literature and data from semi-structured interviews with senior managers in the Northern Ireland Civil Service explore the realities of FWAs at this level.FindingsThe findings indicate a decoupling between the rhetoric and reality of FWAs, with few senior managers availing of such arrangements. The authors also identify a complex web of issues that constrain senior managers' agency in shaping a positive culture of FWAs at senior management level in the Civil Service, including an inherent resistance to flexibility, a lack of visible role models and negative perceptions around progression. The findings also indicate deeply held perceptions among senior males and females that availing of FWAs is associated with a flexibility stigma. These perceptions were confirmed by the small number of senior females with caring responsibilities who were availing of FWAs.Research limitations/implicationsThe paper provides senior managers and human resource practitioners with insights into the difficulties associated with wide-scale FWA availability and use at senior levels of the Civil Service.Originality/valueThe findings of the study offer valuable insights into the experience of senior managers in the public sector as they engage with FWAs. The study, therefore, contributes to the limited literature in this area.

Evidence suggests that wider sociological structures, which embody particular values and ways of relating, can make sustainable living and working problematic. This paper introduces ideology critique, an innovative methodological perspective crossing the fields of theology, cultural studies and politics, to examine and disturb the subtle and hidden 'spirit' which is evoked when we engage with everyday objects and interactions. Such a 'spirit', or ideology, embodies particular models of how humans relate to other humans, animals, and the planet more broadly. This paper aims, firstly, to document and demonstrate the subtleties of how the hidden 'spirit' can render attempts at sustainable working futile in the context of education, and then, second, to demonstrate how it can be used to intentionally evoke alternative 'spirits' which afford new relationality amongst humans, animals and the planet. In a broader sense, therefore, this paper explores how concepts and political commitments from the humanities, such as ideology critique and 'spirit', can help (1) analyse how wider social structures shape our values and beliefs in relation to sustainable learning, living and working, (2) explain how these behaviours are held in place over time, and (3) provoke insight into how we might seek to disrupt and change such persistent social structures.

PurposeThe purpose of this paper is to assess the applicability of a number of performance management techniques in the outsourcing process, in a business services context.Design/methodology/approachUsing a structured outsourcing framework, performance management techniques are applied in a financial services organisation over a three‐year period. A case study approach is employed to undertake the research, which involved the research team engaging directly with the organisation throughout the outsourcing process.FindingsApplying performance management techniques in the outsourcing process is challenging in a number of areas including comparison difficulties, incomplete information and inadequate performance management systems. However, benchmarking and cost analysis are useful mechanisms for improving performance, and reducing costs via internal process redesign or outsourcing. Performance management techniques can be employed to remove inefficiencies from processes both prior to outsourcing and during the outsourcing relationship.Research limitations/implicationsThere are a number of limitations of the research approach including gaining full participation from the company, having access to all relevant company information and time constraints.Practical implicationsThe research findings highlight the implications of applying performance management techniques in a practical outsourcing setting. As well as identifying the challenges, the research highlights the value of integrating critical success factors, cost analysis, benchmarking and other performance management techniques into the outsourcing process.Originality/valueThere are few studies in the literature of applying performance management techniques in the outsourcing process at an operation's level. The findings have identified the challenges and benefits of performance management techniques in the outsourcing process. The findings have highlighted the importance of operations management concepts such as performance management, operations strategy, business improvement and process re‐design to services outsourcing, and the need for further research in this area by operations management scholars.

Chapter 1. Social value impact in business education: beyond ethos, towards principles, methods, and technical practice (Tony Wall) -- Chapter 2. From surviving to thriving – leading the way to decent hybrid workplaces (Ute Franzen-Waschke) -- Chapter 3. Measuring sustainability embeddedness in Business education curriculum (Rosa Maria Fernandez Martin) -- Chapter 4. Using a Group Podcast and Policy Brief in an Economics undergraduate course to Enhance Sustainability Literacy, Communication and Teamwork skills (Paulina Navrouzoglou) -- Chapter 5. Building a student community for social change: How institutional collaboration and peer learning supports a strategy for embedding sustainability within fashion business education (Naomi Braithwaite) -- Chapter 6. Using OODA Loops to Build Sustainable Practice into Business Education (Mike Ryder) -- Chapter 7. Sustainability: A business case for adoption (Madhavi Venkatesan) -- Chapter 8. The Quest for Impact Research: Position, Strategies and Future Directions (Kent A. Williams) -- Chapter 9. Environmental impact reduction micro-placements: An opportunity to overcome business Management students' reluctance to undertake a long-term work experience placement whilst stimulating environmental improvements in businesses? (Kay Emblen-Perry) -- Chapter 10. Responsible Global Business Graduates: Closing the gap between strategy and practice (Jeanine Gregersen-Hermans) -- Chapter 11. Integrating Environmental Sustainability in Construction and Real Estate Management Education (Erwin Mlecnik) -- Chapter 12, Meeting stakeholder needs through authentic assessment of carbon literacy and digital skills (Ann Hindley) -- Chapter 13. Sustainable Internationalisation through Collaborative Online Intercultural Learning (Amanda Mason) -- Chapter 14. Sustainability Competence Assessment Validation (Alice Annelin) -- Chapter 15. Developing a pathway to Sustainable Cities and Communities through a Leadership education programme (Fiona Armstrong-Gibbs) -- Chapter 16. Embedding sustainability in existing curriculum using authentic assessments, class activities and rubrics: A case study (Lovleen Kushwah) -- Chapter 17. From TBLA to QBLA: interpreting and redesigning business sustainability education through the Business Sustainability Cycle (Tony Bradley) -- Chapter 18. Putting Sustainability Theory into Practice: Developing Networking & Consultancy Opportunities in the Curriculum to Create Real Value Add (Jan Brown) -- Chapter 19. Digital pedagogies for sustainable futures: the role of gamification to enhance student learning (Sue Cronshaw) -- Chapter 20. Developing Entrepreneurial Sustainability Thinking and Action at the World Café (Jan Brown).