While the Faculty of Business and Management is predominantly concerned with teaching and learning, it also offers a number of business services, from consultancy and research to in-house and bespoke training. The Faculty also manages the University's widely acclaimed work-based learning facilities.

Collections in this community

Recent Submissions

  • Entrepreneurial resilience

    Evans, Vicky; Wall, Tony; University of Chester (Springer, 2019)
    The vast majority of businesses in all countries - between 70% and 95% - are micro-businesses, i.e. enterprises that employ fewer than ten people (OECD, 2017). Their impact on the economies and societies in which they operate is therefore significant, collectively acting as important sources of employment, growth and innovation (ibid, 2017). However, the existence of many of these businesses is often precarious, especially in the early stages of their development. Many newly created businesses fail within the first few years of life with mortality rates ranging from around 10% (UK, USA, Sweden) to 45% (Slovak Republic) in the first year (ibid, 2017). As a result, the entrepreneurial activity to create and manage these businesses is very demanding and exposes entrepreneurs to situations which would be expected to create high levels of stress among the general population (e.g. a rapidly changing and unpredictable environment, high responsibility, high workload). The demands of business start-up and ownership could be expected to create a higher risk of mental health problems. Isolation and long working hours could contribute to an increased risk of depression. Moreover, for many entrepreneurs, their business ventures are personal passions and their self-worth and well-being can be intimately connected to the success of those ventures (Murnieks, Mosakowski and Cardon, 2014). On a practical level, the pressures are often high and can create anxiety as personal financial well-being is often directly related to the ability to close the next deal. Furthermore, Spivak, McKelvie and Haynie (2014) highlight a possible “dark side” of entrepreneurship outcomes, finding that habitual entrepreneurs can suffer from symptoms of behavioural addictions - withdrawal-engagement patterns, obsessive thoughts, and negative emotions - arising from repeated venture creation activities. However, at the same time, Baron, Franklin and Hmieleski (2016) find that entrepreneurs experience lower stress compared to other occupational groups when creating new ventures. Baron et al (2016) suggest self-selection effects as the underlying mechanism producing entrepreneurs that are above average (as a group) in their capacity to handle stress effectively, arguing that those who persist in entrepreneurship acquire this capacity, the resilience to handle the stressors and challenges of their entrepreneurial context.
  • Understanding the role of social media in relation to alternative food networks: a case of Chester and its region

    Harris, Phil; Alexander, Roy; Moss, Danny; Sidsaph, Henry W. (University of Chester, 2018-09-28)
    Alternative Food Networks (AFNs) are a system of food provision which is considered as the embodiment of the Sustainable Development (SD) agenda. They typically operate counteractively to conventional food networks (CFNs) seeking to reconnect all members in the supply chain through ethical and sustainable engagements. They are grounded by the theoretical underpinnings of quality conventions (Murdoch, 2000; Thévenot, 2002) and embeddedness notions such as alterity, valorisation, and appropriation (Dansero & Puttilli, 2014; Kirwan, 2004). Many scholars have focused on exploring AFNs in various contexts, initially focusing on binary notions of dichotomy between AFNs and CFNs, then developing discourse in terms of assessing hybridity (Holloway et al., 2006; Maye, 2013; Ponte, 2016; Renting, Marsden, & Banks, 2003; Tregear, 2011). Recent studies have indicated the potential for further research concerning social media based AFNs (Bos & Owen, 2016; Reed & Keech, 2017; Wills & Arundel, 2017). Therefore a contribution in terms of further understanding this issue arises from this thesis. The research was conducted in the midst of the referendum for the UK to withdraw from the European Union, the subsequent ‘leave’ vote resulting in a level of uncertainty in terms of policy implications. One policy implication may be that the UK will have to readdress the way it engages and supports its food and agriculture sector post-Common Agricultural Policy, therefore this research comes at a timely juncture. This research adopts an interpretivistic epistemological stance, with a constructivist ontological position. Social network analysis (SNA) of Twitter connections was conducted in order to assess connectivity and density of the AFN that was present in Chester and its region. Content analysis of this network was then conducted in order to understand SD related terms and shortlist pertinent actors for further analysis. Interviews were conducted with nine actors from this network in order to critically evaluate their perceptions of SD from an online and offline perspective. The results of the SNA suggest that the AFN of Chester and its region was not particularly well connected in terms of density. However, the SNA was a useful data collection tool, especially concerning the replicability and transferability of participant selection strategy. Further results suggested that there was a need for more organisational structures to support AFNs in becoming more mainstream and collaborative. It was also clear that there was still a degree of opposition between CFNs and AFNs, despite hybridity. A final finding of the research is the consideration of smart localism. The implications of this research are discussed, along with suggestions for future research including; the need to better understand leadership, relations between AFNs and CFNs, the role played by intermediates, and the expansion of social media based research.
  • Emerging pluralities in the enactment of care in the postgraduate tutor-international student relationship

    Johnson, Nerise D. (University of Chester, 2018-09-24)
    Despite intensified overseas competition, internationalisation remains at the heart of most universities growth strategies. Evidence suggests that the international student experience of care is distinct with context specific expectations. With a paucity of research on care in a higher degree setting this study set out to explore the incidence and enactment care in the postgraduate tutor-international student relationship. It utilised a qualitative, inductive approach, sampling fourteen participants (ten international students and four postgraduate tutors) from a single postgraduate degree programme at a post 1992 small city university. Findings indicated that the enactment of care was plural with emergent themes of mentorship, friendship and recognition of the individual. It identified that participants’ used the word care when describing their relationship but more frequently used language from which care could be inferred when analysed within an abductively bounded framework. This challenged the extant literature which had suggested that the need for care would recede as the cared for moved into adulthood. However, the way in which care was enacted was understood to be particular to the students’ postgraduate status. At the same time, the value of care appeared to be stratified with tutor actions considered less significant if they were perceived to be contractually motivated. Two key recommendations for practice arising from this research were that in the current climate of standardisation and metrification, there remained opportunities to enrich the quality of care in the postgraduate tutor-international student relationship. Secondly, creating these caring relationships with international students was plural and complex which necessitated postgraduate tutor reflexivity of their pedagogic and pastoral practice if they were to enrich the quality of care offered.
  • Charity Fundraising Events – An understated domain: The changing landscapes of charity fundraising event management processes, contexts and ‘communities’ in the United Kingdom

    Bellamy, Lawrence; Stokes, Peter; Brown, Timothy (University of Chester, 2018-08-22)
    Events Management is often regarded as a modern phenomenon, emerging in the last 25 years as an academic subject and practical discipline from a variety of existing fields. Despite this rapid growth there are still aspects of the event industry that are disregarded within the academic literature. This research address this by examining the contribution that charity fundraising events make. Furthermore this research provides new insights into the development and management of charity fundraising events. Conducted between 2011 and 2017 using mixed methods research, the thesis follows an interpretative approach and contributes to the knowledge of events management. Utilising Communities of Practice (CoP) as a conceptual framework the practices, processes and characteristics of events management and charity fundraising events was explored. The fieldwork research entailed examining 120 charity’s economic data regarding fundraising events, an industry survey of 215 event professionals, and 25 in-depth qualitative interviews with charity fundraising event professionals. The findings indicated that there is a unique approach and process to undertaking charity fundraising events, with a particular focus on sponsors, stakeholders and volunteers. This charity fundraising event process is also revealed to be a multi-event management process, as opposed to the singular approach promoted within the literature. Furthermore the economic value of charity fundraising events is demonstrated to be significant. Charity fundraising events are also established to be a critical strategic tool for charities to raise funds, raise brand awareness and, most significantly, to engage with supporters to become part of the charities donor journey. Finally, within the event industry, including charity fundraising events, there is clear evidence of CoP characteristics and practices. The thesis draws together insights from the literature and fieldwork, the event industry and event professionals, and provides a platform from which further research can be developed.
  • Expanding the Undergraduate Entrepreneurial Perspective: An exploratory investigation into pedagogy and practice at the University of Chester

    Hancock, Connie (University of Chester, 2018-08-18)
    Purpose: This work conducts an exploratory investigation into the domain of entrepreneurship in Higher Education (HE), how it is perceived, interpreted and embedded, both from a pedagogic and philosophical perspective, into a contemporary university landscape in order to cultivate entrepreneurial behaviours in undergraduate students. It is implied in government imperatives and directives that entrepreneurship and entrepreneurs are the fiscal panacea that will lead us towards the light in the economic gloom that currently pervades. The cultivation of entrepreneurial attitudes and behaviours has been specifically linked to Higher Education by the European Commission, although scholarly research into developing an entrepreneurial landscape within the HE sector is significantly lacking. Whilst studies exploring the entrepreneurial university and transformative opportunities in response to economic pressure has been undertaken from the 90s onwards, this field and its potential to inform and impact on Higher Education continues to represent an understudied area. The purpose of this research therefore, is to consider the methodologies and strategies that can support a cultivation, integration and embedment of entrepreneurship education in a Higher Education context, specifically the University of Chester, with a view to creating a blueprint for future Entrepreneurship undergraduate Programmes. Methodology: The approach is one that embraces an inductive and qualitative research methodology with data secured from three groups of respondents: undergraduate students, staff engaged in the delivery and support of entrepreneurial endeavour and external stakeholders contributing to an entrepreneurship agenda. Data were gathered from student participants by means of semi-structured interviews and focus groups. Data was secured from staff and external stakeholders via the mode of face-to-face semi-structured interviews. A multiple perspective methodology was employed in order to effectively provide a triangulation of perceptions on the development of an institutional entrepreneurial culture from a pragmatic perspective. The data were analysed and interpreted by way of template analysis (Stokes, Wall, 2014; Philips, Lawrence and Hardy, 2004; Hardy and Thomas, 2013). Contribution: This work expands upon the ways in which entrepreneurship education may be understood in the context of a comparatively small university in the north-west of England and extends the thinking into how practice may be extended to maximise undergraduate entrepreneurship. Most significantly, this research offers up a conceptual blueprint in the form of a model that demonstrates how entrepreneurially orientated mind-sets and behaviours may be fostered in undergraduates within the context of University of Chester.
  • Reflective practice for sustainable development

    Wall, Tony; Meakin, Denise; University of Chester (Springer, 2019-07)
    The efficacy of developing institutional approaches for, and curriculum content about, sustainable development, has been criticised as insufficient to change behaviour in practice (Wall et al, 2017). This partly reflects the deeply engrained nature of educational practices and systems and their effects on learners, and how these are an intimate part of how (un)sustainable futures are perpetuated. As Orr (1994, p. 5) articulates it, “[t]he truth is that without significant precautions, education can equip people merely to be more effective vandals of the Earth”. Against this backdrop, scholars have called for approaches which employ a deeper link between individuals’ knowledge and their critical attributes, that is, a greater need to facilitate the capacities of learners to engage in critical reflection to help transform how they view their responsibilities regarding a sustainable future (Viegas et al, 2016)...
  • Cognitive Influences shaping Grade Decision Making

    Pownall, Ian; Kennedy, Victoria; University of Chester; Liverpool Hope University (Emerald, 2018)
    Whilst the marking process is a well explored area, there is limited analysis of the influences that shape the intention grading decision at the point at which it is made. This can be particularly important when those influences may vary during the marking process making reflective analyses also difficult to explore. We draw upon a small sample of assessed scripts from two UK HEIs and undertake a factor analysis of potentially important influences that shape the grading decision at the cognitive point it is made. Our findings indicate that for the sample analysed, the markers most important influences were those associated with the normative view of marking although they also suggest potential influences from when the script was graded and the fatigue of the marker concerned. Our findings indicate that for the sample analysed, the markers most important influences were those associated with the normative view of marking although they also suggest potential influences from when the script was graded and the fatigue of the marker concerned. The work is confined to undergraduate management students and limited by the sample size.A factor analysis reveals the cluster of influences that contribute to observed grade outcomes, but provides less clarity upon relative interdependencies between those factors.There are additional constraints in that the constructed data collection tool was self administered. The data collection instrument (VBA Excel workbook) is we believe, quite innovative in capturing immediate cognitive reflections. It could be developed for other decision making research. We also believe there are staff developmental outcomes from the work, to sustain and enhance assurance in the grading process. As far as we can determine, research that has explored the influences shaping grading and mark allocation tends to be reflective or after the event. Our research data is constructed at the same time as the grade / mark is determined.
  • Human capital, international standards

    Stokes, Peter; Wall, Tony; De Montfort University; University of Chester (Springer, 2019-07)
    The drive for progress is a central underlying tenet of the development of the UN Sustainable Development Goals (UN-SDG), and any form of progress will involve resources, structures and protocols. Yet it is also recognised that all of these are necessarily driven through human resources, or more generally expressed, people/human beings, thus, it is important to focus attention on the human dimensions that are ultimately the driver of initiatives such as the UN-SDG. The establishment of national and international standards can play an important role in this and constitute mappings and protocols which seek to span, encompass and codify recommended conditions, practice, and processes in relation to a given product, domain, or phenomenon (Stokes et al, 2016). The process of their drafting almost invariably involves consultation with a wide array of stakeholders and the resultant documents provide employees, managers, directors, and policy makers with guidelines which inform and work as a guide to ‘good practice’ (Crawford-Lee and Wall, 2018, forthcoming)...
  • Service learning and sustainability education

    Wall, Tony; University of Chester (2019-07-01)
    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)...
  • Drama and theatre for health and well-being

    Wall, Tony; Fries, Julia; Rowe, Nick; Malone, Niamh; Österlind, Eva; University of Chester; Stockholm University; York St John University; Liverpool Hope University; Stockholm University (Springer, 2018)
    The rock art of indigenous communities from 20,000 years ago have been interpreted as early indications of how humans have connected performance, in a broad sense, with the health and well-being of their communities (Fleischer and Grehan, 2016). Now, at a global level, there is increasing recognition that drama and theatre can facilitate a variety of health and wellbeing outcomes for an extensive range of groups, not pre-determined by affluence or socioeconomic status (APPG, 2017). In a broad sense, drama and theatre are a constellation of arts based practices, processes, and spaces, which intentionally work with more or less fictive characters, roles, relationships, and plots, in order to generate a wide range of experiences or outcomes (Wall, Österlind and Fries, 2018, forthcoming). Indeed, theatre and drama have been described as “the most integrative of all the arts: they include singing, dancing, painting, sculpture, storytelling, music, puppetry, poetry and the art of acting” (British Medical Association, 2011, p 10), which can help people to understand and then change how they relate to and then live out their own world.
  • Coaching and ethics in practice: dilemmas, navigations, and the (in)spoken

    Wall, Tony; Hawley, Rachel; Iordanou, Ioanna; Csigás, Zoltan; Cumberland, Nigel; Lerotic-Pavlik, Nathalie; Vreede, Alex; University of Chester; European Mentoring and Coaching Council (2018-05-23)
    This Research Policy & Practice Provocations Report is the third issue in a series which aims to influence how we think about and how we conduct coaching and mentoring research. Developing our ethical compass is challenging but rewarding process as part of the professional development of coaching and mentoring practice. This report brings you an opportunity to refresh your thinking regarding ethics and ethical issues, and prompts us to consider expert perspectives towards illustrative challenges. Ethics and ethical practice are often seen as crucially important, both professionally and morally (Wall, Iordanou, Hawley and Csigas, 2016), and indeed has been found to be an area which is especially important to the high impact world of the coach and mentor (Wall, Jamieson, Csigás, and Kiss, 2017). In the last Provocations Report, for example, we highlighted an important question that needed to be addressed: “What might be the ethical tensions in evaluating coaching?”.
  • A qualitative investigation into practitioner perspectives of the role of customers within the design and delivery of local government contact centre services

    Moore, Neil; Nott, Derek J. (University of Chester, 2018-07-12)
    Local authorities have experienced significant cuts in income whilst grappling with increased demand, an aging population and welfare reform. This pressing imperative has driven local authorities to challenge their sense of self and in doing so consider the participative role that customers can and do play. This study sought to examine practitioner perspectives of customers, their role, impact and constraining and enabling factors within the design and delivery of local government contact centre services. There is limited empirical research on practitioner perspectives of the role of customers within a local government environment. There are multiple terms used to describe the concept of customer but an absence of established approaches to examine the role that customers play within socially constructed phenomenon within local government demonstrating a gap in current academic thought. Whilst the rationale for involving customers in local governance is debated, the application of theory in to practice is limited thereby further constraining the opportunity for local authorities to leverage potential benefits afforded through participative approaches to the design and delivery of contact centre services. An interpretivist stance was adopted with qualitative techniques employed within the research. Using a priori codes developed through the review of extant literature, thematic analysis of forty-four customer service strategies spanning single tier, upper tier and metropolitan local authorities was undertaken. Themes were further developed through analysis of transcripts from seventeen semistructured interviews with managers responsible for the design and delivery of local government contact centre services. This research highlighted the differing and often contradictory practitioner perceptions of the concept of customer and the role that customers play in the design and delivery of local government services. Whilst organisations espoused a desire to progress participative principles due to the potential benefits afforded through such approaches, the extent to which these were operationalised by practitioners was limited and this coupled with a perceived sense of passivity on the part of customers resulted in little or no positive impact on current service performance. As extant literature and research is limited on the role of customers within local government, this study expands current academic thought providing particular insight on the practitioner perspective. The research findings provide a robust foundation on which theorists and practitioners in particular can formulate participative strategies and associated policies thereby providing meaningful opportunities for customers to co-design and co-deliver local government services and through which potential benefits, financial and non-financial, can be realised.
  • Ubuntu in adult vocational education: Theoretical discussion and implications for teaching international students

    Tran, Ly Thi; Wall, Tony; Deakin University; University of Chester (2018)
    Evidence now calls into question the efficacy and appropriateness of pedagogical practices that force international students to adapt to economically-driven and Eurocentric expectations. As a response to calls for alternative perspectives, this paper introduces the construct of Ubuntu, an African worldview prioritising ‘humanness’ and interconnectedness, and utilises it as a conceptual lens to examine the key tenets of engaging pedagogical practices in teaching international students. The findings point to three main ways that the Ubuntu perspective can manifest in teaching international students: humanness, interconnectedness, and situatedness. The paper offers new insights into how an under-researched, non-western human wisdom – Ubuntu – can be used to interpret international education practice. In doing so, it contributes to both theory building and provokes consideration of an alternative pedagogical lens. In particular, the paper draws on Ubuntu as a critical framework to challenge the conventional ways of viewing international students as the ‘other’ in ‘our’ educational system.
  • An Investigation into the Influence of Social Media Message Context on Retailer-Consumer Interaction: A Case Study from the Lens of a UK Retailer

    Ashford, Ruth; Manning, Paul; Smith, Philip (University of Chester, 2018-07-13)
    This thesis investigates social media and retailer-consumer interaction with a research site of a well-established medium sized specialist retailer within the outdoor activities sector (the case organisation), selling goods and services online, and offline from physical retail stores across the United Kingdom (UK). The research investigates the case organisation’s response to the development of social media channels, with the purpose of developing understanding of the influence of content posted by the retailer on Twitter and Facebook platforms. The ease of access of these social media communications allowed the researcher to freely view the context of the case organisation’s activity and helped shape the questioning of research participants in their face-to-face semi-structured interview. The research aimed to develop understanding, and therefore qualitative methods were most appropriate. The philosophical assumptions were for a subjectivist ontology and interpretivist epistemology. The theoretical framework of uses and gratification theory (UGT), provided a priori themes to identify the retailer’s postings into social, entertainment or information value to the consumer. This study demonstrates that the case organisation’s posting activity on its primary Twitter and Facebook accounts, were predominantly of information value to the consumer, whereas users appeared to interact more with postings that were of social or entertainment value. The apparent under resourcing of the specialist product sub-community accounts (S1 and S2) appears to be suppressing social media activity, and thereby interaction with community members. But by reassigning management of S1 and S2 activity to generalists within the social media team, these research findings indicate that the case organisation is putting the close ingroup interaction that these sub-communities serve at risk. The one store-based subcommunity Facebook account (S3) was achieving a more balanced mix of user interaction than the case organisation’s primary account; indicating that local staff involvement was a motivating factor in consumer interaction. These research findings indicate that by re-evaluating the context of messages posted on its primary Twitter and Facebook accounts, and the involvement of local store account activity, consumer interaction on these channels will increase. Furthermore, the research findings suggest that by developing a transparent corporate social media strategy, that includes clear policy and operating procedures, those actors on the periphery of social media activity will benefit from the resultant clarity of understanding. And the call for training in managing social media activity for business by these actors can be addressed and delivered within the framework of a robust social media strategy. While there are inherent limitations in researching a single-case organisation, the generous access granted to the researcher provided a unique opportunity to investigate the research aim and objectives in a real-world setting. Moreover, this indepth study of Twitter and Facebook activity at the case organisation contributes to theory and practice by providing new insights and understanding on the influence of message context on consumer interaction from the lens of a specialist retailer.
  • Creative writing for health and wellbeing

    Wall, Tony; Field, Victoria; Sučylaitė, Jūratė; University of Chester; Canterbury Christ Church University; Klaipėda University (2018)
    Creative writing for health and wellbeing has emerged from a constellation of arts-based practices which have been explicitly linked to health and wellbeing, that is, a set of practices which are recognised as having a role in “resolving the social and cultural challenges facing today’s world” (UNESCO, 2010, p.8). With a burgeoning empirical base of evidence of the role and impacts of arts-based practices for health and wellbeing, there is an increasing acknowledgment that such practices can help “keep us well, aid our recovery and support longer lives better lived [and] help meet major challenges facing health and social care… ageing, long term conditions, loneliness and mental health” (APPG, 2017, p.4)...
  • Tourism and health, risks and challenges

    Hindley, Ann; Marmion, Maeve; University of Chester (Springer, 2018)
    Whilst the entry ‘tourism, health and well-being’ articulates the consensus that tourism experiences can have health benefits for individuals and societies, there are also health risks involved when it comes to international travel. Tourists and tourism organisations need to be aware of and to manage such risks in order to mitigate the potentially far reaching health consequences. By its nature, tourism involves the movement of people from place to place and as such increases the unplanned exposure of tourism stakeholders to a variety of health related risks. This entry takes a tourism, tourist and community perspective rather than a health or medical practitioner stance, in order to highlight some of the risks and challenges that may emerge in the context of tourism and health.
  • Markets, Festivals and Shows: Sustainable Approaches to Gastronomic Tourism Through Collaboration

    Hindley, Ann; Wall, Tony; University of Chester (Routledge, 2018)
    This chapter reveals how and why gastronomy has been used as a tourist attraction by markets, festivals and shows in Cheshire (England). It demonstrates how gastronomy can be used to increase visitor footfall and provide an economic stimulus in rural and urban areas. It considers how gastronomy can also be used to provide the solution to or raise the profile of social and environmental factors. The Nantwich Food Festival is used as the main case study, supported by examples from the Foodies Festival Tatton Park, The Royal Cheshire County Show and the Rode Hall Farmers’ Market. The aim is to understand how varying needs within the local and wider community were identified and then met through farming-related events, which expanded or metamorphosed into their present form with gastronomy used as a pull-factor. Contemporary trends towards healthy eating, sustainable consumption, experiences and collaboration are acknowledged. UK consumers are increasingly seeking local, organic, non-GM, free-range, free-from and quality assured produce that is ethically produced, safe and traceable. ‘Foodies’ and culinary tourists continue to be drawn to unique and authentic food experiences, while gastronomic tourism events increasingly boost visitor numbers through the regular appearance of reality TV and celebrity chefs.
  • Tourism, Health and Well-being

    Marmion, Maeve; Hindley, Ann; University of Chester (Springer, 2018)
    There is a well-established interrelationship between travel, tourism and health. Indeed, the motivations to participate in early forms of tourism related closely to ideas of well-being, wellness and health, and places or destinations that focus on offering perceived health benefits have long been recognised. Contemporary tourism continues to contribute to perceived health and well-being and this entry discusses the personal and social rationale for tourism in this context. For some, there are quite specific and pre-determined health reasons for travel, whereas for others it’s a more implicit sense of escape and relaxation that leads to a greater sense of well-being. If tourism experiences can potentially improve certain health indicators then the role tourism can play in fostering health and well-being should be recognised in order to advance the good health and well-being agenda.
  • Arts based approaches for sustainability

    Wall, Tony; Österlind, Eva; Fries, Julia; University of Chester; Stockholm University (Springer, 2018)
    The arts encompass a broad and diverse landscape of interrelated creative practices and professions, including performance arts (including music, dance, drama, and theatre), literary arts (including literature, story, and poetry), and the visual arts (including painting, design, film) (see UNESCO, 2006). They have been explicitly linked to sustainable development in higher education at a global level through UNESCO’s Road Map for Arts Education (UNESCO, 2006) and The Seoul Agenda: Goals for the Development of Arts Education (UNESCO, 2010). Specifically, the arts have been deployed to promote human rights, enhancing education, promoting cultural diversity, enhancing well-being and, most broadly, “to resolving the social and cultural challenges facing today’s world” (UNESCO, 2010: 8)...
  • Conjuring A ‘Spirit’ for Sustainability: a review of the socio-materialist effects of provocative pedagogies

    Wall, Tony; Clough, David; Österlind, Eva; Hindley, Ann; University of Chester; Stockholm University (2018)
    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.

View more