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How AI-induced existential threats affect consumer skepticism toward corporate marketing communications in the hospitality and tourism industry
No full textWhile artificial intelligence (AI) technology offers a variety of potential advantages, the general public has voiced serious concerns that the development of AI could pose threats to human existence. This work explores how AI-induced existential threats shape consumers’ cognitive beliefs about corporate marketing communications in the hospitality and tourism industry (e.g., hotel corporate social responsibility activities and travel package advertisements). Through one survey and four experiments, this research uncovers an important unforeseen dark side of AI. That is, AI-induced existential threats lead to consumer skepticism toward corporate marketing communications. In addition, we find that consumers’ zero-sum mindset is the psychological mechanism explaining the negative AI effect. Moreover, this paper identifies regulatory focus as a critical boundary condition. Specifically, the unintended effect of AI-induced existential threats only occurs among promotion-focused individuals but disappears among prevention-focused individuals
Eight Dispositions for Collective Creativity, Social-Emotional Wellbeing and Ethical Action
Get PDFThis impact paper provides large-scale, longitudinal evidence from over 4,000 children showing how collective creative pedagogies support pupils’ social, emotional, and ethical development within the curriculum. Rationale: Evidencing Children’s Voices on Collective Creativity, Wellbeing and Social-Emotional Learning
National and international guidance (OECD; DfE Curriculum and Assessment Review) highlights the importance of helping pupils work collaboratively with others, listen actively, consider different perspectives, and act responsibly. These competencies underpin behaviour, wellbeing, citizenship, and academic learning, yet they are not always developed systematically or equitably. Creativity is widely positioned as a core educational priority, yet dominant research continues to privilege individualised, cognitive accounts of creative capacity. Such approaches marginalise children’s voices and under-theorise the social, relational, and ethical dimensions of creative learning.
This impact paper applies the term collective creativity (Stephenson, 2022) in the classroom and focusses on relational learning. This paper shares longitudinal work which addresses gaps in empirical research by examining children’s experiences of social-emotional learning through a creative pedagogical approach called ‘Drama Worldbuilding’ which uses collective story making, inquiry-based learning and problem-based learning to activate ethical action (Stephenson, 2022).
The impact paper synthesises empirical data from three longitudinal projects conducted across 19 primary schools and involving more than 4,080 children and their 72 teachers over five years, in which teachers co-designed their humanities curricula with creative practitioners from Leeds Beckett University to support children’s social-emotional learning. Children’s articulations of their learning across the three projects is evidenced as a set of impact dispositions (values, attitudes, mindsets), conceptualised as Eight Dispositions for Collective Creativity, Social-Emotional Wellbeing and Ethical Action.
The importance of this empirical research lies in its scale, depth, and focus on pupil experience. It evidences how collective creative pedagogies are actually experienced by learners, not just how they are intended to work. This addresses a major gap in existing research, which often focuses on outcomes, theoretical models or teacher perspectives rather than sustained pupil voice. By examining a collective, creative pedagogical approach, Drama Worldbuilding, the impact paper provides robust evidence of how social and emotional learning, ethical understanding, and collaboration develop through shared imaginative and inquiry-based learning. The research expands the approaches to social and emotional learning to include the term ‘ethical agency’- an understanding of WHY we act and the ability to make responsive decisions in response. Rather than treating these dispositions as add-ons, the evidence shows how they are formed through relationships, dialogue, and joint problem-solving within curriculum learning.
This paper offers credible, large-scale evidence that collective creative pedagogies can activate: pupil wellbeing and belonging, communication, empathy, and ethical action, engagement and motivation and curriculum intent. The pedagogical approach and disposition framework have been used across different age phases and disciplines by a range of creative practitioners and makes a unique contribution to understanding collective creativity through the experiences of children and young people. It is being applied Initial Teacher Education through an international project lead by the author
“I Couldn’t Just Say ‘Can You Go Home Please’”: Exploring UK Adults’ Freedom to Negotiate Alcohol- and Drug-Involved Sexual Experiences
Get PDFThere is limited research on how substance use impacts people’s freedom to negotiate sexual activity with others, particularly in distinguishing between alcohol and drug use. This study addressed that gap by exploring how substance use can both extend and constrain sexual negotiation. A mixed-methods online survey of 354 UK adults aged 18–40 examined sexual consent across sober, alcohol-, and drug-involved experiences. This paper focuses on the qualitative data for substance-involved sex only. Three themes were constructed from the data using Reflexive Thematic Analysis: (1) Substance use can facilitate sexual negotiation with others; (2) Substance use opens up new sexual opportunities; (3) Sexual refusal is constrained by relational and event-based influences. Participants described how drugs such as MDMA and cannabis enhanced mutuality and communication, sometimes disrupting traditional sexual scripts. However, gendered power dynamics, social pressures, and time and event-based constraints continued to limit sexual refusal, especially for women. These findings suggest that while drug use can involve ethical and consensual sexual experiences, it can also reinforce existing inequalities. Further research is needed to explore how different drugs, and social contexts, shape (un)ethical substance-involved sexual behavior
What do teachers do?
No full textApplying for and obtaining your first post is an important undertaking. Knowing the stages involved in the application and interview process will allow you to consider careful where and when you apply. This chapter provides clear guidance to support you in applying for your first post as well as what happens when you are offered a post.
It encourages you to think about what type of post you want to apply for and provides insight into what is expected from applications from employers. It considers the interview process as a whole looking not only what take place during an interview, but also what might be expected of you once you have accepted your new role
Curating equality, diversity and inclusion: event organisers as ethical and political agents in Mexico’s community carnivals
No full textPurpose - Mexico has a rich programme of community carnivals that both perpetuate and offer opportunities to subvert existing power structures and social relations. Carnival organisers have a key role to play in either reinforcing or challenging existing social norms and creating spaces of inclusion or exclusion. This study explores the role of organisers as curators of the symbolic and structural conditions of inclusion and exclusion at these contested events.
Design/methodology/approach - An ethnographic approach was adopted to investigate the ways in which carnivals in the eastern region of the State of Mexico become spaces of inclusion and exclusion. Observations were conducted at 19 carnivals. In addition, semi-structured interviews were conducted with 14 carnival organisers.
Findings – Carnival organisers play a key role in shaping the extent to which these festivals are welcoming and inclusive for different groups. Organisers are in positions of power in terms of decision making, programming, and deciding who can participate and in what ways, positioned between local traditions and restrictive social norms, and the subversive and transformative potential of carnival.
Originality/value – The study illustrates the important role organisers can play in supporting diversity and ensuring carnivals and festivals are inclusive spaces
An evaluation of a collaborative experiential learning model to develop communication skills in social work education
Get PDFThis article reports findings of a research project aimed to evaluate the experiences of British social work students in communication skills development. The collaborative experiential learning model across eight weeks consisted of teaching followed by role-play practice, which was undertaken in groupwork within a university teaching space and on Teams. The students provided peer feedback which was supplemented with feedback from teaching staff, a person with lived experience or a qualified social worker and it was videoed, all enabling reflection on practice by the students between sessions. The data was collected from n = 35 first year students and apprentices on a social work degree participating in a qualitative survey to gather views on the collaborative experiential learning model used in the module. The research findings identified the themes of engagement with learning, collaborative experiential learning, and factors that impacted learning. Research participants identified multiple and often unexpected skills, which included the development of peer relationships, reflective skills, communication skills, planning skills, knowledge, confidence, groupwork skills and ability to give and receive feedback to enhance future service provision. This was enabled by a positive working group, formed by a supportive role for each other, a non-judgemental attitude, and participation and engagement
Karl Spracklen, a Gardener of Ideas: Leisure and a Dissenter’s Guide to Events
Get PDFA festschrift is perhaps an appropriately themed word to celebrate the writings of somebody named Spracklen. Both words have old Northern European origins, festschrift being German (a festival or celebration of writing) and Spracklen being Old Norse (a man with creaky legs). Both the German language and Old Norse have their origins in Indo-European Proto-Germanic, which over the centuries has traveled, evolved and influenced a range of languages that are spoken across Europe and beyond today, including the English language (House of Names, n.d.; Online Etymology Dictionary, n.d.). In a similar vein, the subject of this essay, Professor Spracklen (hereafter ‘Karl’), has done much of the same traveling, evolving and influencing through his academic and professional development, his serious leisure pursuits and extensive scholarly outputs. I muse over these and add my own critique in this piece, with attention to his work related to events, and specifically Karl’s writing on protest as event. The deeply social and political elements…
Before going any further and in the interests of openness and transparency I must state that Karl is a good friend; he is also a former colleague, and he was my PhD supervisor. I first encountered Karl in 2009 when I was in the third year of creating a new undergraduate program at the then-named Leeds Metropolitan University (renamed Leeds Beckett University in 2014). I was based within the ‘Tourism Subject Group’ which was instructed to diversify their ‘product’ offering. Prior to this I was Course Leader for a suite of Higher National Diploma (HND) programs in Business-related subjects, but my undergraduate degree was in Tourism Management, and my vocational background was in the entertainment-industries, so this seemed like the perfect new opportunity for me. In 2007 I moved across faculties to take on this role
Selecting and specifying target behaviours to enable nutritional adherence in male academy footballers
Get PDFBackground
Adolescent male academy footballers often fail to meet nutritional recommendations, placing them at increased risk of compromised growth, health, and performance. Guided by the Behaviour Change Wheel, this study aimed to select and specify dietary behaviours to underpin a sport nutrition service within an English Football League Championship academy. Two Nominal Group Technique (NGT) workshops (mean duration = 2 h 20 min) were conducted with four experienced sport nutritionists, three of whom were currently employed at the club, and one recently employed. Participants generated, ranked, and refined behaviours through structured group discussion, and a follow-up questionnaire. Audio data were descriptively analysed to provide contextual insight into behaviour selection and prioritisation.
Results
Twenty-four behaviours were generated, from which a prioritised top 10 were identified. The three highest-ranked behaviours were: (1) consuming ≥ 3 main meals (≥ 900 kcal or 13 kcal·kg⁻¹) and 2 snacks daily (≥ 350 kcal or 5 kcal·kg⁻¹); (2) consuming ≥ 3 carbohydrate portions (40–50 g or 0.5–0.75 g·kg⁻¹) per main meal, and ≥ 1 per snack; and (3) consuming a protein portion (25–30 g or 0.4 g·kg⁻¹) at ≥ 4 eating occasions daily. Collectively, these behaviours formed the “meal frequency and portion size guidance.” Additional behaviours ranked within the top 10 included fruit and vegetable intake, attendance at club-provided meals, hydration practices, and cooking from the club recipe app. Practitioners reported challenges conceptualising behaviours, often defaulting to macronutrient prescriptions, and found prioritisation difficult given the number of valuable behaviours identified. Nonetheless, the iterative NGT process facilitated consensus and provided actionable, evidence-based nutritional guidance.
Conclusion
This study demonstrates the suitability of the NGT for co-producing and prioritising dietary behaviours in male academy footballers. The approach effectively structured practitioner insights to identify priority areas for sport nutrition service delivery. However, the time-intensive nature of the behavioural analysis highlights the need for greater behavioural science capability within sport nutrition practice. Defining what athletes should do, rather than just focusing solely on nutrient-based prescriptions, is essential for designing effective, theory-informed behavioural interventions. These findings provide a foundation for designing targeted interventions to support the health, wellbeing, and performance of male academy footballers
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