Understanding the dynamics between social entrepreneurship and inclusive growth in subsistence marketplaces

This article explores how social entrepreneurs utilize their unique circumstances and resources at a micro level to facilitate the creation of shared value at the meso level, leading to inclusive growth at a macro level in the context of subsistence marketplaces. Drawing from explanatory case studies of two social enterprises—Waste Concern (Bangladesh) and Seven Women (Nepal)—the findings suggest that social entrepreneurs act as bricoleurs to integrate their operant and operand resources in subsistence marketplaces to facilitate inclusive growth. The authors further connect with and extend three discourses of research—social entrepreneurship, social bricolage, and service-dominant logic—to develop a framework providing insights into the “bottom-up” approach, the underlying dynamics of shared value creation, and inclusive growth in subsistence marketplaces by social entrepreneurs. The findings also strengthen Dees's (2001) definition of social entrepreneurship, confirming its applicability and relevance in subsistence marketplaces and further extending the theory of social bricolage. The authors discuss the implications of these findings, including tactical interventions aimed at providing better understanding of how social entrepreneurs create value in resource-constrained marketplaces, from a bottom-up perspective.

The place of place-based education in the Australian primary geography curriculum

The idea for this paper emerged from a recent qualitative investigation which examined the ways in which six Australian primary teachers conceptualised geography and geography teaching (Preston, 2014b). A finding of this research was a strong correlation between the breadth of geographical understandings and the years of experience and age of participants. For early career teachers, conceptions of geography were narrowly confined to information-oriented perceptions. Whereas, the two teachers, with more than 30 years in primary schools, portrayed much more complex understandings. Their conceptions depicted geography as process-oriented and in relational terms, that is, understandings of geography that recognise the interactions and interdependence of people and environments (Bradbeer, Healey, & Kneale, 2004). Both these experienced teachers were also committed to place-based, inquiry approaches to geography teaching and had been using placebased methodologies long before it became a new movement in education (Morgan, 2009, p. 521 ). This prompted me to question why geography education seldom features in discourses of place-based education and to contemplate the oft-cited argument (at least in the United States) that the recent focus on curriculum standards is incompatible with locally responsive curriculum (Jennings, Swidler, & Koliba, 2005).
In order to answer these questions, I explore the intersections and divergences between place-based education and geography education in the Australian context. Drawing on Smith's (2002) and Gruenewald's (2003) conception of place-based education, and the new. Australian geography curriculum document, I argue that primary geography education has strong synergies with place-based education methodologies and aims. I further suggest that a geographical perspective can augment placebased education to enrich and broaden students' understandings of the complex interactions between and within places. This argument is balanced with a critical examination of the practice of geography education acknowledging that the tradition of fieldwork might benefit from placebased education approaches that enable more embodied, socially engaged interactions with places. Thus, I contend, place-based education and geography education are mutually supportive and each can extend the other. The paper concludes with a reflection on the challenges in Australia in preparing primary teachers for the implementation of the new (place-based) geography curriculum.

A university-based clinical exercise facility that serves as a clinical, teaching and research space

Deakin University opened its Clinical Exercise Learning Centre (CELC) in May 2011, initially staffed by four (now seven) Accredited Exercise Physiologists (AEP), and funded by the university. The main objectives of CELC are to provide (i) excellent clinical practicum learning opportunities for postgraduate students enrolled in the Master of Clinical Exercise Physiology that prepare students for subsequent external placements; (ii) learning opportunities that are vertically integrated with the preparatory components of the Masters, including pathophysiology units and pre-clinical units; (iii) learning opportunities that are also integrated with the external clinical practicum program that is embedded in the Masters; (iv) a clinical service to the community and strong referral networks with local GPs; (v) a research centre that is focussed on evaluating the efficacy of Accredited Exercise Physiology (AEP) services for a range of clinical situations, with a view to contributing to a future national evidence-based practice network supported by ESSA. Deakin University funds the CELC facility, equipment, consumables, limited car parking, practice management software and server and, most importantly, the staff. Therefore CELC runs at a loss even against fees charged and this was built into the original model. Staff include an AEP clinical practicum coordinator, two casual AEPs and several academic AEPs; the latter practise as a small part of their approved workloads. The practice model is for all AEPs to provide clinical services with referred clients who are billed as if CELC is a private practice, whilst concurrently teaching and mentoring students; the latter are expected to be active learners in CELC and have exposure to a wide range of pathologies and clinical situations. Billable hours are always provided by AEPs, not students, but students can assist. CELC provides clinical services 1:1:1 (client: AEP: student), 1:1:5 and 8:1:5. CELC was awarded national runner-up in the ESSA Exercise Physiology clinic of the year in 2011 and has grown its caseload to > 200 referrers in 2013. CELC recently designed a generic research platform and has begun to roll out research projects that are designed to translate 'traditional' research-based evidence of exercise benefits for chronic disease in order to evaluate AEP efficacy of practice in the Australian context. CELC provides a model for other universities, provided those universities see it for its learning value, and not to generate revenue or profit.

Fear of self and unacceptable thoughts in obsessive-compulsive disorder

Cognitive-behavioural models have linked unacceptable or repugnant thoughts in obsessive-compulsive disorder (OCD) with vulnerable self-themes and fear-of-self concerns. To investigate this notion, Aardema and coworkers recently developed and validated the Fear of Self-Questionnaire (FSQ) in non-clinical samples, finding it had strong internal inconsistency, and good divergent and convergent validity, including strong relationships to obsessional symptoms and with other processes implicated in cognitive models of OCD (e.g., obsessive beliefs and inferential confusion). The current article describes two studies that aim to replicate and extend these findings in clinical OCD and non-clinical samples. Study 1 investigated the psychometric properties of an Italian translation of the FSQ in a non-clinical sample (n=405). Results of confirmatory factor analysis supported the unidimensionality of the scale; the FSQ also showed very good internal consistency and temporal stability. Study 2 investigated the role of fear of self in OCD symptoms, and unacceptable thoughts and repugnant obsessions in particular, using a clinical OCD sample (n=76). As expected, fear of self was a unique, major predictor of unacceptable thoughts independent of negative mood states and obsessive beliefs. Moreover, even when considered with obsessive beliefs, anxiety and depression, the feared self was the only unique predictor of obsessionality, providing support for the notion that self-themes could explain why some intrusions convert into obsessions, whereas others do not. Implications for current cognitive-behavioural models are discussed.

Interprofessional collaborative practice across Australasia: an emergent and effective community of practice

Individuals involved in fostering interprofessional collaborative practice in health are employed in the education, practice and political arenas. While the need to innovate and develop optimal training and practice is not new, the uniqueness of interprofessional collaborative practice is that it exists across professional backgrounds and transcends traditional hierarchies (entry-level to senior practitioners). As such, alternate models of support are required to assist champions to progress learning and innovation. One such model is a group of educators and practitioners networking across Australasia, resulting in the Australasian Community of Interprofessional Collaborative Practice (ACoIPCP). ACoIPCP is a lively community of practice (CoP) group across Australia and New Zealand, which is abreast of current activity in the relevant arenas and provides members with an avenue to share information and, therefore, respond appropriately to changes in the environment. Membership includes likeminded individuals who work in the area of interprofessional collaboration from a broad range of perspectives in both health education and practice. This paper describes the development of ACoIPCP and its aims, activities and achievements. By developing a community of practice framework in a cross-organisational environment, ACoIPCP members have been able to support one another, share resources, seek feedback and learn with and from one another to foster interprofessional collaborative practice within educational, clinical and political settings. Information about the processes and outcomes of ACoIPCP may provide guidance to others interested in facilitating learning and innovation through a community of practice model.