This book sheds light on the processes and cognitions used by managers to successfully implement strategies while navigating the strategy and change interface. It applies the latest thinking from the resource-based literature, in particular the idea that high performing organisations have become adept at honing and utilising value creating dynamic capabilities. Key processes and cognitions help organisational leaders sense opportunities and threats as well as shrewdly seize strategic opportunities to advantageously enhance performance. The book also adopts an institutional view; that is, it assumes that organisations must satisfy their stakeholders while navigating a range of influences, including other organisations, markets, laws, quality standards, conventions, and cultural norms. This book conceptualises corporate strategy as an amalgam of four fundamental strategies: the organisation's financial, customer value creation, resource, and non-market strategies. These strategies address the capital, product and services, and resource markets as well as various non-market institutions. Successfully integrating and implementing these four strategies allow organisations to enable their employees' multidisciplinary talents. By approaching strategy in this way, the book demonstrates why it is important to monitor changes to the organisation's strategic context and helps it identify the practices, collaborations, and projects necessary to achieve spectacular strategic change.

Encouraging Diversity in Higher Education: Supporting Student Success provides an overview of the widening participation movement in Higher Education in the United Kingdom, United States, Australia and New Zealand. It argues that universities should revitalise their learning and teaching practices to better meet the diverse learning needs of contemporary undergraduate students. Approachable in execution, this book provides an evidence-based set of classroom practices, which readers will readily be able to relate to and use successfully. Answering questions such as: * How can I enrich my undergraduate teaching? * How can I help undergraduate students engage fully with their learning? * How can help undergraduate students to quickly acclimatise to Higher Education? * How can I help undergraduate students from diverse backgrounds excel at university? This book discusses economic and discursive drivers used to increase the numbers of undergraduate students who were the first in their families to enter university, and some of the ways in which universities responded to the growing percentage of such students. In so doing, it considers the learning needs of diverse students, and discusses the views of academic teaching staff who have used transparent pedagogies in their classrooms. Including forty five teaching strategies designed to generate highly engaged, socially inclusive classrooms, this is the first book to offer both a theoretical background of the need to approach learning and teaching in contemporary universities in innovative ways, and a practical, step by step guide to using a suite of transparent pedagogies. These focus on building inclusive classroom communities, generating academic literacies, developing collaborative learning skills, and encouraging students to think critically. This book will be a useful companion for both early career academics and those with experience but dealing with a new student cohort. It will also be of great interest to those teaching or studying the many professional qualifications in tertiary education. Kate Hughes is the President of the Australian Sociological Association (TASA) and Senior Consultant of Teaching and Learning at the Australian Catholic University. She is the co-author of Australian Sociology: A Changing Society, the market leading undergraduate text in Australia, now in its fourth edition.

ONE FAMILY'S REVOLT AGAINST EVERYDAY POLLUTION When a beanbag sent thousands of polystyrene balls flying through her garden, Kate Hughes decided to make a break with the throwaway society. She and her husband transformed the lives of their ordinary family of four. They ditched plastic, shunned supermarkets, cooked all meals from scratch, bought only second-hand clothes, and made their own cleaning agents. Then they went deeper - greening every aspect of their home life, from their gas and electricity to their car, from their money to their IT. The Hugheses have achieved the 'zero waste' goal of sending nothing to landfill. Now they are going even further... Told with refreshing humility and humour, this eye-opening story shows that a well-lived life doesn't have to come wrapped in plastic. Packed with handy tips, it reveals much about what makes a fulfilling modern family - and how readers can empower themselves to preserve the climate, forests and seas. And, heart-warmingly, how that can lead to a more relaxing life. Extract We were starting to realise that making the journey was leading to more questions than answers, more grey areas, misinformation and conflicts of interest than we ever imagined - and that was just about food. We hadn't even got started on anything else that came into our home yet. Take a single, uncontroversial ingredient, let's say peppers. Should we buy them grown in a UK hothouse or ones trucked in from Spain? What if the Spanish ones are organic? Or the only UK option is wrapped in plastic? Which is better for the environment? Or at least less harmful? If we ever want to eat peppers again without negatively impacting the planet in some way are we going to have to grow our own? Because self-sufficiency wasn't really part of the plan... All we could do was dive in and hope we didn't drown in the detail as we swam around looking for food that worked for us and the planet. We started with the problem of transport because food mileage was a well established measure that meant we could actually make some decisions based on numbers for once. Or, at least, we thought we could. Three quarters of all the fruit and veg now eaten in the UK is imported. Almost all the fruit we eat has been grown overseas, and soft fruit in particular is flown in. It turns out that the UK only produces half of all the food that is consumed on these shores - which is somewhat patriotically disconcerting as well as practically unsustainable. One of our family stories is the recollection of the first banana my great uncle ever tasted after WW2, shipped from the other side of the world. We were very aware that bananas came from overseas. But the fact that such a vast proportion of the apples eaten in Britain are imported from South Africa, or at best France, when the fruit grows very well in the orchards you can see from near our house seemed to be absurd. The obvious solution appeared to be only to buy food produced not just in the UK but as close to us as possible. That immediately threw up two questions. The first we were becoming increasingly familiar with. Were we really prepared to give up things we took great pleasure in for the sake of an unquantifiable, but undoubtedly minuscule effect? Or even just to settle for not adding to the runaway levels of damage that our disconnected food shop was causing each and every day? But the second question was whether a straightforward food mile approach was even a worthwhile aim. When I put the question of food miles to Riverford Organic Farmers, the sustainably produced veg box people, they told me that for most of the year our carbon impact would be smaller if we bought organic tomatoes trucked in from Spain than those heated thanks to fossil fuels in a UK hothouse. That means the answer has to be to eat food grown in the UK at the time of year it is traditionally produced. We finally arrived at a robust solution - seasonal, native eating.

Encouraging Diversity in Higher Education: Supporting Student Success provides an overview of the widening participation movement in Higher Education in the United Kingdom, United States, Australia and New Zealand. It argues that universities should revitalise their learning and teaching practices to better meet the diverse learning needs of contemporary undergraduate students. Approachable in execution, this book provides an evidence-based set of classroom practices, which readers will readily be able to relate to and use successfully. Answering questions such as: * How can I enrich my undergraduate teaching? * How can I help undergraduate students engage fully with their learning? * How can help undergraduate students to quickly acclimatise to Higher Education? * How can I help undergraduate students from diverse backgrounds excel at university? This book discusses economic and discursive drivers used to increase the numbers of undergraduate students who were the first in their families to enter university, and some of the ways in which universities responded to the growing percentage of such students. In so doing, it considers the learning needs of diverse students, and discusses the views of academic teaching staff who have used transparent pedagogies in their classrooms. Including forty five teaching strategies designed to generate highly engaged, socially inclusive classrooms, this is the first book to offer both a theoretical background of the need to approach learning and teaching in contemporary universities in innovative ways, and a practical, step by step guide to using a suite of transparent pedagogies. These focus on building inclusive classroom communities, generating academic literacies, developing collaborative learning skills, and encouraging students to think critically. This book will be a useful companion for both early career academics and those with experience but dealing with a new student cohort. It will also be of great interest to those teaching or studying the many professional qualifications in tertiary education. Kate Hughes is the President of the Australian Sociological Association (TASA) and Senior Consultant of Teaching and Learning at the Australian Catholic University. She is the co-author of Australian Sociology: A Changing Society, the market leading undergraduate text in Australia, now in its fourth edition.

This book describes a period of my life that was taken over by Cancer.