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This study aims to address the gap in understanding the impact arising from education research, researcher collaborations with stakeholders, and knowledge mobilization activities in Singapore. Eight cases of local research projects are used to understand the phenomenon of research impact in different context-specific settings. The findings reveal differing perceptions of impact among research users and researchers, and cohesion on the factors that contribute to research impact. Drawing from the findings, the authors propose three emerging principles that can enhance research impact efforts: a) frontloading the intended research impact, b) building mutualistic relationships, and c) co-constructing research. The findings and emerging questions from the study contribute to the growing body of scholarship to help researchers and stakeholders strengthen the research-practice-policy nexus.

Keywords: mobilisation des connaissances, knowledge mobilization, impact de la recherche, research impact, application de la recherche, research translation

This qualitative study reports the university experiences of Quebec students whose parents were born in Latin America. The analysis, which looks at students who have either persisted in school or discontinued their studies, underscores the importance of cultural capital and, especially, an understanding of the student craft for school retention. The students report a low sense of affiliation with the university, and a perceived lack of support and care from the university and its social actors. Our interpretation of the data highlights self-blame for the challenges faced in university concurrently with the implementation of strategies to meet the challenges of the institution. We conclude by emphasizing how important it is for universities to support students better, adequately inform them about their options and the institution’s inner workings, and form a community with students in a spirit of care.

Keywords: expériences universitaires, university experiences, métier d’étudiant, student craft, soin, care, immigration, immigration, Amérique Latine, Latin America, Canada, Canada

Drawing on 24 semi-structured interviews, this small-scale qualitative study delves into mature students’ social, academic, and career preparation experiences pursuing college education. Using Schlossberg’s (1989) transition model, the findings reveal that mature students’ overall experience is influenced by their mature status, as they possess greater confidence derived from their previous work and education experiences and the acquisition of new skills from their programs. However, some mature students perceive the career services offered by the college as being geared toward younger students, often disregarding their previous work experience. Consequently, they find these services less applicable to their needs. The transitioning-in stage for mature students is characterized by initial uncertainty that gradually transforms into a growing sense of confidence, fuelled by their experiences. These experiences motivate mature students to actively contribute to the college community by becoming mentors and assuming a supportive role for younger students during the transition-through stage. The transitioning-out for mature students involves evaluating career options and harbouring some skepticism. Nonetheless, the majority of participants expressed positive experiences and excitement about the new chapters in their lives. This study highlights the significance of tailored support and resources that acknowledge the specific needs and experiences of mature students throughout their college education.

Keywords: étudiants adultes, mature students, expériences de transition, transition experience, collèges de l'Ontario, Ontario colleges, théorie de la transition de Schlossberg, Schlossberg's transition theory

The city today is increasingly conceptualized using terms such as creative cities or creative class and stressing the importance of culture. The effects this development can have on cities and neighbourhoods has been criticised within the wider field of sociology. We explore this critique and place it in the context of the analysis of a culture of unsustainability in order to identify how the concept of creative cities may breed unsustainability. The two cities of Hamburg and Toronto are looked at, considering their implementation of the ideas behind the creative city concept as well as the critical responses from the cultural sector. We then introduce a re-conceptualization of creative cities based on an understanding of the role of the artist in cultures of sustainability. Rethinking creativity and pointing at open dialogue and Richard Sennett's notion of the craftsman, we suggest one possible way toward sustainable creative cities.

Keywords: Sustainability, la durabilité, les villes créatives, creative cities, la diversité culturelle, cultural diversity, artistic engagement, l’engagement artistique, Hamburg, Hambourg, Toronto, Toronto

In France, since the beginning of the nineties, the increasing number of public “affairs” media has revealed the growing tension existing between local politicians and professionals of the cultural field. One of their subjects of confrontation is related to the legitimate aims of culture in relation to public intervention. Enabled by the transforming relationship between the political and the local cultural fields, this phenomenon of re-politicization is rooted in specific territories and expresses itself by a lack of inhibition among local politicians to intervening in what is generally considered as the area of the professional artistic milieu. The aim of the article is to provide some thoughts on the socio-political motives of such a type of politicization and the conditions that enable them possible.

This study explored the complex dynamics of student engagement, community of inquiry, and transactional distance in online learning environments. The study analyzed 1,281 participants’ responses to identify the factors contributing to online learning outcomes. The research highlighted the crucial role that transactional distance and community of inquiry play in shaping students’ behavioral engagement and provided insight into their significant impact on participants’ learning experience. Through a stepwise multiple linear regression analysis, the research uncovered the complex relationships among these variables, thereby providing valuable insights for educators and institutions aiming to enhance the online learning experience. The results have significant implications for educational practitioners and policymakers, including practical strategies to increase student engagement and foster a lively community of inquiry in online learning environments. Ultimately, this research is a valuable resource for all those involved in online education, to help them understand the key factors that contribute to successful online learning experiences.

Keywords: student engagement, transactional distance, community of inquiry, online learning, regression analysis

Drawing primarily from critical pedagogy, decoloniality, and relevant research on “home,” we offer critical perspectives on how these areas of inquiry work in dialectical ways to inform our researcher/scholarly positionalities. Largely situated within autoethnographic methods, we link this work to basketball, and as players of the game, we bring in notions of desire, politics, and emancipatory visions of play as we make connections to research from a critical orientation. We conclude with the idea of Torn Nets as a poetic metaphor for imaging through the opportunities to engage in critical research that engages the incomplete and contradictory visuals, games, and courts within academia.

Keywords: Critical Pedagogy, Decoloniality, Sports

Corporate social responsibility (CSR) and the legal system can maintain a relationship based on complementarity, with the law being a necessary complement to CSR, but CSR instruments can also be a useful relay for the law. For some time now, CSR has been integrated into the strategies of public authorities, as a complement or even an alternative to the state standard. The use of CSR by legislators aims to assign certain legal policy objectives to it and confines it to an instrumentalization for a defined purpose, whether practical or political. The polysemy and vague contours of a concept such as CSR allow it to be instrumentalized by assigning it functions that it may not be able to perform. This article proposes to analyze the instrumentalization of CSR at work in French law in two branches of law : company law and labour law. Company law seems, by nature, receptive to CSR practices, whereas labour law is more reticent. Thus, company law leaves a lot of room for the will of the addressees of the norms, for flexible mechanisms of elaboration and implementation of the rules, whereas labour law remains based on the principles of imperative, unavailability of the qualification of the subordinate employment relationship and on a central role of the judge. Sometimes the instrumentalization of CSR satisfies public authorities and economic actors and it is then difficult to mobilise legal resources to counter certain abuses. But limits exist to counteract excessive or even unconstitutional deviations. They are ethical when it appears that the determination of the general interest cannot be left to commercial organizations set up to generate profit. They are also of a legal nature when legislative attempts call into question the division of powers between judges and legislator, legislator and private actors or private actors and judges.

Keywords: plan d'intervention, autodétermination, difficultés d'adaptation, pratiques inclusives, implantation de programmes