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Despite calls by various international agencies, considerable work is still required to understand and incorporate the importance of earth’s ecosystems for informing public policies. Savannas comprise nearly one third of global terrestrial ecosystems and support many local and Indigenous communities, but the value of their ecosystem services (ES) is insufficiently understood. This study proposes an integrated ES valuation framework and applies it to assess ES for an Indigenous savanna estate in northern Australia, describing how capabilities along with biophysical and socio-cultural ES benefits play a vital role for peoples’ wellbeing. We estimated the monetary value of ES by applying a conventional Basic Value Transfer (BVT) method for biophysical benefits (USD 84 M y−1), and a wellbeing approach for valuing socio-cultural benefits and capabilities (USD 4 M y−1). The latter offers a relatively nominal estimate but underscores the importance of including peoples’ capabilities in order to demonstrate wellbeing benefits for Indigenous people who regularly visit and utilize their lands. We explore two scenarios, Business as Usual (pastoral land use) and ES-based economies (implying customary land use, particularly through fire management) to project plausible broader benefits for the community over a longer term. This research describes how inclusion of Indigenous peoples’ capabilities and socio-cultural values are critical for ES assessments, and indicates that an integrated approach is essential for appropriately informing local, regional and global development policies.

Purpose The purpose of this paper is to investigate the effects of indigenous technological capability and interpersonal trust on product innovation through supply-chain learning under a dynamic environment. Design/methodology/approach The proposed model is tested with a sample of 300 manufacturers in China. Findings The results show that the learning from customers partially mediates the relationship between indigenous technological capability and product innovation, as well as between interpersonal trust with customers and product innovation. In addition, the influence of indigenous technological capability on learning from customers is weakened under a dynamic environment as well as the influence of learning from customers on product innovation. Originality/value This study illustrates the comparative roles of indigenous technological capability and interpersonal trust in learning customer knowledge and promoting innovation. It also enriches the innovation research by understanding the learning roles of indigenous technological capability and interpersonal trust under a dynamic environment.

This study investigates the effects of various foreign capital flows, including repatriated profits on economic growth. I attempt to prove the hypothesis that developing countries tend to face slow economic growth because of their consistent encounters with more outbound capital flows in the form of interest payments and dividends than new inbound capital flows. The effect of these capital flows depends on the indigenous capability of each nation, such as the level of human capital and technology. Empirical analyses verify the above hypothesis. This study finds although hosting additional foreign capital improves economic growth, the accompanying repatriated profit tends to be related negatively to economic growth. Moreover, foreign capital inflow and repatriated profit have different effects on economic growth based on the development level of countries, with certain threshold values identified in terms of advanced human capital or the number of patents per million people. This study further determines this threshold is higher than that of foreign direct investments from which the host developing countries obtain positive effect. This result implies reverse financial flow out of developing countries in the form of repatriated profit, not financial flow itself, is one of the important causes of growth problems in the South.

Because of the multidimensional challenges of energy provision in developing nations, energy resources assessment in these regions need to be approached not only through sustainability but also with equity and dignity in mind. A brief introduction on the concept and context of sustainable energy resources for the future is given in the first section. This chapter then specifically addresses the issues surrounding sustainable energy resources in developing nations through a number of important resource streams, for example:•natural resource (e.g. hydro, solar, marine) – what is the energy availability?•human resource – what is the indigenous skills base and its potential capacity?•technological resource – what technology is appropriate for the need?•capital-infrastructure – what is the business capability and what infrastructure exists? The last section then discusses the implications of exploiting sustainable energy resources in these nations.

This chapter contains sections titled: Fleet Detection and Shadowing Radar Confusion Missile Decoy Anti‐submarine Warfare Radio Relay Port Protection Over‐beach Reconnaissance Fisheries Protection Detection of Illegal Imports Electronic Intelligence Maritime Surveillance Summary

The pedagogical urge to decolonise student thinking has been at the heart of the drive to embed Indigenous knowledge in universities throughout the western world. Despite ongoing efforts in the Pacific, North America and South Africa, there is little in the way of explicit curriculum scholarship informing approaches to the inclusion of Indigenous knowledges in higher education. Some universities are currently developing policy directed at embedding an Indigenous cultural capability in curriculum. The capability is commonly conceptualised in terms of three main pedagogical approaches: teaching knowledge about Indigenous people, promoting empathy with others and decolonising one’s own knowledge and values through reflexivity. The paper highlights how higher education curriculum as representational practice remains largely unproblematised in the application of these three approaches. Two key contributions are presented. The first proposes an understanding of reflexivity as an unconscious enactment of a common world. The second lies in the proposition that narrative is more than a practice of knowing about others, it is a means of bringing people together through the creation of an interdependent life. We draw specifically on Butler’s understanding of the performativity of face-to-face narrative as a means of understanding how narrative can be leveraged in university curriculum to support a vision of enhanced social cohesion.

Acknowledging Australian Indigenous cultural diversity involves respecting local Indigenous knowledge and perspectives. This can be difficult for teachers who do not know about Indigenous people and their knowledge. The Differentiated Indigenous Pedagogies project evaluated digitally available information describing Indigenous in this paper, ‘Indigenous’ will be used when referring to First Nations and Aboriginal and Torres Strait Islander peoples, pedagogies, policies, and institutional contexts in Australia apart from references used which use other terminology. The authors acknowledge the contested nature of terminology and use the term ‘Indigenous’ as it is consistent with the title of the research project on which this article is based pedagogies in the Northern Territory. The purpose was to consolidate findings to increase positive intercultural actions in the wider education community. An important aspect of the project is addressing gaps in western, non-Indigenous teacher knowledge pertinent to the diversity within Indigenous language groups and regions. Through searching for available Indigenous pedagogies as a teacher might, we found information differs in description and levels of relationality. Pedagogies are presented in numerous ways which complicates teachers’ cultural understandings. Common themes from search results and Indigenist educational research are used to define ways teachers can actively engage in more respectful, relational, and reconciliatory ways to develop a differentiated approach for themselves to use when working with Indigenous pedagogies.

Background A culturally responsive health workforce is essential to ensure the delivery of culturally safe health services that meet Aboriginal and Torres Strait Islander Peoples needs. In partnership with universities, placement providers play an essential role in creating opportunities for immersive experiences that enable students to develop their cultural responsiveness. This study evaluated students’ experiences of an innovative student placement model embedded within an urban Aboriginal and Torres Strait Islander Community-Controlled Health Organisation. Methods Students completed pre and post placement surveys administered using a web-based interface. The surveys involved five-point Likert and open-ended response items exploring students’ perceptions of their knowledge, skills development, awareness and self-development, and overall placement experience. Frequencies were calculated for the variables of interest and compared between pre and post surveys. The sign test for matched pairs was used to calculate differences between pre and post surveys, and a one-sided hypothesis test was utilised to determine if the level of agreement increased from pre to post survey. Qualitative data obtained for seven questions were thematically analysed using Groundwater Method, an Indigenous data analysis technique. Results Between January 1, 2017, and June 30, 2019, 938 students from 32 disciplines were placed within the organisation and its Member services. Survey responses were received from 338 participants pre-placement, and 158 participants post-placement. The matched pre-post group contained 81 students. The results indicate significant positive changes in cultural responsiveness, skills development, awareness, and self-development when comparing pre- and post-placement responses. Students’ overall satisfaction with the quality of their placement was positively associated with their intention to work in Aboriginal and Torres Strait Islander health contexts in the future. Key pre-placement themes included competence, cultural skills, support and fear, and key post-placement themes included expertise, cultural responsiveness, learning environment and challenges. Conclusions Indigenous-led, regionally coordinated placements in urban Indigenous health contexts can support transformative learning and the development of a culturally responsive workforce. Universities should aim to develop reciprocal relationships with Indigenous-led organisations to support students to develop their cultural responsiveness and improve the provision of culturally safe care for Aboriginal and Torres Strait Islander Peoples. Future research should explore the longer-term impacts of student placements on cultural responsiveness, attitudes, values, and behaviours, as well as the experiences of Aboriginal and Torres Strait Islander Peoples interfacing with university students on placement in urban settings. Note We will predominantly use the term ‘Aboriginal and Torres Strait Islander Peoples’, as opposed to ‘Indigenous’ or ‘First Nations’. When the term ‘Indigenous’ is used, it largely relates to government policy - except when referring to Indigenisation of curriculum and Indigenous Knowledges - and where ‘First Nations’ is used, it is in a global context. In addition, we use the term ‘Peoples’ to signify that Aboriginal and Torres Strait Islander Peoples are not one People or Nation, but a collective of Peoples and Nations.

The neglect of marginalized stakeholders is a colossal problem in both stakeholder and entrepreneurship streams of literature. To address this problem, we offer a theory of marginalized stakeholder-centric entrepreneurship. We conceptualize how firms can utilize marginalized stakeholder input actualization through which firms should process a variety of ideas, resources, and interactions with marginalized stakeholders and then filter, internalize, and, finally, realize important elements that improve a variety of related socioeconomic, ethical, racial, contextual, political, and identity issues. This input actualization process enables firms to innovate with marginalized stakeholders and develop marginalized stakeholder capabilities. To this end, firms fulfill both their moral and entrepreneurial claims to marginalized stakeholders.

Purpose Service marketers are increasingly aware of inequalities triggered by service systems and the need to prioritize practical strategies for reducing inequalities. A priority area for the Australian Government is reducing university education inequities for Indigenous Australians. This paper aims to examine how Indigenous Australian university students build and leverage their capabilities and strengths, harnessing service providers’ efforts towards enhancing participation (and completion) in university education – an essential transformative outcome for reducing inequalities. Design/methodology/approach A three-stage qualitative research process explored student retention/completion and capability building among a sample of Indigenous Australian university students, typically under-represented in the higher education sector. Findings Applying a manual thematic analysis, the findings reveal Indigenous students’ value co-creating capabilities (summarized in three dimensions) harness multi-actor processes extending beyond the service provider. Five dimensions summarize the service provider’s transformative service activities that strengthen capabilities for Indigenous Australian university students. Networks of place (a structured Indigenous Centre); processes (university systems); and people (social support), including peer-to-peer networks, are important service assemblages. Practical implications The authors present implications for supporting Indigenous students in persisting with and completing higher education. More broadly, the authors provide recommendations for service marketers to resolve barriers to service equality and enhance strengths-based approaches to value co-creation. Originality/value Underpinned by a strengths-based approach, the authors contribute towards an agenda of sustainable transformative services. Although considerable research reviews the experiences of Indigenous students, little research has taken a transformative service research perspective. Addressing this, the authors propose a conceptual framework linking consumers’ agentic capabilities with transformative service mediator practices.