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This chapter attempts to capture what teaching excellence looks and feels like for students. Our research reports on research conducted by two student authors at separate institutions. It suggests that the most crucial aspect of the student experience of ‘teaching excellence’ is a teacher's ability to build rapport and create meaningful interpersonal relationships with their students. Leanne Hunt's research was conducted with her fellow students at the University of Bradford. She outlines how, for her participants, the student–teacher rapport informed a positive learning experience which translated into a mutual understanding of excellent teaching. Widening participation, college-based HE student Hollie Shaw, now at Sheffield Hallam University, defines teaching excellence as flexible enough to respond to student learning needs, but strong enough to inspire interest in the discipline. In this chapter, we consider their separate testimonies carefully: we argue that exploring unconscious bias furthers understanding of how differences between student and teacher may compromise interpersonal relations and so student recognition of a tutor's positive and crucial role in the student experience and the implications of how one might measure this given the emphasis on proxies for teaching excellence in the TEF. We suggest breaking down unconscious bias calls for embracing differences, reflection and recognising the complexities of contemporary staff and student university lives. This chapter's exploration of staff–student partnership opens up potential for the creation of more equitable and honest learning dynamics in higher education – where a nuanced understanding of ‘teaching excellence’ can be defined, understood and evidenced within a HEI, with external bodies such as the Office for Students, and included in the Teaching Excellence Framework.

This paper examines gender, work and equal opportunities in central and eastern Europe (CEE) countries. The worker‐mother contract in socialist systems is discussed and reveals how transition from a communist economic system to a market economy has eroded women's equality within the workplace claimed with the Communist and economic social legacy. The aim is to explore the opportunities and constraints on women's professional career advancement in post‐socialist societies.

The paper consolidates research on gender and work within CEE countries and draws on international datasets including, the Gender Development Index and Gender Empowerment Index.

The results show that women's high representation in management and professional occupations, once the hallmark of socialist employment structures, is now being threatened by the erosion of state childcare services and the increasing level of discriminatory practices in recruitment, selection and development. It is suggested that the formal state structures have acted to foster neo‐traditionalism and a traditional gender identity. Economic and political transition is argued to be a process of remasculinisation, which reaffirms gendered hierarchies and gendered power relations in public and private realms.

The paper contributes to the limited subject of equal opportunities and gender issues within an organisation context within CEE regions. The paper examines gender‐mainstreaming methodologies and considers implications for the development of equal opportunity and diversity management policies at state and organization level.

Undertaking feminist inquiry calls for scholars to challenge the powerful hegemonic, masculinist, taken for granted values and gender injustices that continue to underpin institutional life (Wickstrom et al., 2021). A root cause of gender injustice is misogynistic and neoliberal institutional practices. Gender injustices range from micro-aggressions to workplace bullying (Mavin and Yusupova, 2021), as well as the perpetuation of sexualized and gender-based violence (GBV). The purpose of this paper is to consider the challenges with policy implementation of GBV policies. Specifically, the authors discuss the barriers three senior women leaders at one Canadian university face in their efforts to change institutional culture, with the intention of minimizing GBV on campus. By attending to the lived experiences of women leaders involved in trying to effect institutional change, the authors learn that GBV is not an unusual event. Rather, it is an everyday occurrence perpetuated by hierarchical cultures that resist those women leaders who think and act differently. Put simply, trying to lead differently is not without risk, especially for those women courageous enough to speak out against gender injustices in the workplace. The risks associated with speaking out are at the individual level (personal identity) and interactional level (social ties) (Khan et al., 2018). Furthermore, these findings suggest women leaders willing to speak out may experience isolation. Over time, this isolation can lead to a lack of support and burnout (Zumaeta, 2018).

Building upon the work of Ahmed (2014; 2015; 2017; 2019; 2021), this paper seeks to explicate the interconnections between gender and structural inequities in the neoliberal academy. The authors use a theoretical and methodological approach that draws upon Ahmed’s (2014) notion of “practical phenomenology.” This approach can highlight valuable insights from the experiences of those involved in the act of “doing,” which, in this case, refers to three women leaders engaged in the implementation of a GBV policy. Using this approach helps to weave theory and praxis together to comprehend the difficulties women leaders experience in putting policy into practice to enact institutional change to eradicate gender inequities.

The findings of this paper indicate the challenges women leaders in academia have in putting policy into practice. Four interconnected themes emerge: the insidious institutional roots of GBV; naming or lack thereof; pockets of resistance; and balancing contradictions. These findings also indicate that leading this type of institutional policy change requires determination and courageous action to combat organizational sexism (Ahmed, 2021). This action is not without challenges to the careers of those willing to speak out against gender injustice in the workplace.

Research limitations are that this is a small study undertaken at one university in Canada. As such, these findings cannot be generalized. That said, learning from women leaders' practical experiences can help feminist scholars understand the difficulties in effecting institutional change, especially in regards to turning GBV policy into practice. In turn, this learning adds value to the gender and management literature.

This paper’s originality is twofold. First, this paper lies in the practical phenomenological approach the authors engage in to consider gender inequities relating to the difficulties of effecting institutional change in higher education institutions. Engaging in this critical approach helps to learn from the experiences of “expert knowers,” which, in this case, refers to those senior women leaders at the forefront of trying to effect institutional change by putting GBV policies into practice. Second, this paper adds to the literature critiquing how masculinist structures in higher education operate to shore up institutional sexism.

Many early-career researchers (ECR) are motivated by the prospect of creating knowledge that is useful, not just within but also beyond the academic community. Although research facilities, funders and academic journals praise this eagerness for societal impact, the path toward such contributions is by no means straightforward. In this essay, we address five common concerns faced by ECRs when they strive for societal impact. We discuss the opportunity costs associated with impact work, the fuzziness of current impact measurement, the challenge of incremental results, the actionability of research findings, and the risk of saying something wrong in public. We reflect on these concerns in light of our own experience with impact work and conclude by suggesting a “post-heroic” perspective on impact, whereby seemingly mundane activities are linked in a meaningful way.

Paradigms are shifting in research involving Indigenous peoples: research with Indigenous peoples instead of research on them. To do this, we must acknowledge a shared and sacred space of multiple world views. Negotiating this meeting place – the ethical space – demands that researchers, Research Ethics Boards (REBs), and Indigenous peoples collaborate to find mutually agreeable solutions to research ethics tensions. This chapter addresses the principle-to-policy-to-practice gaps in the application of Canada’s research ethics policy (i.e. TCPS2) by demonstrating how one 2018 study navigated ethical engagement by practising Etuaptmumk: Two-eyed seeing (the Mi’kmaq concept of learning to see from and integrate multiple perspectives to find remedies to issues/challenges/questions that benefit everyone). Movements within both Indigenous and academic communities – in Canada and elsewhere – to develop policy on research ethics for research with Indigenous peoples present an opportunity and impetus for researchers to do differently and with the leadership of Indigenous peoples. This chapter shares reflections from one study that offers an example of doing differently and acknowledging self-in-science or examining self-as-science, which is not a common practice. The acceptance of creative research methods, like autoethnography through poetry and spoken word, demonstrates academic culture can change, too, and provides researchers methods and mediums to explore and examine the self without separation from the research. This chapter discusses these as relational and reflexive, a way to challenge conventional positions of ‘researcher’ and ‘participant’, and reimagines research innovation through relationship.

I have played basketball for almost three quarters of my life. It is a sport I love and it taught me young that sexism exists and feminism matters. By paying close attention to the local and particular — playing basketball for almost 30 years in various gyms in Ontario, Newfoundland and Manitoba — I demonstrate in this piece how politics of gender, race and sexuality infuse our everyday lives and connect to larger themes of societal inclusions and exclusions. The piece is written as a series of fictionalized diary entries, beginning in 1987 when I was 10 and first started to play basketball, and ending in 2014 when I wrote the chapter. Learning to play the game came along with navigating life as a girl on a team of boys who passed the ball to one another but not to me. The tone and content of the diary entries change as I grow up and understand the world better, but the theme of passing the ball, and what it might mean to live in a world where we passed the ball more often and differently, remains central to the story. I chose to write a short story rather than an essay because form matters for how content is delivered and received. One thing I have learned from my students is that academic writing often communicates that the ‘we’ who produce it want merely to sound clever and not actually to communicate with the ‘you’ who try to make sense of it. Here I take seriously students’ concerns by writing in an engaging and accessible way, thus following a feminist politics of inclusion rather than alienation.

Turnover of presidents in colleges and universities occurs frequently and new presidents are rarely trained to handle communication with the range of stakeholders involved in a campus community, which is one of the most complex tasks their job requires. New presidents need guidance and insight to prepare them for this vital aspect of campus leadership. The paper aims to discuss this issue.

This paper analyzes interviews with sitting presidents and vice presidents of communication at flagship universities in the USA to identify themes and best practices for presidential communication.

Analysis of interviews resulted in five consistent recommended practices: be informed about your issue and audience; utilize multiple communication channels; know when to speak; identify and use a communication team; and when you speak, use your own authentic voice.

Limited research exists on the communication process and skills needed to effectively lead colleges and universities. While incoming presidents often lack backgrounds and training in communication strategies, such strategies are required to effectively engage both internal and external audiences. The study provides new leaders with tips from seasoned leaders to enhance their communication strategies.

“Have we facilitated even more male bonding, or provided a certificate of anti‐sexism?” Helen Gurden and Jill Hardman ask themselves about the Sexual Politics for Men course in Coventry they have set up. The men they have tutored seem to suggest not. Helen is a Community Tutor in Coventry and Jill is a TUC Tutor.

The purpose of this paper is to explore technology acceptance and use behavior of IS innovations by entrepreneurs. To measure the perception of IS innovations by entrepreneurs the authors review unified theory of acceptance and use of technology and the entrepreneurial potential model, empirically compare the two models, develop a new model that integrates elements from the two models, and then empirically validate the new model (technology adoption decision and use (TADU)) in a technology acceptance context.

The data used to test the hypothesis are collected from 1,200 entrepreneurs in Malaysia. The research model was analyzed using structural equation modeling.

The results indicate that perceived desirability and perceived feasibility have significant effects on entrepreneurs’ intention to adopt and use innovations. Propensity to use is an important factor that has a significant effect on individual behavior. The precipitating events that happen in the time lag between intention and behavior will disrupt entrepreneurs’ inertia and induce a change in their behavior, encouraging them to seek the best opportunity available.

Understanding the individual, technological, and environmental factors that significantly affect IT adoption behavior can support policy makers in providing guidance on the adoption and usage of IT innovations by entrepreneurs.

This study proposes a TADU model with six core determinants of intention and usage – perceived desirability, perceived feasibility, performance expectancy, effort expectancy, social influence and facilitating conditions and two new moderators, precipitating events and the propensity to act.