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At the 2020 Tokyo Olympics, Laurel Hubbard made history as the first openly transgender woman to compete in an individual sport. In the weeks leading up to and following her performance, hundreds of original news articles were written about her – few of which fully supported her participation. In this chapter, we detail our content analysis of written news media created in the weeks surrounding Hubbard's Olympic debut. Using Ahmed's (2000) theorization of the discursive creation of ‘strangers’, we relay how journalists' usage of imagery and narrative structures framed Hubbard as an ‘other’, separate from other elite athletes and undeserving of her status as an Olympian – serving to powerfully shape public perceptions of Hubbard's identity, humanity and her right to compete in the sport that she loves.

Uses Kenneth Burke’s “dramatistic pentad” as an analytical framework to analyse a company event that in New Zealand became symbolic of social responsibility in action. Presents the event in which the staff of an Auckland food processing operation was flown to Western Samoa for a weekend “picnic”. Explores the act – what happened; the scene the physical, geographic and cultural milieu of the action; the agent – managing director Dick Hubbard’s individual identity and the role he played out in terms of the action; the agency – the means by which Hubbard was enabled to accomplish this action, and his role in initiating, approving and funding the staff picnic; and finally, the purpose – the intended effect of the action and a consideration of perceived outcomes. Considers the usefulness of the dramatistic pentad to other organisational contexts. Concludes that it provides a useful model to guide the analysis of diverse organisational texts.

Heard the one about the company which took its staff thousands of miles for a picnic? It is not a joke; it really happened in New Zealand when Dick Hubbard, owner and managing director of breakfast cereal manufacturer Hubbard Foods Ltd flew his entire 102‐man workforce to Western Samoa for a tenth birthday picnic during the Queen’s Birthday Week. In this article, Walker and Monin use Burke’s “dramatistic pentad” as a framework to analyze the event in terms of action, location, the star (Hubbard himself), his part in the action and the purpose, and argue that it might be used to analyze other organizational events.

It’s Back to School We Go! First Day Stories From Around the World by Ellen Jackson, is a fiction book, using short, first-person narratives to compare the first day of school for 11 children from different countries. The lesson plan, designed for grade levels 3-5, asks students to compare and contrast their own lives with those of the characters in the book. Students learn that humans from diverse cultural environments interpret similar childhood experiences from different, yet interesting, frames of reference. Exchange of perspectives and ideas may assist students in visualizing themselves as world citizens capable of promoting global understanding. The lesson plan includes graphic organizers and examples to implement the lesson.

Currently, most of the empirical management, marketing, and psychology articles in the leading journals in these disciplines are examples of bad science practice. Bad science practice includes mismatching case (actor) focused theory and variable-data analysis with null hypothesis significance tests (NHST) of directional predictions (i.e., symmetric models proposing increases in each of several independent X’s associates with increases in a dependent Y). Good science includes matching case-focused theory with case-focused data analytic tools and using somewhat precise outcome tests (SPOT) of asymmetric models. Good science practice achieves requisite variety necessary for deep explanation, description, and accurate prediction. Based on a thorough review of relevant literature, Hubbard (2016) concludes that reporting NHST results (e.g., an observed standardized partial regression betas for X’s differ from zero or that two means differ from zero) are examples of corrupt research. Hubbard (2017) expresses disappointment over the tepid response to his book. The pervasive teaching and use of NHST is one ingredient explaining the indifference, “I can’t change just because it’s [NHST] wrong.” The fear of submission rejection is another reason for rejecting asymmetric modeling and SPOT. Reporting findings from both bad and good science practices may be necessary until asymmetric modeling and SPOT receive wider acceptance than held presently.

Although Leutwiler's initiative in taking to the field has been well-documented by scholars and the University of Illinois alike, the role of the UPenn figure, “Benjamin Franklin” or alternately in Illinois narratives “William Penn,” has received little attention (Spindel, 2001; King & Springwood, 2001). Leutwiler's adoption of the “Chief Illiniwek” persona, which will be discussed in-depth later, was not a response to inquiries by the UPenn band who hoped to utilize their articulated personae of “Benjamin Franklin” during a halftime skit as other scholars have suggested. Leutwiler adopted the untitled personae that became the basis for the “Chief” two years earlier during experiences as a Boy Scout and for performances at his alma mater, Urbana High School.⁶ Although the University of Pennsylvania solicited the Illinois band and assistant director Raymond Dvorak in particular, to create its own figure to interact with “Benjamin Franklin” in a show of “good sportsmanship,” Lester Leutwiler was already performing as an “Indian” before the supposed 1926 inception.⁷ In fact, his performance was so well known to his classmates at Urbana High School that the yearbook contained multiple references to Leutwiler's penchant for dressing as his Indian persona at school events (Urbana High School, 1925). Importantly, then the UPenn invitation can be read as the opening of a new arena for performances of Indianness – the sports field – not as an inciting event in the creation of “Chief Illiniwek.” Focusing on “Chief Illiniwek” as a sports mascot has eroded the larger cultural context of performances of Indianness that was being undertaken in local and national venues including Urbana High School.

The purpose of this paper is to inform readers who are interested in textbooks, sports and sports economics, but especially professors who teach sports economics, about the coverage of sports in principles of economics textbooks.

The data in the paper consist of the 130 sections on sports from twenty-one principles of economics textbooks. The paper illuminates the sections using numerous quotations and in-text references. The paper details the number of sections devoted to each sport, economic concepts they illuminate and how the text covers topics such as league rules, broadcast revenues and women in sports.

The paper finds that the 21 textbook authors devote an average of 934 words in an average of 6.2 sections of text to 11 sports. Sections of text vary from one sentence to lengthy discussions of topics such as increased salaries due to technological advances in broadcasting, antitrust cases, the gender pay gap and bargaining between leagues and players' unions. The authors refer to five published research papers on sports economics, two quantitative books, two quantitative articles in the popular press and one nonquantitative nonfiction book.

This paper provides data to researchers who study sports regarding topics that students are being taught in economics texts. It is a potential tool for connecting their areas of research to the university experience.

Sports economics professors, and other professors, may enhance student interest by a choice of text for their principles classes.

Sports coverage in principles texts illuminates topics such as the effect of technology on income distribution, the morality of paying college athletes, the interaction of the legal system and markets and the gender gap.

No other publicly referenced paper details the use of sports in principles textbooks.

As a consumer of research published in scientific journals, do you ever wonder what degree of belief you should place on the results being presented? Alternatively, and perhaps more importantly, do you ever think whether the findings would apply in your own organisation to guide business practice? Clearly, these are important considerations.

The purpose of this paper is to study current problems of implementing Diversity Management (DM) in businesses and presents a concept for measuring and estimating a value for diversity interventions.

An intellectual capital approach is used to identify a matrix of problems while implementing DM. To address the accounting problem for DM, advantages and disadvantages of the Diversity Scorecard are discussed and issues that require further conceptual development are identified.

Understanding DM as a part of intellectual capital helps solve accounting problems. The tests of the concept of Diversity Impact Navigator show that measuring DM at this stage requires a simple design, that using key indicators forces diversity interventions and that the process of valuation increases the understanding of DM by all stakeholders and thus its economic legitimation.

A newly developed concept helps solve the problem of measurement and valuation of DM. The paper presents the first test results.