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This paper aims to show how an Academic Literacies lens can contribute to a deeper understanding of writing for a professional doctorate (PD) by focusing both on the language of supervisors’ written feedback and on student and supervisor perspectives on feedback throughout Year 1 (Y1).

Firstly, written feedback summaries on formative assessments across two Y1 cohorts on a UK PD programme were analysed thematically to identify patterns in feedback practices. Secondly, two longitudinal, detailed student/supervisor case studies were developed, drawing on multiple data sources.

Supervisors’ written feedback enacted an encouraging dialogue around assessed writing, discursively constructing a sense of solidarity on the doctoral journey, focusing on the “long view”. Case study analysis, however, revealed tensions centred around jarring discontinuities in students’ feedback experience as they transitioned from formative to summative assessment at the end of Y1.

The paper demonstrates that an Academic Literacies approach can offer valuable insights into the specific, situated context of writing for a distance learning PD and makes the case for greater attention to writing in contexts of partly taught doctorates.

Findings suggest that PD programmes should work towards providing continuity of feedback experience, through supervisor and examiner training and through assessment arrangements which support students to navigate challenging transitions between formative and summative phases of assessment.

This paper reports on an innovative research design which combined a textual “snapshot” of supervisory feedback, paying close attention to language, with detailed longitudinal case studies exploring perspectives on feedback over time. It contributes to doctoral writing research by throwing light on the relatively underexplored domain of writing in the taught phase of the PD. It contributes to doctoral education studies by highlighting the central role of feedback on writing in shaping the experience of PD researchers.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

Brain Injury Case Managers (BICMs) work closely with individuals with Acquired Brain Injury (ABI), assessing needs, structuring rehabilitation interventions and providing support, and have significant experience of clients with impairments to decision making. The purpose of this paper is to explore the application of the Mental Capacity Act (MCA) and its guidance when applied to ABI survivors. This research aimed to: first, highlight potential conflicts or tensions that application of the MCA might pose, and second, identify approaches to mitigate the problems of the MCA and capacity assessments with ABI survivors. It is hoped that this will support improvements in the services offered.

Using a mixed method approach, 93 BICMs responded to an online questionnaire about decision making following ABI. Of these, 12 BICMs agreed to take part in a follow-up semi-structured telephone interview.

The data revealed four main themes: disagreements with other professionals, hidden disabilities, vulnerability in the community and implementation of the MCA and capacity assessments.

The findings highlight the need for changes to the way mental capacity assessments are conducted and the need for training for professionals in the hidden effects of ABI.

Limited research exists on potential limitations of the application of the MCA for individuals with an ABI. This paper provides much needed research on the difficulties surrounding mental capacity and ABI.

This qualitative study investigated the relationship between beauty standards and identity in the United States from the perspective of 20 self-identified millennial Black women. During semi-structured virtual interviews, participants defined Black, American, and millennial beauty standards distinctly. American beauty was associated with Eurocentrism and mainstream media representation. Interpretations of a millennial beauty standard were aligned with perceptions of the generation as tolerant and politically conscious. Black American beauty standards embraced the range of hair textures and skin tones present in the African diaspora. While participants were cognizant of the different beauty ideals present, their interaction with beauty standards was ambivalent. Interviewees found beauty knowledge accessible through social media. However, they remain confined to a restrictive beauty standard due to workplace expectations around professionalism. Participants negotiated where and when to express their intracultural beauty ideals but participated in the beauty industry through processes of learning how to care for their hair in its natural state. Even though they have autonomy and flexibility in expressing their cultural styles, personal and professional repercussions are still plausible. Future studies can expand on these findings by exploring perceptions of American beauty standards from a different generation, region, or identity.

This paper aims to assess the representation of women of color (WOC) in the top 3 fashion magazines and explore the implications of underrepresentation within marketing communications. The authors draw from diffusion theory and marketplace omission and commission to situate the research focus and highlight its application to the study findings.

A content analysis was conducted on 481 cover models on the top three fashion magazines of 2018 – Vogue, Cosmopolitan and Vanity Fair during 2006–2018.

The findings indicate WOC are underrepresented despite the strides of inclusion in the marketplace in America during a postracial period. Representation is as follows: white – 412 (86%); black – 41 (9%); Latina – 19 (3.9%); biracial 7 (1.5%); Asian – 1 (0.2%); and Native American – 1 (0.2%). Latina models had the lowest representation. Native and Asian women were completely excluded. When they do appear, black and Latina cover models are more likely than white models to be shown wearing sexually suggestive attire.

This study makes four recommendations to promote antiracism in marketing: diversify staff hiring and editorial decision-makers for public-facing talent; solicit counsel from multicultural marketing agencies; create antiracist marketing curriculum; and cultivate a pipeline of diverse talent for future hiring.

The originality of this paper centers its contribution to the dearth research investigating representation implications within the fashion marketing industry during an alleged post-racial period, and a longer time span. It also presents structured antiracist marketing solutions to mitigate underrepresentation.

If integrating technology means nothing more than enhancing the traditional delivery system of social studies content, where laptops replace notebooks, where PowerPoint slides replace handwritten overheads, where e-textbooks replace hard copy textbooks, then we will be no closer to the NCSS vision of transformative, powerful social studies instruction. (Doolittle & Hicks, 2003, p.75)