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This chapter focuses on gender, sexuality and security in post-Apartheid South Africa.

The methodology includes secondary analysis of policy and research with the aim of highlighting and assessing the position of gender, sex and security in post-Apartheid South Africa. Feminist theory and intersectionality are used to discuss issues of sexuality, security, construction of gender relationships and experiences of being a woman in South Africa. The normalisation of violence against women is challenged.

The social implications of this research are that it challenges normalisation of gendered violence, questions gendercide and produces knowledge of a gendered social reality of living in South Africa. Women who consider assault a regular feature of their sexual relationships have been brought into a discourse which includes the liberalisation of sexual expression, claims to new sexual rights and aspirations to power and status through sexual relationships (Posel, 2005a).

Throughout the chapter the achievement of gender equality is problematised and questioned. However, gender and the relationship between power and sex remain at the centre of the inquiry, particularly with reference to the increasing culture of violence and men as the perpetrators of violence against women.

According to Posel ‘one of the most striking features of the post-apartheid era has been the politicization of sexuality’ (2005a, p. 125) and this chapter demonstrates that a response to the violation of the Women’s Charter of Effective Equality, passed in 2000, is a priority as women and families are disproportionately affected by violence in multiple ways.

The purpose of the study was to describe faculty women’s perspectives of the workplace environment in hospitality higher education.

Female faculty members in hospitality (n = ∼50) completed an online survey about their beliefs about women’s experiences, advancement characteristics the glass ceiling and gender equity.

Respondents concurred that being self-directed, assertive and a risk-taker were essential; leadership is the most important characteristic for advancement and the glass ceiling is prevalent and prominent. It may be assumed that the milieu of academia would be free or freer of the glass ceiling, but research, including this study, suggests otherwise. Glass ceilings persist even in organizations with explicit policies promoting equality in advancement. Research participants identified raising awareness about the glass ceiling and its presence within academic institutions as crucial. However, for initiatives to be effective, they must be supported authentically and unwaveringly by top administrators, including both male and female leaders.

The findings underscore both progress and persisting disparities, shedding light on the need for targeted efforts to improve inclusivity and gender equity within academia in hospitality management. These findings contribute to the ongoing discourse on fostering a more diverse and equitable landscape in higher education, particularly within the field of hospitality.

The purpose of this study is to determine the beliefs that influence university students to use social networking sites (SNS) for expressive participation in social movements.

The original technology acceptance model (TAM), a quantitative methodological approach, and a survey were used to collect responses from 214 university students in Spain. Structural equation modelling was used to test the proposed relationships.

Results confirm that the perceived ease of use (PEU) and perceived usefulness (PU) of SNS significantly affect a student's intention to use SNS for expressive social participation in social movements, with use intention significantly affecting actual participation. There was no significant moderating effect of students' gender on these relationships.

Although there is much discussion in the popular press about how people use SNS, there is no published empirical research on the determinants that contribute to a person's intention to use and actual use of SNS in the context of social movements. This paper is one of the first studies to investigate young people's perception of the SNS usefulness and ease of the use for participation in social movements.

The purpose of this paper is to analyze the relation between perceived cultural distances and the willingness to adjust symbolic leadership by expatriates. Further, it is asked whether this adjustment has the potential to increase their acceptance as leader by the foreign workforce.

The research derives testable propositions from symbolic leadership theory and the theory about cultural distance and transfers them into a structural equation model in order to identify the impact of cultural distance on expatriates’ adjustment effort. Therefore, an empirical investigation among German expatriates in the Philippines was conducted.

The study contributes to the understanding of symbolic leadership in several unique ways. It is found that there is a relationship between perceived cultural distance and a willingness for symbolic leadership behavior in order to reduce social sanctions caused by unappropriated symbolism. The study shows that willingness to adopt foreign symbols does not lead to an increased acceptance.

This research implies that the willingness alone is not sufficient if the appropriate cultural knowledge and required skills do not exist. Thus, this study points to the importance of expatriates’ cultural knowledge for the success of foreign assignments.

This paper aims to outlines recent attempts to encourage hospitality students to develop greater self‐awareness with regard to creativity and attitudes to change. The stance taken is that “blue sky” thinking has a positive role to play in the education of hospitality students because it has vocational value in this context.

The paper reflects on experience of delivering two modules entitled “Managing creativity and innovation”, one at postgraduate level and one at undergraduate level, at Leeds Metropolitan University. These modules have adopted a “blended” approach where the theories of creativity and innovation, and the management of these processes, have been combined with some practical exercises designed to help students imagine how the industry might be rather than simply record how it is/was. Students have been encouraged to develop wild and wacky ideas that have an element of science fiction about them.

The modules are well received by students, many of whom value the fun elements, particularly the games that are played. The modules have encouraged students to think about the future of the industry and their role within it. The assessment of the modules remains traditional and this is an aspect that could be improved.

Within a broad hospitality curriculum there is room for modules like these, since they encourage imagination alongside observation and analysis.

The paper shows that the ideas generated by students are original and worthy of wider consideration and that the modules enable students to teach themselves.

This paper reports exploratory findings about teaching in the metaverse using a virtual reality (VR) platform and head-mounted displays. This paper addresses three research questions: Is the metaverse an appropriate platform for teaching Lean? What are the benefits and problems of this approach over traditional classroom methods? What are the future implications for teaching Lean in the VR-enabled metaverse?

The research presented in this paper is exploratory. A critical realism approach is adopted using action research through the preparation, delivery and review of the first four masterclasses entitled Leading Intelligent Lean offered by Gemba (formerly The Leadership Network). The data collection methods included a pre-workshop questionnaire, participant observation, focus groups and end-of-course surveys.

It was found that Lean can be taught successfully in the metaverse. There are many related benefits, particularly in terms of the high levels of immersion and the “wow” factor. Remaining technological limitations are reduced by continually improving the metaverse platform and the course content and delivery. The authors conclude that the metaverse is a useful addition to teaching Lean – and is especially promising when used in a blended teaching approach.

To the best of the authors’ knowledge, this is the first report of teaching Lean in a VR-enabled metaverse and one of the first of teaching and learning in the metaverse regardless of topic. The respective problems and benefits of this approach versus teaching in a traditional classroom setting are discussed.

This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.

Data presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.

Findings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.

Previous literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

Develops an original 12‐step management of technology protocol and applies it to 51 applications which range from Du Pont’s failure in Nylon to the Single Online Trade Exchange for Auto Parts procurement by GM, Ford, Daimler‐Chrysler and Renault‐Nissan. Provides many case studies with regards to the adoption of technology and describes seven chief technology officer characteristics. Discusses common errors when companies invest in technology and considers the probabilities of success. Provides 175 questions and answers to reinforce the concepts introduced. States that this substantial journal is aimed primarily at the present and potential chief technology officer to assist their survival and success in national and international markets.