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This paper conceptualises how managers psychologically experience and respond to crises via metaphor analysis.

This paper uses a discourse dynamics approach to metaphor analysis. Conceptual metaphors were analysed and developed into concept maps through 37 semi-structured interviews with senior managers from different portfolios within 16 public universities in South Africa after #FeesMustFall protests.

Five domains emerged, including (1) looming crisis, (2) crisis onset, (3) crisis triage and containment, (4) (not) taking action and (5) post-crisis reflection. These domains shape a framework for the crisis adaptation cycle.

This study suggests that organisations should pay more attention to understanding emotions in crises and can use the adaptation model to develop their managers. It shows how metaphors can help explain affective and cognitive experiences and how emotions shift and evolve during a crisis. Managers should be aware of early signs of the crisis and its potential impact on their business operation in the looming and recognition stages, analyse the situation and work collectively on possible actions to minimise losses and maximise gains.

This is a rare investigation into the emotions of senior managers in the public sector in a social movement and national crisis via unconventional research methods to advance cognitive appraisal theory in crisis management.

Underpinned by institutional legitimacy, this study explores how South African public university senior managers struggled to maintain legitimacy during an unplanned radical change process.

Gioia's grounded theory analysis approach is employed to analyse interviews with 37 senior managers of public-funded universities in South Africa.

This study's findings show that a change without proper planning severely damages institutions in all aspects of leadership's normative, empirical, moral and pragmatic legitimacy.

This study contributes to the literature on legitimacy by illustrating the importance of institutional legitimacy during unplanned social change and the factors that negate legitimacy.

Though other legitimacy models have been well developed, they do not apply to such unplanned social change in organisations. This study shows a different angle of the legitimacy crisis under unplanned social change conditions.

This study aims to explore the lived experiences of skilled racial minority migrant (SRMM) women who hold management positions in the White Icelandic labor market and to understand how gender, race, ethnicity and migrant status intersect to shape experiences of privilege and disadvantage.

In this paper phenomenological methodology was applied to analyze in-depth interviews with twelve SRMM women. Iceland provides rich context of high gender and social equality, but limited recognition of ethnic and racial differences.

SRMM women's self-efficacy and agency allowed them to source strength from their background and experiences of challenges. Through reframing they adopted a mindset of resilience and determination, proactively redefined the context, turned negatively stereotyped identities into positive assets and engaged strategically with barriers based on gender, language or migrant status. In contrast, the subtle and covert nature of racial prejudice in the context of the invisible norm of Whiteness felt impossible to address.

The study provides insight into the experiences of SRMM women who have attained upper- and middle-management positions. The findings illuminate the overt and covert barriers that the women experience on their career journey in the context of a White labor market that emphasizes egalitarianism and gender equality but does not engage with ethnic or racial prejudice. They highlight the role of self-efficacy and agency in deploying strategies to negotiate intersecting barriers and how that agency is disadvantaged by the invisible norm of Whiteness.

This paper draws on research which began in 2006 with students in a graduate course on rural education. Its purpose was to find out what graduate students saw as current issues of rural education, how that compared to the literature, and what they thought supporting agencies such as government and universities needed to be doing to advance rural education. This paper focuses on presenting the findings and initiating a dialogue that leads to further conceptual understanding of ruralness.

The inquiry design and implementation is grounded in theories of constructivism and personal practical knowledge.

Some of the more common issues for participants in the study such as, curriculum delivery; bussing; teacher training; insecurity in teacher allocations; and threats of consolidation, are synonymous with the literature. The data also points to the need for research in rural schools and rural communities which is set within a rural‐based theoretical framework.

The study is conducted within the context of one Canadian province using participants from one specific setting. Therefore, the findings represent a localized instance of both curriculum research and literature review.

The study may serve to illuminate issues which can be expanded and become more global in its practicality.

The paper provides an example of curriculum research that is founded on the work and learning experiences of students and their instructor. This knowledge can play a significant role in determining future curriculum design; curriculum implementation; teacher training, recruitment, and retention while enhancing community development in rural areas.

Instructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel.

The participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structured interviews. Data analysis proceeded in a three-stage process that involved condensing, coding and categorizing.

This study revealed that rural principals refrain from practicing instructional leadership because of two specific inhibiting factors: relationships within the community, which make it difficult for them to implement a school leadership policy that includes monitoring and control and characteristics of parents, who disagree with the instructional leadership's emphasis on learning and achievement.

The findings of this reinforce argument that propose context as an under-used theoretical lens for understanding differences in principals' practices across different contexts.

The learning objectives to be drawn from the case are to evaluate the various biases that women face in organisational life, understand the challenges facing women at all organisational levels, understand the importance of adopting a proactive approach to change perceptions and discriminatory behaviours and processes and appreciate the role that an inclusive culture within an organisation can play in advancing and championing women’s progression to senior management roles.

The case highlights the challenges facing women in leadership positions in emerging economies and societies in transition like South Africa and explores the role that gender plays in the world of work. It focuses on the dilemmas faced by Alison Bourne, newly promoted to the CEO role at Bergmann Engineering Works (SA).The case shows that, despite the positive contribution resulting from the inclusion of women in organisations, women experience a multitude of obstacles. Some of the limitations highlight that women must work even harder to be perceived as legitimate leaders. These challenges come about despite research showing that the inclusion of women in the workforce improves company performance, enriches the knowledge base and improves the decision-making quality of company boards.

Postgraduate business students at the master’s level.

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CSS 6: Human Resource Management

We are currently experiencing what is often called the sixth period of mass extinction on planet Earth, caused undoubtedly by the impact of human activities and businesses on nature. The purpose of this paper is to explore the potential for accounting and corporate accountability to contribute to extinction prevention. The paper adopts an interdisciplinary approach, weaving scientific evidence and theory into organisational disclosure and reporting in order to demonstrate linkages between extinction, business behaviour, accounting and accountability as well as to provide a basis for developing a framework for narrative disclosure on extinction prevention.

The paper is theoretical and interdisciplinary in approach, seeking to bring together scientific theories of extinction with a need for corporate and organisational accountability whilst recognising philosophical concerns in the extant environmental accounting literature about accepting any business role and capitalist mechanisms in ecological matters. The overarching framework derives from the concept of emancipatory accounting.

The outcome of the writing is to: present an emancipatory “extinction accounting” framework which can be embedded within integrated reports, and a diagrammatic representation, in the form of an “ark”, of accounting and accountability mechanisms which, combined, can assist, the authors argue, in preventing extinction. The authors suggest that the emancipatory framework may also be applied to engagement meetings between the responsible investor community (and non-governmental organisations (NGOs)) and organisations on biodiversity and species protection.

The exploratory extinction accounting and accountability frameworks within this paper should provide a basis for further research into the emancipatory potential for organisational disclosures and mechanisms of governance and accountability to prevent species extinction.

The next steps for researchers and practitioners involve development and implementation of the extinction accounting and engagement frameworks presented in this paper within integrated reporting and responsible investor practice.

As outlined in this paper, extinction of any species of flora and fauna can affect significantly the functioning of local and global ecosystems, the destruction of which can have, and is having, severe and dangerous consequences for human life. Extinction prevention is critically important to the survival of the human race.

This paper represents a comprehensive attempt to explore the emancipatory role of accounting in extinction prevention and to bring together the linkages in accounting and accountability mechanisms which, working together, can prevent species extinction.

In Decolonizing Methodologies (1999), Linda Tuhiwai Smith asserted that “the master’s tools of colonization will not work to decolonize what the master built.” Smith challenged Indigenous researchers to fashion “new tools for the purpose of decolonizing and Indigenous tools that can revitalize Indigenous knowledge” (p. 22). A quarter of a century later, this paper reflects on the powerful impact that Smith’s call to action has had upon recent generations of bright, politically active and culturally grounded Native Hawaiian researchers, many of whom are innovatively turning to the Native epistemologies embedded in our traditional cultural practices to craft (k)new research tools and methodologies.

This paper features three Native Hawaiian scholars who are simultaneously hula and mele (traditional Hawaiian dance and song) practitioners and who instinctively turned to their hula training to guide and indigenize their research practice.

Each of these three scholars describes how they creatively applied the Hawaiian epistemologies embedded in their hula and mele training to fashion (k)new, Indigenous methodologies to guide (1) their research conduct, (2) their data analyses or interpretations and (3) the presentation of their research findings, respectively.

These three Hawaiian scholars and hula practitioners represent a larger groundswell of Native Hawaiian researchers who are bravely and creatively drawing upon the traditional wisdom and sensitivities embedded in our cultural practices to craft and wield (k)new research tools to “dismantle the master’s house” (Lorde, 1981) and build an Indigenous hale (house) of our own.

This paper argues for the inclusion of Indigenous research methodologies in diversity scholarship to (1) adequately account for and value the identity, lived experiences and concerns of Indigenous Peoples and (2) to enrich diversity theorising and scholarship by proposing new ways to think about and conduct research on difference, inclusion and belonging. We further highlight the roles non-Indigenous researchers can play in supporting Indigenous methodologies.

We introduce EDI readers to Indigenous research methodologies through explicating two Indigenous (Maori) methodologies from Aotearoa New Zealand and demonstrating points of convergence and divergence from existing methodologies evident in diversity scholarship.

The application of Eurocentric methodologies, including postcolonial approaches, can inaccurately theorise Indigenous experience through a Western lens compounding the ongoing impacts of colonialism. Conversely, drawing primarily from cultural knowledge and traditions, Indigenous methodologies place considerable value on people and place, relationships and relational accountabilities, each underpinned by an explicit intent to produce research with positive transformative potential for participant communities. Using Kaupapa Maori and Mana Wahine research as examples, we highlight how elements of “resistance” aligns with critical theories, but the “difference” inherent in Indigenous methodologies enables a more authentic engagement with people and place that is critical to understanding issues of significance to Indigenous Peoples.

This paper addresses the lack of engagement with Indigenous research methodologies and priorities of Indigenous communities within diversity scholarship. We argue that Indigenous priorities make broader contributions to the diversity agenda by attributing deeper meaning to difference and resistance as enacted through the context specificity of the Indigenous world. We contend Indigenous methodologies illuminate unique perspectives and priorities that can make powerful contributions to broader discussions of equity, inclusion and belonging.