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Universities claim to provide many benefits to their context. What remains less clear is what is meant by context. Whatever it is, context is fundamental to decision-making. Understanding what context means is crucial to understanding leadership in higher education.

Theoretically informed by Eacott's relational approach, this study is based on interview data from a purposive sample of ten English vice-chancellors and nine Canadian university presidents. Transcripts were analysed for the assumptions participants held regarding the work of universities and how that played out in practice.

Context is not an external variable engaged with or acted upon. It is not separate to leadership and the work of universities but is constitutive of and emergent from activities. There is no single definition of context, and this has major implications for university activities.

Context(s) is based on assumptions. Making explicit the assumptions of participants, without pre-defining them, is a key task of research on leadership in higher education.

Leaders need to explicitly articulate their assumptions regarding the work of universities. Assessment should be based on the coherence between the espoused position and activities undertaken.

Through the emerging resources of relational scholarship, this paper demonstrates how context is constitutive of and emergent from the activities of universities. More than novel vocabulary, the paper makes a fundamental point about the generative nature of context. De-centring entities (e.g. university, leader, context) and focusing on relations our approach provide a path forward by encouraging the articulation of intended purpose(s) and perspective on the work of universities.

During the latter-half of the twentieth century, researchers argued that the notion of universities being communities of scholars that were governed by scholars had been replaced by a mass-market higher education system. The new system is shaped by competition for students, a need to be budget conscious and, ultimately, a requirement for university leaders to be able to approach their work with a certain level of business acumen. This chapter examines what these pressures mean for those working at the middle level of university leadership, when they are increasingly appointed on managerial expertise but make decisions about academics and their work. Using Bourdieu's notions of fields to dissect these relationships, the chapter uses semi-structured interviews with faculty deans to examine how their work is guided by managerialist targets but impacts on their relationships with academics. The chapter highlights that, while the sector has acknowledged that successful leaders do not always need research profiles in the modern university, this often has a negative impact on leaders' relationships with academics.

This chapter is focused on what we can learn from oppressive governance, in this case specifically relating to university governance in terms of vice chancellors and presidents, to the deputy vice chancellor and deputy president and down the ever-growing university hierarchy to deans and heads of schools and their deputies, from a Freirean perspective. Freire wrote at length about how leaders ‘controlled’ education and why they did so, but he also wrote at length about how governments control populations – himself being both a political prisoner and a person in exile to escape persecution. This chapter subsequently examines Freire's ideas around what techniques people employ to control populations and applies them to a higher education setting because the similarities are numerous and the tactics familiar.

Transport and pandemics are interlinked given the ubiquitous nature of modern transport systems. The COVID-19 pandemic has provided much evidence for both virus contagion but also containment and how transport plays a role in both. As the world and its cities experienced lockdowns, there were travel restrictions, physical social distancing rules, transport systems shut down, changed operations, a re-opening with lower demands in some sectors (e.g., air transport and urban public transport services) and an increased demand in others (e.g., freight and home deliveries). These changes brought about a series of reactions at all levels, from governments and local authorities, operators of all transport modes but also personal and individual behaviour. This volume provides evidence on an array of transport and pandemic experiences through a collection of works from around the world, each chapter discussing a mode, a region and possible future outcomes. This introductory chapter provides the context for this volume with an overview of literature that looks at transport and pandemics, a timeline of events that marked the COVID-19 pandemic developments across different parts of the world, and finally an overview of the chapters in the volume. It concludes with some insights from the editors on the future of transport in a post-COVID world.