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The work of academics has intensified, but the focus for most remains on teaching, research and contribution to service. Institutional imperatives and positioning within universities impact significantly on how individual academics fashion themselves to fit with expectations and demands. There is, of course, no simple version of scholarly identity and Barnett (2000) called attention to the ‘super complexity’ of academic work some time ago. ‘Scholarly’ has been deliberately used in the title of this chapter, even though ‘academic’ is also used throughout. The purpose here is to draw attention to – and avoid – the binary that Stuart Hall notes: Academic work is inherently conservative in as much as it seeks, first, to fulfill the relatively narrow and policed goals and interests of a given discipline or profession and, second, to fulfill the increasingly corporatized mission of higher education; intellectual work, in contrast is relentlessly critical, self-critical, and potentially revolutionary for it aims to critique, change, and even destroy institutions, disciplines and professions that rationalize exploitation, inequality and injustice. (reported in Olsen & Worsham, 2003, p. 13)

In 1931, Virginia Woolf was invited to address members of the London and National Society for Women's Service about the employment of women. As a well-known literary figure as well as a woman intellectual, Woolf mused on her own biography and the risks she had to take to establish her own career. She used the metaphor of a room of one's own to underscore the challenges women faced to have a degree of freedom to shape their professional lives:You have won rooms of your own in the house hitherto exclusively owned by men, You are able, though not without great labour and effort to pay the rent … But this freedom is only a beginning; the room is your own, but it is still bare. (Woolf, 1974, chapter 27)

This examination of the higher education landscape now shifts to consider the relationship between the university and the teaching profession. The intention of this chapter is to focus on pre-service teacher education to examine how professional identity and university curriculum have become managed. This chapter will introduce the conception of the scholarly blind eye to illustrate how performativity works in the modernised university and three central arguments are forwarded. Firstly, that pre-service teacher education programs are increasingly managed from outside the university. Secondly, that this represents a significant change to higher education. And thirdly, that higher education is contributing to the reworking of teacher identity.

Nowadays, organizations have to resist the rising competition more effectively than their competitors and take a step closer to excellence in offering the product to customer demands. To do this, organizations need agile leaders in order to implement agility principles and practices. Especially in the health sector, health managers must be agile because of the specific characteristics of health services. From this view, this chapter aims to develop a theoretical agile leadership model in healthcare organizations. First, the authors define agile leadership and its sub-dimensions based on previous literature. Then, the antecedents and outcomes of agile leadership have been analyzed. “Drivers of agile leadership,” “organizational factors affecting agile leadership” and “individual factors affecting agile leadership” are identified as the antecedents of agile leadership. “Organizational outcomes” and “individual outcomes” are determined as the outcomes of agile leadership in the health sector.

Esbjerg is located in the Wadden Sea region and is a regional centre with approximately 72,000 inhabitants. Commercially, the city has recently ranked first amongst major Danish cities in the creation of jobs. However, in Denmark, it is mainly other cities that attract younger students, and Esbjerg has some of the same structural problems due to outmigration as Danish rural areas in general. It is, therefore, important for Esbjerg to be able to attract international students so that businesses and institutions in the region can recruit skilled employees. In this book chapter, the authors aim to reanalyse data from 10 semi-structured interviews with international students at higher education institutions in Esbjerg conducted in 2016. The authors position their empirical findings within the literature on international student integration to investigate the obstacles to international student integration into study, business and leisure life in Esbjerg and potential solutions given Esbjerg’s peripheral location. The chapter, thus, aims to improve the understanding of cultural, work-related and everyday life challenges that are present in university town environments where international students study, mainly from the perspective of students.

Social media, network capabilities, and digital communication technologies are changing the nature of work for individuals in WIL programs; further challenging the connections between industries and universities in their efforts to ensure individuals are work ready. However, digital technologies have provided new resources to help individuals socialize into the workplace and develop new skills for meeting the challenges of the information age that will also impact on how they get a job, and then do that job. The current literature on WIL, organizational behavior, and remote working, provides a theoretical framework for identifying the key points on the transitions experienced by individuals through WIL using the prism of social media, digital technologies, and the changes in work culture through remote working. Key issues in relation to transition are illustrated using two examples: one French and the other Canadian. The French study examines the effects of social media and digital technologies on individuals in WIL programs in relation to developing work readiness skills and communicating with supervisors and coworkers. The Canadian example examines the challenges internship students face when their workplace is predicated on remote working. The impact of social media, digital and communication technologies present new challenges for fulfilling the objectives of WIL programs and ensuring students are ready for work now and in the future.

The Sustainable Development Goal 12 (SDG 12) that aims at ensuring sustainable consumption and production patterns is dependent on efficient and effective transport infrastructure. But many new transport infrastructure projects are delayed due to complex conflicts between multiple stakeholders with different stakes. This chapter illustrates how a multi-stakeholder participation process based on systems thinking can be used to generate a shared mental model of stakeholders in conflict. Using the systems thinking and modelling methodology, the complex problem situation is first structured by identifying and analysing the stakeholders. Then a participative approach is employed to develop a systems model that captures the underlying structure responsible for the problem situation. Finally, three strategic interventions are formulated by the stakeholders to improve the system behaviour in the long term. In this chapter, both quantitative and qualitative data were collected using structured interviews, focus groups and secondary sources. Using a New Zealand transport infrastructure project, the chapter shows that effective multi-stakeholder participation, capable of leading to some form of multi-stakeholder partnership, can help reduce delays in a transport infrastructure project. Practically, the chapter provides a framework that can reach an accommodation between conflicting stakeholders. Overall, this chapter contributes New Zealand–based empirical research to the literature on multi-stakeholder participation for achieving SDG 12 within the context of Agenda 2030.