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This paper aims to reflect on the facilitative factors that contribute to a shift in focus to social innovation for social justice in a higher education institution. The study provides lessons learned that can be takeaways for others interested in shifting their conceptualization of social innovation toward social justice.

Relying on a case study of social innovation at Ryerson University, the paper begins with a brief history and the later development of the Office of Social Innovation. Through a reflection on three key initiatives, the study discusses strategic planning and partnerships, student programming and communications strategy.

The reflection process provides ingredients that have facilitated the intentional grounding of social innovation offerings and practices in social justice values, including creativity, collaboration, adaptability, voice and shifting the spotlight to alternate stories and ways of understanding social innovation. The authors also discuss the role of generative conflict and contradictions.

This study presents a reflective case study from a public research university, which holds a prominent reputation in entrepreneurial incubators and curricular offerings. With candid reflections from faculty and staff central in strategizing the direction of social innovation, the authors present experiences, perspectives and conflicts encountered when challenging the language and application of social innovation. The result is a unique contribution on what it means to ground post-secondary social innovation in social justice, why this shift was necessary and what has come from this work.

Through a reflection on a recent voting rights campaign for people with disabilities in Lebanon, the article aims to contribute to a body of literature that seeks to challenge the marginalisation of people with disabilities; and aims to share our reflections with others interested in deeper thinking on the global impacts on their day‐to‐day work.

The article begins with a background discussion of the Lebanese context and the voting rights campaign, followed by an analysis of rights‐based work through a discussion of key issues faced by community activists.

The analysis highlights the impact of global forces on local grassroots work through the following issues: formalisation of relationships between national government organisations (NGOs); professionalisation within NGOs; contentious dealings with the state; the meanings and uses of diversity and international political relations.

There is a dearth of published studies on the disability‐rights movement in the Arab region; more specifically, the article provides a critical reflection on the changes facing the movement in Lebanon, where there are no published studies on the topic. This article would be of value to activists in other parts of the world interested in the changes facing activism on disability rights or other issues.

The paper draws out the key conceptual, methodological and substantive issues raised in the papers around the politics of equalities.

Rather than reviewing and summarising each paper in turn this introductory article synthesises the key themes from papers to develop an overview of the key issues raised in the edited collection.

The papers trouble traditional dichotomies in equalities studies, suggesting complex and fluid relationships between states, activists and professionals. They also identify some key elements of current equalities work such as equalities framing, diversity interpretation and the negotiation of ambiguity produced through the seesaw of hope/failure characterising this work.

The collection highlights the continuing dearth of work around certain equalities strands, in particular, around sexualities and generation. It also suggests avenues for further work developing postcolonial analysis of equalities work in organisations.

The collection is unique in that it draws together current work crossing diverse national and sectoral contexts and from a range of equalities strands.

Missing data are a pervasive problem in special education research. The purpose of this chapter is to provide researchers with an overview of two “modern” alternatives for handling missing data, full information maximum likelihood (FIML) and multiple imputation (MI). These techniques are currently considered to be the methodological “state of the art”, and generally provide more accurate parameter estimates than the traditional methods that are still common in published educational studies. The chapter begins with an overview of missing data theory, and provides brief descriptions of some traditional missing data techniques and their requisite assumptions. Detailed descriptions of FIML and MI are given, and the chapter concludes with an analytic example from a longitudinal study of depression.