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Within this chapter, I use my early experiences as a special education teacher to story and restory how Othering shapes the lives of special education teachers and their students. The disability-as-deficit model labels those students who receive special education services as less than, as outside the norm, as Other. The stories of my early teaching career offer insight into this Othering and link special education subject matter knowledge with my identity as a sibling of an individual with Down syndrome that fuels my teacher knowledge. Clandinin and Connelly’s three-dimensional narrative inquiry space provides a framework to examine the back-and-forth intersections of sibling and special educator knowledge. An autoethnographic exploration results in a critically reflexive narrative that exposes overlapping pieces of Othered identities, and explains how my teacher knowledge situates me differently than my special educator colleagues. The three-dimensional narrative inquiry space also provides the necessary tension between subject matter knowledge and teacher knowledge to create a dialogue of Othering between special education teacher and student. This dialogue pushes the idea of Least Restrictive Environments within social-personal space, and can lead to multiple Othered voices speaking as powerful bridges to span the divide between general and special education, the norm and the Other.

Women are underrepresented in the leadership ranks across society. Research and the development of strategies to assist corporate women in breaking the glass ceiling is frequent and ongoing. Less prevalent has been a similar exploration of the barriers that women in academe confront in regards to their upward mobility and subsequent leadership. This article analyzes how academic women experience the glass ceiling, how research done on corporate women can inform much needed study of barriers to academic women’s upward mobility, and finally, how human resource development practices may benefit advancing women’s leadership in higher education.

The purpose of this study was to understand the experiences of master ' s students of color in their counselor education graduate programs.

Experience narratives, obtained from semi-structured phone interviews, provided transcript data for open- and axial-coding for emergent themes.

The reports of nine participants revealed themes of student cultural awareness, representation, support, standards, advocacy and tokenism.

Qualitative studies are context-bound and lack validity and reliability in the same sense that quantitative studies do, so the findings from this study are only transferable as far as each reader applies them to personal experiences. Further, due to the diversity of the research team, participants made choices about what and how much to share about their counseling program experiences.

Practical implications involve recruitment and retention of students of color in master’s counseling programs.

Social implications involve the changing demographics of the counseling profession.

This study is one of few that specifically looks at the cultural climate of counselor education programs for underrepresented students. It aims to reveal areas for growth in cultural competence in graduate training programs in the counseling field.

The purpose of this paper is to use the authors’ reflections and a review of literature to assess the ways that universities have yet to fully include faculty members in their sexual assault prevention initiatives. Recommendations for how faculty can assist are included.

The paper provides a review of literature regarding institutional factors related to sexual assault and the potential of faculty, followed by personal reflections by both authors, who together have more than four decades experience studying sexual assault, providing training and educational presentations, and serving victims as well as perpetrators of sexual violence.

The authors conclude that, despite White House mandates for training faculty and campus requirements that should utilize the expertise of faculty members, many campuses are relying heavily or exclusively on student affairs professionals and lawyers to create and implement sexual assault prevention programs. Faculty should, the authors assert, be involved in task forces, needs assessments, training, and other initiatives in order for campus prevention programs to be robust.

The limitations of this paper are that it is based only on a review of literature and personal reflections from the authors, who teach at a small, Catholic, liberal arts school in South Florida. As such, the recommendations, while intended to be thoughtful, may be less appropriate for educators and administrators at different types of colleges or outside of the USA. Additional research on faculty experience with sexual assault prevention is recommended.

The recommendations provided in the paper should be useful to academic leaders who are developing or expanding sexual assault prevention initiatives. The paper also provides useful information for faculty members regarding how they can assist with these issues.

Faculty members with training and expertise can and should be used to help craft campus policies, procedures, and programs related to sexual assault. In the USA, sexual assault training is required but has not been fully implemented.

Although much has been written about campus sexual assault, little research assesses the role of faculty. This paper is a preliminary effort to address how interpretations of US federal law include faculty and how faculty remain an untapped resource in terms of sexual assault prevention.

The entrepreneur is the main decision-maker in small and medium-sized enterprises and is the principal force in the implementation of a firm's international strategy. Research has paid limited attention to the intangible aspects of human capital, namely behavioural competencies that may have an impact on the entrepreneur's ability to take advantage of international opportunities. This study addresses this gap, identifying the behavioural competencies that distinguish entrepreneurs who pursue a stronger internationalisation expansion beyond the European market.

A competency modelling process is implemented for a sample of Italian entrepreneurs. Data on behavioural competencies are obtained through the coding of behavioural event interviews administrated to the entrepreneurs. Export intensity is adopted as a performance criterion to classify the entrepreneurs.

Three behavioural competencies (change catalyst, teamwork and organisational learning orientation) emerged as more significantly activated by entrepreneurs who show a higher export intensity in the global market.

The exploratory nature of the study, conducted in a small sample and in a specific geographical area, may reduce the generalisability of the findings.

Entrepreneurs can become aware of the behavioural competencies needed for the implementation of internationalisation processes. Additionally, training programmes can be designed to promote the development of these behaviours.

Bridging the literature on international entrepreneurship, cross-cultural studies and competency-based research, this study highlights the role of behavioural competencies in the internationalisation process from a micro level of analysis. This article proposes a competency framework that can be adopted to assess a broader portfolio of entrepreneurs' behaviours.