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This chapter explores the ways in which academic educators’ experience of collaborative inquiry-based learning (IBL) can illuminate student behaviours, particularly in relation to assessment and the affective domain. The facilitator of this IBL, in the setting of academic staff development in UK Higher Education, uses a reflective storytelling style to detail the learning of an annual cohort of staff at a university in the north west of the United Kingdom. Six separate academic staff cohorts enroled in a unit, as part of a Master of Arts in Academic Practice, to undertake this experiential, humanist way of learning, working with all the principles of collaborative inquiry. The chapter explores the ways in which the participants’ self-reported affective responses altered over the course of the unit, particularly in relation to the assessment. Participant reflections are integrated with pedagogic literature and extracts from the facilitator’s contemporaneous notes, assessor’s feedback and other material, detailing the ways in which the freedom of an IBL episode moves to anxiety associated with assessment, which can build as the assessment point nears. Reflections on group constitution, cohort characteristics and the role of the facilitator are considered in relation to the notion of ‘success’ of IBL episodes. This is interrogated particularly in relation to academic staff responses to the experience of the emotions of IBL, and how this may affect their own practice in designing teaching and learning experiences for students in Higher Education.

Multidimensional fit (MDF) has been coined as “elusive” and relevant to an individual’s social identity and self-concept, unfolding over time as individuals assess their fit relative to Person-Organization, Person-Vocation, Person-Job, and Person-Team Fit. In this chapter, the literature as it relates to the refugee employment journey, MDF, and HRM practices that facilitate or inhibit MDF is reviewed. Furthermore, in this study, the process-oriented view of the refuge path highlights the complexity of their experience, noting an array of antecedents as they relate to country, host country and individual differences, interventions through NGOs, refugee resettlement agencies, and organizations, as well as the less explored entrepreneurial path. These diverse paths and the process of finding fit, and the obstacles refugees face, are viewed through the lens of shocks and reassessment of MDF throughout their journey. Finally, the study’s outcomes illustrate individual wellbeing factors, organizational level benefits, as well as community level benefits to MDF.

The overarching aim of this chapter is to explore the existing status of mentoring in accounting firms in India and Malaysia, to understand whether or not mentoring is gendered in these country contexts, and to investigate the impact of the size of the firm and country context on mentoring. The mentoring framework is used as a theoretical lens to understand the orientation of principals and partners towards the existing and future mentoring support and activities of micro-sized, small-sized, medium-sized, and family-owned accounting firms operating in both India and Malaysia. Data obtained from 40 in-depth interviews (n = 20 in India and n = 20 in Malaysia) are analyzed using qualitative data analysis software NVivo12. The findings obtained from the study indicate that mentoring support exists informally in accounting firms, mentoring support offered and mentoring activities undertaken are gendered, and the nature, extent and type of mentoring offered in accounting firms varies according to the size of the firm in both countries. The chapter presents important practical, theoretical and methodological implications of the study for avoiding gendered mentoring practices in accounting firms.

In this chapter I argue that education cannot escape being influenced by the economic, political and cultural effects of globalization. Through an examination of the policies of national governments, agenda of international organizations such as the World Bank and UNESCO, the global practices of privatization, accountability and managerialism, I demonstrate that education is being used as a tool of neo-liberal economic reform, a process that increases inequalities and marginalizes the already unheard voices. I argue that any analysis of globalization and its impact on higher education requires stepping back from all interactions and practices and asking basic questions about what these terms imply, why they function the way they do, and whose interests they serve. A critical analysis of the transformation of universities and thus the knowledge produced is essential as it affects and infiltrates our very consciousness. I argue that while higher education is being restructured under the neo-liberal economic rationality it is important for educators to find out what will be gained and what will be lost before going ahead with such restructuring. I also contend that the neo-liberal economic rationality of globalization has framed the restructuring of education in such a manner that its function has changed from production of knowledge to production and management of wealth. As a result of accepting the dominant discourse of the globalization agenda without much critical analysis or debate regarding its consequences, education has lost its basic function of producing democratic citizens.

This chapter examines the changes proposed to the current media ethics and regulation regime in Australia following a government inquiry by former Federal Court judge Ray Finkelstein. The inquiry was prompted by The News of the World phone hacking scandal in the United Kingdom, which resulted in that publication being closed down by its publisher, News International, and principal shareholder Rupert Murdoch. While finding no evidence of similar misbehaviour by journalists and proprietors in Australia, Finkelstein recommended the establishment of a statutory News Media Council, and the inclusion of online media outlets in this new regulatory regime. This chapter argues that such a regime is unlikely to come into effect, given that it will be opposed by media proprietors and working journalists alike, as well the Federal Opposition, and the taxpayer funded ABC, and that a government with low levels of political capital is unlikely to risk much of that capital in a fight with the media industries in an election year.

Purpose – This chapter aims to show that attention to nicknaming as a form of language-making and sensemaking can provide a valuable avenue for exploring employees’ assessments of (mis)behavior. It highlights the connection between gender and language-making as central to the way workers assess and respond to (mis)behavior in different workplaces.

Methodology – The chapter uses an historical perspective and concepts drawn from sociology and organizational theory. It identifies nicknames and nicknaming practices from a wide range of documentary sources and oral sources.

Findings – In considering nicknaming in terms of sensemaking and language-making rather than simply as a form of humor, the chapter shows that derogatory names enable employees to address the tensions and conflicts arising from formal organizational practices, rules, and managerial imperatives and workplace relations. It emphasizes commonalities in nicknaming practices that extend beyond the micro-level of specific workplaces and in doing so illustrates that nicknaming is not simply a manifestation of humor but as importantly of inter-subjective processes through which workers construct group identities to enforce co-produced informal rules of behavior.

Social implications – The chapter illustrates the importance of workplace nicknaming and its implications for the way employees try to influence the behavior of others by condoning and/or shaming those who conform to or defy informal rules.

Originality – The chapter's originality lies in its focus on employees’ own assessments of misbehavior and on commonalities in nicknaming practices in different times and in different places.