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In this chapter, I present examples of my narratives on how I continue to attempt to navigate the obstacles I face as a racialized tenured faculty member in a faculty of education and my lessons learned in navigating my journey into the academy with my students. I present Ladson-Billings and Tate’s (1995) concept of race as a powerful tool for explaining social inequity, and I will use Critical Race Theory to analyze those moments of tensions and conflict where my students will question or even challenge my role as either their seminar course instructor or practicum faculty advisor. I have found that students often wonder about my competency when they first meet me either in the university classroom or in their practicum placement. As a result, I feel that I have to prove myself initially to my students to establish my competence and to continually work to challenge those perceptions. In addition, as a faculty member who is racialized as being Black, my students often are uncomfortable in talking about race and claim that I “speak too much about race in class” and as such also claim that I push my agenda on race in my courses. Over the years, I anticipate students’ initial perceptions and comfort level with race and use those as a way of first engaging in open dialogue about race with my students. I will explore these issues and also offer some strategic ways racialized academics, like myself, can anticipate and use those challenges to our advantage in teaching in higher education and particularly in a teacher education program.

June 14, 1967 Master and servant — Wage standstill — “Rate of remuneration paid” — Whether remuneration actually paid — Whether remuneration contracted to be paid — “Rate” — “Paid” — “Same kind of work” — Ambiguity — Construction of penal statute — Prices and Incomes Act, 1966 (c. 33), ss.28(2), 29(4) — Temporary Restrictions on Pay Increases (July 20, 1966, Levels) (No. 1) Order, 1966 (S.I. 1966 No. 1365), art. 2 — Temporary Restrictions on Pay Increases (No. 2) Order, 1966 (S.I. 1966No. 1468), art. 2.

Meetings are ubiquitous at work. Therefore, understanding what makes meetings effective (or not) is important. Entitativity (i.e., the “group-ness” of a meeting) may theoretically explain when some meetings are effective. That is, when meeting participants perceive a high enough level of group-ness in their meeting, then they begin to enact the processes to create a successful meeting and experience the outcomes of a successful meeting. The authors propose a model connecting the characteristics of successful face-to-face (FtF) meetings to entitativity and extrapolate this model to online meetings. Specifically, the authors interpret well-researched characteristics and practices of meetings (e.g., using an agenda and meeting punctuality) to be examples of well-established entitativity antecedents (e.g., creating similarity of goals and establishing meeting boundaries). That is, using an agenda creates effective meetings because it focuses members’ attention on common goals. Therefore, entitativity may be an explanatory mechanism for successful meetings. The authors examine the unique challenges of online meetings, which are growing in number. The authors note that entitativity may be harder to establish in online meetings making successful online meetings more difficult. Characteristics of online meetings (e.g., focusing on the few shared documents which may focus members on goals) that may promote success. The authors propose further theoretical work as well as suggest strategies that can be used to increase entitativity in FtF and online meetings.

As early as 1864 The British Association heard a report from H. C. Sorby on the production of microscopical photographs of various kinds of iron and steel. In the Siege of Paris in 1871 photomicrographic messages were reaching the inhabitants by pigeon post. In 1886 I. H. Jennings supplied the needs of the growing body of amateurs in this field with his How to Photograph Microscopic Objects or, Lessons in Photomicrography for Beginners (London, Piper and Carter), while Andrew Pringle's Practical Photomicrography (London, Iliffe, 1893) demonstrated the advances that had been made in this fascinating subject before the end of the nineteenth century. Photomicrography has a long and detailed history.

The purpose of this paper is to reconsider the role of the body in information in serious leisure by reviewing existing work in information behaviour that theorises the role of the body, and by drawing selectively on literature from beyond information studies to extend our understanding.

After finding a lack of attention to the body in most influential works on information behaviour, the paper identifies a number of important authors who do offer theorisations. It then explores what can be learnt by examining studies of embodied information in the hobbies of running, music and the liberal arts, published outside the discipline.

Auto-ethnographic studies influenced by phenomenology show that embodied information is central to the hobby of running, both through the diverse sensory information the runner uses and through the dissemination of information by the body as a sign. Studies of music drawing on the theory of embodied cognition, similarly suggest that it is a key part of amateur music information behaviour. Even when considering the liberal arts hobby, the core activity, reading, has been shown to be in significant ways embodied. The examples reveal how it is not only in more obviously embodied leisure activities such as sports, in which the body must be considered.

Embodied information refers to how the authors receive information from the senses and the way the body is a sign that can be read by others. To fully understand this, more empirical and theoretical work is needed to reconcile insights from practice theory, phenomenology, embodied cognition and sensory studies.

The paper demonstrates how and why the body has been neglected in information behaviour research, reviews current work and identifies perspectives from other disciplines that can begin to fill the gap.

Critiques of international business (IB) have long pointed to the weaknesses in the understanding of context. This has ignited debate on the understanding of institutions and how they “matter” for IB. Yet how institutions matter ultimately depends on how IB applies institutional theory. It is argued that institutional-based research is dominated by a narrow set of approaches, largely overlooking institutional perspectives that account for institutional diversity. This paper aims to forward the argument that IB research should lend greater attention to comparing the topography of institutional configurations by bringing political economy “back in” to the IB domain.

Using principal components analysis and hierarchical cluster analysis, the authors provide IB with a taxonomy of capitalist institutional diversity which defines the landscape of political economies.

The authors show institutional diversity is characterised by a range of capitalist clusters and configuration arrangements, identifying four clusters with distinct modes of capitalism as well as specifying intra-cluster differences to propose nine varieties of capitalism. This paper allows IB scholars to lend closer attention to the institutional context within which firms operate. If the configurations of institutions “matter” for IB scholarship, then clearly, a quantitative blueprint to assess institutional diversity remains central to the momentum of such “institutional turn.”

This paper provides a comprehensive survey of institutional theory, serving as a valuable resource for the application of context within international business. Further, our taxonomy allows international business scholars to utilise a robust framework to examine the diverse institutional context within which firms operate, whilst extending to support the analysis of broader socioeconomic outcomes. This taxonomy therefore allows international business scholars to utilise a robust framework to examine the institutional context within which firms operate.