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This chapter presents the author’s experiences over a 47-year career as a feminist applied sociologist at Educational Testing Service (ETS), a private non-profit research and testing company. The author presents early experiences that influenced her to become a feminist and a sociologist; her reactions to graduate school, the culture of academia, and her choice to leave before finishing her PhD to become an applied sociologist; the author’s early work in the ETS research department which included graduate school and gender-related publications; and the substantial part of author’s career as an applied sociologist and administrator in ETS’s corporate side. ETS’s founding with the mission to expand educational opportunities with fair, well-designed tests, and to further social science knowledge laid the groundwork for a corporate culture characterized by values of fairness, respect for individuals and diversity, and integrity. The ETS Standards for Quality and Fairness, along with annual reviews of testing programs for following these measurement standards, supported cultural norms, attitudes, and behaviors related to fairness. The multifaceted concept of fairness has been key not only to the author’s experience within the corporate culture but to the wide variety of responsibilities that the author had during her career.

Departing from an online interactive Gender Café on the topic of Knowledge Management (KM), jointly hosted by a UN agency and the Society of Gender Professionals, this chapter seeks to provide gender practitioners and others with practical examples of how to “gender” KM in international development. Through analyzing the travel of feminist ideas into the field of KM with inspiration from Barbara Czarniawska’s and Bernard Joerge’s (1996) theory of the travel of ideas, the chapter explores the spaces, limits, and future possibilities for the inclusion of feminist perspectives. The ideas and practical examples of how to do so provided in this chapter originated during the café, by the participants and panellists. The online Gender Café temporarily created a space for feminist perspectives. The data demonstrate how feminist perspectives were translated into issues of inclusion, the body, listening methodologies, practicing reflection, and the importance to one’s work of scrutinizing underlying values. However, for the feminist perspective to be given continuous space and material sustainability developing into an acknowledged part of KM, further actions are needed. The chapter also reflects on future assemblies of gender practitioners, gender scholars and activists, recognizing the struggles often faced by them. The chapter discusses strategies of how a collective organizing of “outside–inside” gender practitioners might push the internal work of implementing feminist perspectives forward.

Using a life course perspective, this chapter examines four twentieth-century US generations and the influence of generation on women, especially related to education, work life, and retirement. The Baby Boomers constitute the largest of these birth cohorts to move into retirement. A literature review and illustrative examples of trends explore whether the substantial social and legal changes, with accompanying norms and values, that influenced Baby Boomers’ earlier lives continue to characterize their approach to retirement. Social, medical, and legal changes increased access to education, work life, and longer lifespans for many Boomer women. However, substantial socioeconomic and racial inequality must be addressed to expand access to a healthy, satisfying, and financially adequate retirement stage for men and women Boomers and following generations.

This introduction provides the history and rationale for this volume on gender and practice. The editors’ broad conception of practice, especially gender practice, and the relationships among education, training, and practice, three sections into which the volume’s chapters are grouped, are outlined. Connections between gender practice and the United Nations 17 Sustainable Development Goals are drawn. Each chapter is then summarized and relationships among them are highlighted.

This introduction discusses the ways the idea of generation has been used in scholarship, for the general public, and in marketing to define and discuss social trends and understand behavior. The need to apply an intersectional lens to the concept is stressed. The eight chapters in the volume, each of which applies such a lens, are summarized. The particular relevance of gender and generation to the current Covid-19 pandemic is highlighted by the introduction and the chapters. Topics include transmission of and changes in gender attitudes and beliefs, generational differences in LGBTQ experiences, retirement and caregiving.

Many graduate attributes (such as adaptability, resilience, cultural awareness and professionalism) are often considered aspirational or invisible and conventionally go “under the radar” of standard university dance education. The purpose of this paper is to add to existing theories of dance as an academic discipline and contributes to studies identifying and mapping graduate attributes across the academy.

The research project Making the Invisible Visible contextualises this paper. It has involved a two-year, cyclical data-gathering process, involving interviews with leading dance employers and academics, and surveys of students from diverse disciplines entering and completing full-time dance degrees.

Due to the centrality of embodiment in studio learning, dance is an unusual discipline within research on graduate attributes and holds a unique place in academia. The creative, embodied, collaborative activities typical to dance learning offer fresh insight to the literature on graduate attributes – both visible and invisible – all graduates from a given institution are expected to hold.

A narrative methodology is employed to present a series of amalgam characters manifesting specific ways in which invisible graduate attributes inform pedagogies, student–teacher relationships and student understandings of their professional skills.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories: