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With the rise in the number of women faculty since the 1970s, the traditional academic model of an exclusive devotion to work has been increasingly contested. Broad changes have occurred in academic culture and policies to make many universities more family-friendly. Recent research on graduate students points to a shift in attitudes about work/family management as well. Graduate students, both male and female, seem to balk at expectations for a sole devotion to an academic career to the exclusion of family life. We examine how faculty members carry out acts of resistance to this traditional model.

This article presents research from two separate but related qualitative studies for a combined sample of 74 faculty members with children.

Women and men faculty make professional and personal choices and engage in behaviors that, in essence, are acts of resistance against the dominant but perhaps “old” culture of academe.

Resistance to the ideal worker norm in academia has been largely overlooked in studies about faculty parents (particularly fathers) and work/family balance. We demonstrate how faculty members act as agents of social change in academia.

The purpose of this paper is to review the current state of knowledge about the links – metaphorical and real – between cultural and biological diversity.

By way of approach, the paper focuses on language and music cultures, two areas of intangible cultural heritage whose diversity has come under threat in recent decades.

The paper suggests some ways in which recent advances in the fields of ecolinguistics, biolinguistic diversity, and music sustainability continue to further knowledge of the links between cultural diversity and biodiversity.

Metaphorical parallels between biodiversity and cultural diversity (such as the interconnectedness of the various forms of intangible cultural heritage, as in a biological ecosystem) may, to some extent, be able to inform the development of models for supporting intangible cultural heritage, such as language and music. Moreover, the very real interconnections between these two kinds of “diversities” holds implications for cultural heritage management, since efforts to safeguard cultural diversity will be impacted by the successes and failures of efforts to protect biodiversity, and vice versa.

For this reason, the issues explored in this review hold implications for policy‐makers, governments, non‐governmental organisations, culture‐bearers themselves, and other stakeholders in the viability and diversity of cultural heritage.

Numerous higher education institutions have created policies that aim to reduce their carbon footprints. Most policies focus on reducing greenhouse gas emissions related to energy production and consumption. One area that has received less attention has been greenhouse gas emissions from university air travel. The purpose of this paper is to understand how US higher education institutions address university air travel emissions.

The present research used qualitative document analysis to examine the climate policies of 44 doctoral institutions. The analysis sought to establish themes across a range of climate policy documents from the sampled institutions. Intercoder consensus, peer review and member checking were used to increase the reliability and validity of the analysis.

Five major themes emerged from the documents: no consideration of air travel, lack of quality data for accurate consideration, recommendations to offset air travel emissions, support for videoconferencing and other suggestions for mitigation. These themes are discussed in detail, as are practical suggestions and implications stemming from this and related research.

The research is based on a sample of US doctoral institutions and their public documents. It is therefore limited in its generalizability.

Institutions need to create a culture in which individual behavior changes toward lower travel are supported. Though problematic, institutions in the USA need to strive to implement suggested offset programs. Given the ubiquity of virtual presence, institutions need to further support videoconferencing.

To the best of the author’s knowledge, this paper is among the first to examine how higher education institutions in the USA address air travel emissions.

The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918.

Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad.

Insights are offered into the opportunities provided by the First World War for channelling the abilities and leadership skills of women teachers at home and abroad. Canvassed also are the tensions for German heritage teachers; ideological differences concerning patriotism and pacifism and issues arising from government attitudes on both sides of the Tasman towards women’s war service.

This is likely the only research offering combined Australian–New Zealand analyses of women teacher’s war service, either in support at home in Australia and New Zealand or working as volunteers abroad. To date, the efforts of Australian and New Zealand women teachers have largely gone unrecognised.

The purpose of this article is to introduce the papers selected for the current issue. Furthermore, it provides a common background in presenting and discussing the role of heritage impact assessments, considering the projected growth of their implementation not exclusive to World Heritage properties and their potential role in bringing cultural heritage management and sustainable development closer together.

From a brief introduction to the background and state‐of‐the‐art on heritage impact assessments, this article describes and explains the ten guidelines recently published to assist cultural heritage managers on the application of heritage impact assessments for World Heritage properties. After this, the role of heritage impact assessments in bridging cultural heritage management and sustainable development will be discussed and new doors opened for further research within the field.

Ten recommendations to structure and classify heritage impact assessments have been identified throughout the ICOMOS guidance on Heritage Impact Assessments for World Heritage properties. Yet, only further research and opportunities to implement them will validate their contribution to the efficiency of World Heritage site management.

In providing an overview of heritage impact assessments, this paper is useful to the readers of the journal interested in guidelines on heritage impact assessments for World Heritage properties, and in the wider ramifications of the management of properties designated as cultural heritage. It introduces the state‐of‐the‐art on heritage impact assessments and reveals areas where research has been lacking, which can be taken up by researchers working on this aspect, or even to highlight the relevance of their ongoing research.

This article examines the national and international connections made by women graduates of the School of Home Science in their efforts to develop the scholarly expertise and professional capacity that would enable them to pursue academic careers and to improve the position of women in universities. It argues that despite the obstacles, many women were able to pursue academic pathways and to establish their own authority. By undertaking a transnational analysis, this article examines webs of influence that linked women scholars in New Zealand, Australia, Canada and the United States as well as those in the so called “centre” (Europe and the United Kingdom). It explores the networks formed by a select number of middle class women ‐ scholars such as Ann Gilchrist Strong, Elizabeth Gregory and Neige Todhunter ‐ as they attempted to expand the range of their scholarly work beyond national borders. It considers the influence of appointments of women academics from the United States and the United Kingdom on; the significance of post graduate study opportunities for home science graduates; and the role of scholarships and awards that enabled two way travel between the southern and northern hemispheres. A number of tensions are evident in the way women scholars located their work in new and emerging fields of academic knowledge within the university. This article explores interrelationships between women academics and graduates from the School of Home Science at the University of Otago and academic women in the United Kingdom and the United States. The final section of the paper examines the academic and scholarly life of Catherine Landreth who exemplifies the experience of a select group of women who gained personally, culturally and professionally from their international opportunities, experiences and networks. It considers Landreth’s transnational travels in search of scholarly expertise, the influence of her personal and professional networks, the significance of her pioneering work in the emerging field of early childhood education and the constraints experienced in a highly gendered academic enclave. To begin however it gives a brief overview of the introduction of Home Science at the University of New Zealand and the influence of initial international appointments on the expansion of women’s academic work at the University of Otago.

This paper proposes to evaluate the heart of the concept of citizenship of the European Union: namely, freedom of movement and residence. The evolution of citizenship, from its inception in the Maastricht Treaty, as a political concept will be treated. Freedom of movement and residence, with its rights and limitations, historically and legally accrued to economically active persons. Non‐economically ac tive per sons have been given rights in secondary legislation to move and to reside subject to specified conditions and limitations. The jurisprudence of the European Court of Justice, in accordance with which the link with economic in dependence and the freedom to move and reside has been broken, will be critically appraised. Resort to the principle of non discrimination on grounds of nationality in Article 12 of the European Community Treaty, read in conjunction with the citizenship provisions in Articles 17 and 18 EC, has resulted in legal rights for nationals of European Union Member States who are lawfully resident in, and who do not become an unreasonable burden on, the host Member State. Enforceable at the suit of individuals, EU citizenship has given rise to social advantages for non‐economic actors. Citizenship has become a legal source of rights be yond those agreed to by the Member States, the legitimacy for which lies with the degree of financial solidarity accorded under the principle of non‐discrimination and the level of integration of a particular EU citizen into the society of the host Member State. The need to establish a real link and the proportionate legitimate interests of the Member State are limits to citizenship as a source of rights. Nevertheless, it is the intention of this paper to examine the potential for citizenship to transform the polity of the European Union, from one based on economic and social rights, to one based on fundamental rights.

Research on identity in organizations takes endurance overtime as a taken‐for‐granted expectation, but then often explores how identity changes. Conversely, research on memory in organizations takes change as a taken‐for‐granted expectation and then explores how particular memories might be maintained by purposeful action. We used both of these literatures as a basis for exploring what happened to two aspects of an organizational group's identity over the course of its first seven years. One aspect of identity centered on the group's mission and the other on the group's internal processes. Based on analysis of the processes involved in the evolution of the group's identity, we suggest several factors that foster stability in identity and several factors that foster change in identity. From the identification of these factors, and based on Lewin's Field Theory approach, we suggest a more complex depiction of what identity stability or change might mean overtime.

In this article we focus on two women, Catherine Francis (1836‐1916) and Dorothy Dolling (1897‐ 1967), whose lives traversed England, New Zealand and South Australia. At the beginning of this period the British Empire was expanding and New Zealand and South Australia had much in common. They were white settler societies, that is ‘forms of colonial society which had displaced indigenous peoples from their land’. We have organised the article chronologically so the first section commences with Catherine’s birth in England and early life in South Australia, where she mostly inhabited the world of the young ladies school, a transnational phenomenon. The next section investigates her career in New Zealand from 1878 where she led the Mount Cook Infant’s School in Wellington and became one of the colony’s first renowned women principals. We turn to Dorothy Dolling in the third section, describing her childhood and work as a university student and tutor in New Zealand and England. The final section of our article focuses on the ways in which both women have been represented in the national memories of Australia and New Zealand. In so doing, we show that understandings about nationhood are also transnational, and that writing about Francis and Dolling reflects the shifting relationships between the three countries in the twentieth century.