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The purpose of this chapter is to illuminate the importance and impact of Black women in higher education, specifically considering how they themselves and others engage with them regarding their intersectional identities. Through a Black Feminist Auto-ethnographic approach, the authors develop and articulate a reflexive praxis to reveal the hegemonic practices that Black women are subjected to at Historically White Institutions (HWIs). The authors, two Black women educators at HWIs, amplify the challenges Black women experience in academia by naming and describing their lived experiences in hopes of providing insights into the continued disparities that exist. In doing so, this chapter highlights how the authors dismantle systems to excel in their respective areas as educators. The authors center their identities as Black women to offer insight and perspectives on how they navigate experiences in academia.

This chapter discusses the institutional contextual narratives provided as part of the evaluation of universities in the Teaching Excellence Framework (TEF) in England. The purpose of the TEF is to allow differentiation between higher education institutions on the basis of teaching quality, but the equality challenge unit has expressed reservations about the TEF’s ability to make sense of, or reflect, diverse student experiences of being taught. The authors follow the methodology of critical policy ethnography using higher education and government policy documents as a field of anthropological data and contend that, in order to understand large-scale transformations, such as the educational experience of students, the authors have to examine the ‘policy field’ and then locate more precise sites, in this case the TEF, for understanding the larger environment. The authors have systematically determined our search terms and used text-mining tools to search all the institutional narratives and obtain a broad ‘policy field’; we then select some key examples to analyse particular cases in more detail. This provides us with evidence from the statements to determine both how the perspective of students has been included in preparing the TEF contextual narratives and how diversity is being addressed.

As the youngest generation – Generation Z (Gen Z) – enters the workplace, there is a growing interest in this cohort's career needs and expectations. This paper explores the under-researched topic of Gen Z project management (Gen Z PM) professionals. In addition to shedding light on the factors that positively affect Gen Z PM professionals' early career-development phase, this research aims to identify specific organization-led practices that can foster sustainable early PM careers and so achieve greater workforce sustainability.

Through the lens of the resource-based view (RBV), Gen Z PM professionals are considered critical resources that can help ensure workforce sustainability in project-based organizations (PBOs). Semi-structured in-depth interviews were conducted with 25 Gen Z PM professionals in Australia to explore the professionals' early career experiences and the organizational-support initiatives that facilitate positive experiences. The results were analyzed using thematic analysis.

The results revealed that most Gen Z PMs experienced many challenges and a lack of support during their early career phase: Gen Z value (1) mentoring, (2) time for training and development, (3) showing support and guidance, (4) understand skill-gaps and (5) reasonable workloads. Through catering to these needs, PBOs can ensure better career sustainability for their young Gen Z talent and, therefore, greater workforce sustainability for the project profession.

According to the career sustainability lens, PBOs play a significant role in ensuring that their valuable young PM talent are supported and retained in the profession. This research sheds light on what Gen Z PM professionals value in their early careers, which guided recommendations to better support this new generation of project professionals.

This study aims to examine how tourism impacts on local community, managers’ attachment to the community and their identification with the value of heritage resources influence managers’ corporate social responsibility (CSR) attitudes, utilizing the value identification and agency theories.

The proposed hypotheses were tested utilizing cross-sectional data collected from 228 managers of a plethora of travel and tourism companies that operate at a UNESCO World Heritage site in China. A structured questionnaire was administered in person in managers’ offices by a team of trained research assistants. A total of 202 valid surveys were included in the data analysis. A two-step structural equation modeling (SEM) approach was used to first examine the psychometric properties of the measurement model, and then test the causal relationships proposed in the structural model.

The findings indicate that managers’ place attachment, their heritage value identification and their perceptions of positive tourism impacts affect their CSR attitudes. However, the negative effects of tourism do not significantly influence CSR attitudes. Data collected through open-ended questions incorporated in the structured survey have provided justification for the insignificant relationship.

CSR perceptions of managers, especially those at heritage sites, have not received much attention from tourism scholars. Because travel and tourism companies at heritage sites are integral in the preservation and conservation of heritage sites while managers of those companies are the ones who initiate and implement socially responsible policies and practices, it is important to understand the factors that may influence those managers’ CSR attitudes and behaviors.

The purpose of this paper is to identify the most critical antecedents of destination loyalty formation (DLF) and to develop a series of propositions for the relationships among the antecedents of loyalty formation and their direct and indirect impacts on loyalty formation.

This conceptual paper provides a comprehensive review of the previous studies that examined destination loyalty and posits a framework of tourist DLF titled Destination Loyalty Formation.

In the proposed conceptual model, the sequential relationships among the antecedents of tourist destination loyalty postulate that previous experiences are the most influential driver that could manipulate tourist destination loyalty. Place attachment and involvement constitute the second most influential factors of DLF. In addition to the above two variables, destination image is proposed to have direct and indirect effects on perception of service quality and satisfaction. Meanwhile, service quality and tourist satisfaction are proposed to have the largest magnitude of direct impacts on destination loyalty.

Previous studies examined most of the antecedents of destination loyalty separately. There is yet an effort to simultaneously consider antecedents of destination loyalty to examine how each antecedent relates to DLF. This conceptual paper attempts to address this issue by proposing a conceptual model that simultaneously considers antecedents of destination loyalty and examines how each antecedent relates to DLF.

Develops an original 12‐step management of technology protocol and applies it to 51 applications which range from Du Pont’s failure in Nylon to the Single Online Trade Exchange for Auto Parts procurement by GM, Ford, Daimler‐Chrysler and Renault‐Nissan. Provides many case studies with regards to the adoption of technology and describes seven chief technology officer characteristics. Discusses common errors when companies invest in technology and considers the probabilities of success. Provides 175 questions and answers to reinforce the concepts introduced. States that this substantial journal is aimed primarily at the present and potential chief technology officer to assist their survival and success in national and international markets.

The authors of this paper are both white English education scholars with antiracist agendas. This conceptual manuscript aims – in part – to better understand the backlash both of them have faced in trying to contribute to antiracist teaching and research in English education.

This manuscript uses practices of narrative inquiry to tell and interpret stories about the authors’ work.

The authors hope to critique traditional notions of white resistance in favor of more careful theorizations of whiteness that can be helpful for teachers and scholars in English education and English Language Arts (ELA)with an interest in facilitation antiracist pedagogy.

Ultimately, with this work, the authors hope to provoke readers to consider how work with whiteness is processed by white people, especially in terms of teaching and learning in English education and ELA. They believe the field of English education should begin to discuss this issue.

THINGS have travelled full circle. There was a time when the Swedes were busy learning from our enterprise and experiences, especially in the fields of industry and commerce; now the position is somewhat reversed and we are eager to profit from them in such diverse fields as social welfare, labour relations, modern design generally, and what is more relevant here, librarianship. Sweden has also much to offer from its cultural life through its novelists, poets, artists and musicians, many of whom deserve wider audiences both here and in other countries.

LOUGHBOROUGH was the first of the post‐war schools to be established in 1946. This resulted from negotiations of representatives of the Library Association Council with technical and other colleges which followed their failure to secure facilities within the universities on the terms of the L.A. remaining the sole certificating body. The late Dr. Herbert Schofield accepted their terms and added a library school to already varied fields of training within his college.