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International research data unambiguously correlates effective educational leadership with improved student learning. Such leadership not only improves the professional performance of teachers but also models learning excellence. Undoubtedly, students learn so much from what they observe others doing. But how can educational leaders model what they have not experienced, themselves? How can today's educational leaders model learning excellence when there is an ever-increasing disparity between contemporary improvements in pedagogical approaches and the lived reality of leadership? To prepare world class educational leaders of learning, it is essential that the process for learning about leadership is closely aligned to what is now considered to be best practice in promoting student learning. If enactivism is the new bench mark in pedagogical practice, how could it be applied to the preparation and practice of leaders? This chapter applies the assumptions and intentions of enactivism to the context of leadership. Although this process enables educational leaders to resume their pivotal place as models of learning excellence, it has profound implications for leadership expectations and accountabilities.

The entrepreneur is often conceptualised as an individualistic hero (Essers & Benschop, 2007; Gill, 2017). Although this portrayal has been criticised as highly romanticised (Acs & Audretsch, 2003) it is still influential in the contemporary entrepreneurship literature (Down, 2010). Consequently, prevailing social discourses around entrepreneurship may restrict and even prevent an individual to develop their own entrepreneurial identity (Down & Giazitzoglu, 2014; Gill, 2017). In order to explore this issue, this chapter presents insights into the entrepreneurial experience of student entrepreneurs by exploring the role of entrepreneurial and non-entrepreneurial identities in new venture creation. In-depth interviews were carried out with 11 student entrepreneurs who had, individually or in partnership with others, started a venture whilst they were enrolled in higher education courses.

These findings challenge the taken-for-granted assumptions entrenched in the characterisation of the homogenous entrepreneur (Jones, 2014) and suggest that individuals can arrive at entrepreneurship in different ways. In order to demonstrate the diversity of entrepreneurial identities, the chapter highlights those that fit the orthodox depiction of entrepreneurs through vignettes from Nicole and Georgie. This is then contrasted with alternative depictions through vignettes from Joanna, Christa, Darcie and Paige. The experience of the latter demonstrates how entrepreneurial identities are formed through role enactment and socialisation into entrepreneurial communities. The findings propose universities can support student entrepreneurship through both formal and informal activities. The broader conceptions of entrepreneurial identities with respect to the role of universities and enterprise education are considered.

The purpose of this paper is to provide a literature review of investigations into the specific disability of deafness in the field of sociology and other closely related fields.

After a pilot search using databases appropriate to social science research, we developed key search terms and, using an inductive approach, we identified major themes in the literature.

Our review shows that deafness has been investigated for a long time in sociology and other related fields, that there is a wide range of themes in scholarly work on the experiences of deaf communities and deaf people, and that conceptualizations of deafness and d/Deaf communities have changed over time. We organize this paper around six major themes we identified, and a few highlighted pieces of scholarship illustrate these themes along the way. We particularly focus on scholarship from the late 1960s through the early 1990s as emblematic of seismic shifts in studying deafness, although we do highlight little known nineteenth century work as well.

This paper captures the legacy of this past scholarship and reveals that deafness is a rich site of inquiry that can contribute to the field of sociology. It is also a valuable resource for any future sociological research into deafness, deaf people, and deaf communities. We conclude with a discussion of our findings, commentary on the extent to which previous scholarship on the sociology of deafness has or has not figured into current scholarship and suggestions for future research.

While there have been several quantitative studies about potential motivations for space tourism, there is a lack of qualitative research which explores these motivations in greater scope and depth. This chapter, based on the data gathered from face-to-face, telephone, and online interviews of potential space tourists, identifies nine likely motivations for space tourism, with hedonic examples such as thrill-seeking or risk-taking; eudaimonic examples such as challenge, curiosity, spirituality, and nostalgia; and extrinsic cases such as seeking distinction or a desire to motivate and assist others. Suggestions are made for marketing future space tourism experiences, as well as recommendations for succeeding research.

The expansion of copyright and the shrinking of the public domain did not begin with the Internet, but the Internet has exacerbated the problem. The threat posed by digital technology has led industries to obtain increasingly absolute protection over their “property.” In this paper I will argue that developing a vibrant public domain is essential for resisting the overextension of copyrights and patents. Developing the public domain as a counterpoint to copyright and patent law is vital to an energized public sphere and by extension a democratic system.