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Introducing the concepts of equality, diversity, and inclusion (EDI), the chapter provides an overview of frameworks and approaches used to manage workforce diversity. First, the authors introduce the notion of the old deal based on the uneven relationship between human diversity, nature, and technological innovation. The chapter then explores the new deal between humans, nature, and technology. The authors are providing cases from the EU, Ecuador, Bolivia, and Iceland to show the emergence of the new deal in managing diversity.

Exposing the hidden lives of female public relations (PR) practitioners requires deep connection with those lives. Stories need to be uncovered, interrogated, and ultimately told, to shine a light on the lived experiences of those working in PR. The methods used to collect these stories require deep immersion in the field and the ethnographic method is ideal for this. Ethnographic research methods have long been utilised to gain insights into the lived experiences of individuals and communities. This chapter provides an understanding of the strengths and limitations of ethnographic research methods in capturing the nuances of women's experiences of working in PR.

Organisational ethnography is an established field in business studies and has been used to investigate disciplines cognate to PR, including advertising and media, but, to date, has failed to be fully explored in PR research. This chapter examines the potential for ethnography to open new areas of PR theory and considers its potential as a means of bridging the gap between PR theory and practice.

Ethnography is not without its limitations; key concerns surround objectivity, the role of the researcher, and that of the participant, and ethics. Nonetheless, this method would appear to offer huge potential for the study of PR practices; the diverse nature of the sector makes it a rich area to study.

This chapter explores the potential of this method to offer an opportunity to investigate areas such as working practices, ethics in practice, power, gender, diversity, and culture.

After a decade of comparative and international education research, evaluation, reflection, and introspection, there still may not be a clear answer to the question: What difference does an Annual Review of Comparative and International Education make? Bereday’s questions regarding the field from the 1960s largely remain unanswered, and what answers there are remain relatively unchanged from the initial review of the field in 2013. In this reflective piece, the editor of the Annual Review of Comparative and International Education provides a retrospective look at what the Annual Review of the field has produced as well as what has not been accomplished over the first 10 years of the Annual Review’s publication. Key points are that (1) comparative and international education continues to be an affiliation-oriented rather than independent, well defined field of study and practice; (2) annual reflection on the field is meaningful even when the field seems resistant to change; and (3) comparative and international education scholars and professionals alike tend to under emphasize reflective scholarship and practice and over emphasize critique or critical commentary; (4) there is promise for the field related to unity, debate, clarification, understanding, and encouragement; (5) the field is persistently under-professionalized; (6) the state of the field is largely unchanged since the 1960s; and (7) the organization and content of the Annual Review itself – much like the field itself – is subject to reflection and change.

This chapter takes a panoramic view to explore the lives of collegiate Black men. We begin with brief reflections from our own experiences to position ourselves to and alongside Black men's lives and college years. After setting the stage through our own reflections, we explore the literature on Black men's lives during their college years and pay particular attention to their social statuses, campus engagement, and health and well-being. Two critical components in many Black men's collegiate experiences are how they are projected in wider US society through deficit-based perspectives and repositioned away from educational success. We interrogate these realities and advance a discussion on ways to improve the conditions, environment, and understanding of their college journeys and possibilities. We conclude with recommendations for research, practice, and policy.

All good social science researchers recognise that each investigative paradigm and their respective research tools (e.g. experiments, surveys, interviews, observations, questionnaires) is limited in its exploratory power but especially by its dependence on the interests, perspectives and skills of the researchers employing it. They determine the research questions pursued and the questions asked of the respondents. Constructivist researchers however, though they too focus on an area they deem deserving of research and carry their own biases, seek to explore the respondents' perspectives of those domains, what they consider important and construe from their knowledge and life experiences and why they act as they do. Participants in research also bring to the task their own orientations, including their suspicions about researchers' motives, their willingness to take part in the investigation and their personal gains from doing so. When the aim of the research is agentic change, these are critical considerations for research design, data analysis and interpretation. This chapter, after summarising the main tenets of personal and social constructivist theory, explores and evaluates constructivist methodology, illustrating benefits and limitations through examples from research practice of its tools and analytical procedures from research conducted by the authors and their doctoral researchers across and between disciplines and levels in higher education. Techniques used include repertory grids, narrative and pictorial methods used to study, inter alia, staff development issues and transformative doctoral learning. Caveats emerging from practice will be included that limit and focus appropriately the collection, analysis and interpretation of results. Finally, arguments are presented for why, when and how to adopt, or indeed to avoid, these approaches and methods within such research.

Despite almost 50% of the Indian population being women, there is a significant gap between the genders in movie production. Although there might be several reasons attributed to the underrepresentation of women in the role of a movie entrepreneur, it is a fact that female movie entrepreneurs are few and far between. Most of the female movie producers in Indian movie industry tend to be spouses or children of leading male actors who have taken up the mantle to assist their husbands or fathers. This chapter, using interviews and life history analysis, examines reasons for low numbers of female entrepreneurs in the Indian movie industry, a domain that has largely been overlooked.

After a decade of comparative and international education research, evaluation, reflection, and introspection, there still may not be a clear answer to the question: What difference does an annual review of comparative and international education make? Bereday’s questions regarding the field from the 1960s largely remain unanswered and what answers there are remain relatively unchanged from the initial review of the field in 2013. In this reflective piece, the editor of the Annual Review of Comparative and International Education provides a retrospective look at what the Annual Review of the field has produced as well as what has not been accomplished over the first 10 years of the Annual Review’s publication. Key points are that (1) comparative and international education continues to be an affiliation-oriented rather than independent, well defined field of study and practice; (2) annual reflection on the field is meaningful even when the field seems resistant to change; (3) comparative and international education scholars and professionals alike tend to under emphasize reflective scholarship and practice and over emphasize critique or critical commentary; (4) there is promise for the field related to unity, debate, clarification, understanding, and encouragement; (5) the field is persistently under-professionalized; (6) the state of the field is largely unchanged since the 1960s; and (7) the organization and content of the Annual Review itself – much like the field itself – is subject to reflection and change.