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This performance autoethnography may or may not be interpreted as a continuation of a conversation regarding the experiences of those with devalued statuses in academic settings. The authors rely on “strange accounting” to consider their experiences in the academy from various standpoints: before and after promotion, before and after leaving academia. While reflecting on our past experiences, we introduce the concept of “everyday precariousness” as a way of explaining the normalization of instability, insecurity, and negative affect that is part of everyday life for those with devalued statuses in academic settings and beyond. Everyday precariousness is an embodied experience for those in vulnerable positions. Normalized exposure to risks, such as discrimination, harassment, bullying, or structural instability, produces an undercurrent of threat that permeates academic culture. Our stories of everyday precariousness span race, ethnicity, class, academic roles, and gender boundaries (among many others). Analyzing these experiences furthers previous work on the uses of strange accounting as well as the dynamics of status silencing. In the final analysis, unresisted and unabated, everyday precariousness and status silencing can lead to institutional failure and resonance disasters.

This research study investigated the relationship between participative decision-making and innovative work behavior by considering the moderating role of power distance orientation of individuals. Grounded in the approach-inhibition theory of power, the authors proposed that participative decision-making could mitigate perceived power gap and motivate individuals with high power distance orientation to engage more in innovative work behavior.

Survey data were collected from 243 faculty members from 2 universities located at Dhaka, Bangladesh. The partial least squares structural equation modeling (PLS-SEM) was used for data analysis.

The results from the model estimation showed that the positive relationship between participative decision-making and innovative work behavior was stronger among faculty members with high power distance orientation than those with low power distance orientation. The simple slope analysis also clarified the fact that faculty members with high power distance orientation could increase their innovative work behavior to be at the same level as that of faculty members with low power distance orientation when the members were involved highly in participative decision-making.

Participative decision-making is a management practice that should be implemented in order to motivate faculty members to actively engage in innovative work behavior. Particularly for faculty members who are sensitive towards the power status of other members in the workplace, this management practice is highly recommended to lessen the perceived social barrier that discourages these faculty members from engaging in innovative work behavior.

The authors' research advanced knowledge from prior studies by offering new theoretical insight into the role of empowerment practice that could motivate individuals with high power distance orientation to engage more in innovative practices.

The theme of collegiality and more broadly of changes in the governance of universities has attracted growing interest within the sociology of higher education. As institutions, contemporary universities are inhabited by competing logics often defined in terms of market pressures and are shaped by the higher education policies of governments. Collegiality is an ideal-type form of university governance based on expertise and scientific excellence. Our study looks at manifestations of collegiality in two publicly funded universities in Canada. Collegiality is explored through the structural attributes of governance arrangements and academic culture in action as a form of self-governance. Case studies rely on two data sources: (1) policy documents and secondary data on various aspects of university development, and (2) semi-structured interviews with key players in the governance of these organisations, including unions. Two main findings with implications for the enactment of collegiality as a governance mode in universities are discussed. The first is that governance structures are slowly transitioning into more hybrid and corporate forms, where academics remain influential but share and negotiate influence with a broader set of stakeholders. The second is the appearance of forces that promote a delocalisation of collegiality, where academics invest in external scientific networks to assert collegiality and self-governance and may disinvest in their own institution, thus contributing to the redefinition of academic citizenship. Status differentiation among academic colleagues is associated with the externalisation of collegiality. Mechanisms to associate collegiality with changes in universities and their environment need to be further explored.

Black women faculty are experiencing multiple marginalities within their intersectional identities (Thomas & Hollenshead, 2001). The overwhelming obstacles that they face in academia regarding racism, lack of mentorship, and its impact on productivity are well documented (Allen, Huggins-Hoyt, Holosko, & Briggs, 2018). However, through a raced and gendered intersection centering Black women, these workplace obstacles can transform into something far more insidious (Young & Hines, 2018). Black women academics do not enter academic environments that have been liberated from racism, sexism, or misogynoir; instead, the environment itself is a microcosm of the world in which they reside (Thompson, 2020). Black women academics are double minorities and face issues such as isolation from collegial networks; lack of institutional/departmental support; forced positionality into the role of mentorship for students of color; and increased visibility and bodily presentation concerns (Allen et al., 2018; Pittman, 2010). Further still, the workplace dynamics and needs of students of color can collide within the work of Black women academics, increasing the prevalence of othermothering and a racialized and gendered racial uplift (Griffin, 2013; Mawhinney, 2011). Though previous studies have demonstrated positive effects of university diversification, women, ethnic minorities, sexual minorities, and religious minorities continue to face antagonistic environments (Cunningham, 2009; Hughes & Howard-Hamilton, 2003). Rooted within Black Feminist Thought and Critical Race Theory, this chapter aims to highlight the intersectional identities of Black women academics and identifies mechanisms to address how Black women are experiencing multiple marginalities within their intersectional identities (Hirshfield & Joseph, 2012).

The purpose of this case study is to determine the effectiveness of the UDL academy in terms of the number of UDL techniques used by faculty after participating in the academy and surveys to explore faculty perceptions of UDL.

This quantitative case study utilized faculty surveys about the UDL academy, class observations and review of course syllabi to determine the effectiveness of the UDL academy and explore the experience of implementing UDL.

The UDL initiative has been a positive and effective experience. Broadly, faculty have had positive perceptions of UDL implementations based on faculty surveys. The effectiveness of the UDL academy was demonstrated by the number of UDL techniques used by faculty increased significantly for faculty that participated in the UDL academy. The control group of faculty members did not increase the number of UDL techniques used based on class observations and a review of course syllabi.

This research is from one librarian's perspective since the librarian led the UDL initiative and is the sole librarian with faculty status currently at the institution. As a proponent of UDL, the librarian's perspective may be biased. Librarians can implement UDL to reduce educational barriers and support student success. Additionally, librarians can offer support to faculty in learning about UDL by offering a similar UDL academy.

Most faculty were able to incorporate UDL elements into their courses and responded positively to the concept of integrating UDL in the classroom, feeling that it helped improve their teaching. These results demonstrate that faculty can integrate UDL into higher education to use effective teaching strategies after participating in a UDL academy.

This paper is an original work describing a campus UDL initiative from a librarian's perspective.

This chapter tackles the tension between equity and excellence that critics often highlight in opposition of diversity initiatives and efforts in the higher education employment setting. We present several arguments that respond to the assumptions undergirding these criticisms, by drawing on prior research to emphasize that equity and excellence are not mutually exclusive. Furthermore, we present new evidence from a national sample of Black and Hispanic Engineering Faculty (BHEF) (n = 68) to argue that their racialized work experiences promote exclusive environments that serve to sustain their underrepresentation and marginalize their performance contributions. We conclude with a new direction for how to cultivate inclusive work environments in higher education.

This paper explores who among the AACSB categorization of academics conducts the scholarship of teaching and learning (SoTL) research within business schools and how AACSB-accredited business schools capture SoTL research as part of their portfolio of intellectual contributions.

This study adopts a qualitative-method research design by collecting primary data through surveys, semi-structured interviews and secondary data in policy documents focused on AACSB-accredited business schools in Canada and the United States.

The findings establish that scholarly and practice academics who possess rigorously acquired research skills due to their terminal degrees are most likely to conduct SoTL research. The results also reveal an even split among respondents regarding whether their AACSB-accredited business school captures SoTL with their journal ranking frameworks.

Based on the findings, two recommendations are offered to foster more SoTL research at AACSB-accredited schools. First, higher education leaders (e.g. business school deans) can further inculcate a culture of SoTL research at the department and institutional levels by creating communities of practice (CoPs). Second, AACSB-accredited business schools could adopt more inclusive journal ranking frameworks to capture better and incentivize SoTL research.

This is the first known study to explore how AACSB Standards 3 and 8 are implemented and operationalized regarding SoTL research. Understanding how these standards are adopted and implemented could help institutional leaders, standard setters and administrators better facilitate SoTL research.

This paper focuses on the factors related to faculty workload in the context of resource scarcity to examine whether there is a relationship between them and grade inflation.

As for methodological novelty, the authors created an indicator of students' expectations about grades that is related to grade inflation and conducted regression analysis using cluster-robust error correction based on this indicator.

The results suggested that proper workload allocation among the faculty can mitigate grade inflation. Namely, such measures as control for concurrent courses, the length of courses and the labor intensity of the faculty are suggested for grade inflation prevention.

Academic literature posits that a steep increase in average grades might cause a long-term depreciation of the quality of higher education. This article is, therefore, focused on various factors connected with grade inflation in higher education. The authors highlighted problems associated with teaching evaluation imperfections, academic norm transformation and workload intensity.

Based on literature providing evidence that Afrocentric hairstyles (e.g. afros, braids, dreadlocks) of Black women working in professional settings are often associated with negative stereotypes and biases regarding competency and professionalism, this chapter examines the extent to which these biases may be influencing the hairstyle choices of Black women employed in higher education. While academic workplaces tend to be more flexible and informal than non-academic settings, we found many Black women in higher education are, nonetheless, choosing to wear Eurocentric hairstyles. However, choice of hairstyle was influenced by academic discipline, type of institution and level in the university hierarchy.