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This chapter explores the development and the role of accounting for research quality in Australia’s Excellence in Research for Australia (ERA) assessment exercise. It tracks the progress of performance measurement systems from quantitative to qualitative measurement within the Australian higher education sector since 1970, leading up to the implementation of a formal ERA in 2010, and its subsequent iterations in 2012, 2015, and 2018. Although only a part of the ERA submissions, now certain published research outputs provide the primary evidence for research quality to most ERA panels and are a significant driver of the final rating awarded. Before the authors assess the 2018 exercise, they will examine the ever-changing role of journal publications as a vehicle for academic research output.

This study investigates national trends in students’ science, technology, engineering, and mathematics (STEM) occupational expectations by using Program for International Student Assessment (PISA) 2000, 2003, and 2006 data. The analyses in this study revealed several noteworthy national trends in STEM occupational expectations. In many countries students’ computing or engineering (CE) occupational expectations changed between PISA 2000 and PISA 2006, while students’ health service (HS) occupational expectations remained constant. In particular, many developed countries experienced downward national trends in CE occupational expectations among top performers in science. This study also found gender differences in national trends in STEM occupational expectations. In many countries boys’ CE occupational expectations decreased between PISA 2000 and PISA 2006, while girls’ occupational expectations remained unchanged in both CE and HS fields. Finally, the gender gaps in CE occupational expectations converged in many countries, but this convergence was not due to increases in CE occupational expectations among girls, but rather decreases in expectations among boys. Because one of the policy goals in many countries is to promote engagement in STEM education and occupations among students, especially academically talented students, the current findings – national declines in CE occupational expectations among top academic performers – will most likely be viewed as problematic in several countries. Future research should use data collected over longer periods to investigate whether students’ interest in STEM education and occupations increased or decreased in a variety of countries, and whether these patterns varied by student characteristics and performance levels. Moreover, future research must focus on factors that can explain the national trends in student interest in STEM education and occupations.

Changes in the freedoms of individual academics and universities have been gathering apace across the western world since World War II (e.g., Altbach, 2001; Karmel, 2003, p. 2). Such changes have compelled the United Nations Education, Scientific and Cultural Organization (UNESCO) to alert the world community to the link between freedoms experienced in the university sector and those in wider democratic systems. In 1998, UNESCO held a World Conference on Higher Education with a specific focus on academic freedom and university autonomy. An international charter resulted, detailing mutual rights, obligations and monitoring mechanisms. The International Association of Universities (IAU), the group responsible for convening the UNESCO debate, emphasised that academic freedom and university autonomy were essential to be able to transmit and advance knowledge:For Universities to serve a world society requires that Academic Freedom and University Autonomy form the bedrock to a new Social Contract – a contract to uphold values common to Humanity and to meet the expectations of a world where frontiers are rapidly dissolving. (cited in Ginkel, 2002, p. 347)

The social science research community in higher education in the United Kingdom constitutes the largest group of staff covered by any of the six research councils. Over 25% of the people entered in the 2001 Research Assessment Exercise (RAE) had a social science base. This chapter examines the way the pattern of social science research in the UK has been affected by, mainly, the RAE, the interpretations and strategic implementations that flow from it, and the funding allocations it informs. It draws on my own previous work, and that of others across a range of social science disciplines, as well as a small survey of active researchers conducted in late 2004/early 2005 as processes were set in train for the 2008 exercise. The critique of a process based mainly on peer review provides food for thought for those in Australia, where a research quality assessment exercise is in prospect. Paradoxically, the UK may be moving, after 2008, to an approach close to the one being abandoned in Australia.

Purpose – This chapter addresses the participation of women (or lack of it) in industrial research and development (R&D), one of the key indicators of innovation.

Methodology/approach – The empirical investigation is based on a sample of 84 science- and technology-based small- and medium-sized enterprises (SMEs), engaged in new product development and innovation, operating in the United Kingdom.

Findings – The results demonstrate that the participation of women in R&D employment, particularly at senior levels, in the SME sector operating in England, is extremely low, partly attributed to some specific challenges faced by science and R&D-based SMEs. As a result of under-representation in the scientific research, women are missing out on the opportunities that are offered by ‘open innovation’ activities such as university–industry collaboration, access to external networks, exchange of knowledge and ideas and working on joint innovation projects with other scientific researchers elsewhere.

Research limitations/implications – There is a need for more rigorous research at firm levels to examine the cumulative effects of factors that could be translated into policy measures in order to attract more women to industrial research.

Practical implications – Specific policy measures should also focus on addressing barriers faced by SMEs to meet the specific needs of their female R&D employees, particularly those expecting or looking after young children while undertaking scientific research in laboratories.

Social implications – There is a need to raise a greater awareness and promote the take-up of numerous specific positive action measures, networking platforms and other promotional activities amongst women working in the private sectors, particularly those working in isolation in laboratories.

Originality/value of chapter – The findings are, fundamentally, based on an original and unique database. Women in industrial R&D is relatively a new topic of policy and research and their participation in R&D team within the science and technology-based SMEs in England has not been investigated before.

Whether like the sociologist, Herbert Marcuse, or the novelist Simone de Beauvoir, we see technology primarily as a means of human enslavement and destruction, or whether, like Adam Smith, we see it primarily as a liberating promethean force, we are all involved in its advance. (Freeman, 1974, p. 15)The initial idea informing this first ISBE Book Series was sparked by the proliferation of policy and research focused upon (a) the minority status held by women in scientific activities and discoveries around the world, (b) identifying and addressing some persisting personal, professional and institutional barriers that have continued to prevent women from entry and progression within the scientific fields and (c) attempting, but without much success, to find solutions to fix the leaks in the various joints of the so-called science, engineering, technology and mathematics (STEM) pipeline in order to remedy the current situation.

Purpose – This chapter outlines and describes a number of case studies detailing the experiences and activities of individual women scientists, innovators and entrepreneurs who have made substantial contributions to particular fields of science, engineering, technology and mathematics (STEM) activities.

Methodology/approach – The chapter employs a qualitative case approach to offer detailed insight into the experiences of successful women entrepreneurs.

Findings: These case study reports describe the tactics, strategies and achievements of successful female innovators within the STEM sector.

Research limitations/implications – Although offering rich descriptions of the achievements of women innovators, these cases cannot be generalised. However, they do illustrate that woman have a notable and meaningful presence within the field of entrepreneurial STEM innovation.

Practical implications – These cases can act as role model illustrations to encourage other women to act as STEM innovators and entrepreneurs.

Social implications – Indicative that despite gendered ascriptions which limit women's engagement with STEM subjects they can, and do, offer a critical contribution to innovation and entrepreneurial activity within the field.

Originality/value of chapter – A relatively rare celebration of women's achievement within the STEM sector.

Climate change is a global issue with far-reaching environmental, social and economic consequences. As more people become aware of these consequences, pressure is mounting on governments and businesses to implement ambitious and required climate mitigation and adaptation plans to reduce and finally stop making the climate crisis worse. One of these strategies is just transition, which is defined as the call for climate transformation that prioritises the social and environmental needs of workers and vulnerable groups, especially in the context of transitioning away from fossil fuels, while leaving no one behind. This chapter first provides an overview of just transition through a review of the literature and bibliometric analysis. Then, it discusses just transition in policymaking, comprising reactive, proactive and transformational just transition approaches. This is followed by a discussion on barriers to just transition. Finally, the chapter offers a practical example of transformational just transition approach by reporting some preliminary findings from a case study in the coal mining town of Collie on Wilman Boodja, Western Australia.

The relationship between individuals and institutions is a core feature of the microfoundations of institutional theory. This chapter analyzes the role of conceptual metaphors, a standard ingredient of theory building, in shaping how we theorize this relationship. Using illustrations from the emergent literature on emotions in institutional theory, the author shows the significance of conceptual metaphors for theory building and argues for selecting conceptual metaphors that help craft a dynamic, recursive relationship between individuals and institutions, respecting core premises of institutional theory and offering new creative insights into this relationship.