Search results

Although profound differences of opinion occur in our society, one of the things that all Canadians do enjoy is the adherence to a popular mythology which embraces the following cardinal points:

MUCH has already been said and written upon the subject of the indicator: but in view of the general trend of advanced Public Library administration a little space may with advantage be devoted again to the consideration of its value as a modern library appliance. Passing over (a) the decision of that curiously constituted committee formed in 1879 to consider and report on indicators, and (b) the support which it received in 1880 from the Library Association, it may be said that for the next fourteen or fifteen years the indicator system was the popular, almost the universal, system in vogue throughout the country. Of late years professional opinion as to its value has undergone a remarkable change. The reaction which has set in was brought about chiefly by the introduction of Open Access in 1894, with the many reforms that accompanied it, though much, doubtless, was due to the prevalence of a more exact and systematic knowledge of librarianship, and to the natural evolution of ideas. It is not, however, intended in this paper to compare the indicator with the open access system, but with others suitable to the requirements of a closed library.

A classification scheme by its notation does not do more than locate the subject; therefore, after the books are classified according to the scheme adopted, a secondary arrangement must be provided for the shelves, whereby books in a given class may be arranged in some order to accelerate finding and to differentiate one book from another. There are several methods in vogue of so arranging books in a given class, but one's choice will be, to some extent, determined by the System of issue in use. The usual methods are by:—

44. The Author and Title Catalogue should comprise entries for all books under authors' names, under titles where necessary, and under series if any, and should include references under any other names or words necessary to its use as an efficient means of reference : the whole arranged in one alphabetical sequence.

Higher Education (HE) is spinning. The systematic erosion of our academic freedom, (Docherty, 2012) means that the authors of this chapter no longer know how to navigate what is on the horizon. The neoliberal agenda now driving HE is threatening how we work via, ‘a quiet ruination and decay of academic freedom’ (Docherty, 2012, p. 47). This chapter offers an autoethnography of a collaborative creative project that engaged the authors in dialogues about the effects of neoliberalism on how they teach, work, live and where they compare working in HE to hula-hooping as both demand relentless movement and activity to prevent everything from collapsing. Our story offers ideas for valuing time and space in our academic lives that are playful, creative, bonding, and suggest that by mastering hula-hooping, we have enjoyed a renewed sense of confidence with academic work and academic life.

We employ a range of styles of writing that seek to engage the reader with reflection on their own experiences. Guiding questions for any reader might be, but are by no means restricted to:

What are the effects of neoliberalism on how we work?

How much time do we give for creative play and risk-taking?

What creative methods can we adopt and develop in order to preserve our academic freedom?

How can we navigate the HE landscape effectively without succumbing to neoliberal pressures and shifts?

How can we value human experiences in academic work and in academic life?

The purpose of this chapter is to investigate the question of whether corporate social responsibility (CSR) can be used as a link of trust between business and society, and which role CSR plays in recovering distrust in businesses. It uses a mixed methods study of processes of moving businesses within the Danish water sector from a general trust-breakdown to trust recovery from 2003 to 2013.

Trust recovery is found to depend on stakeholders’ mutual engagement with each other and their willingness to share knowledge and learn from each other’s professional and institutional cultures and languages. An alignment of vocabularies of motives between regulation and voluntary CSR is found to be useful for building trust between conflicting parties. Furthermore the findings shows that the more stakeholders’ languages, motives and logics can coexist, the more trust can be recovered.

The research is limited by a study of one business sector in one country and the findings have implications greater than the local contexts of which it is researched, because it is usable in other sectors that suffer from severe trust-breakdowns such as government systems in both the public and private sectors.

This chapter suggests a theoretical extension of Bogenschneider and Corbett’s (2010) Community Dissonance Theory to embrace multiple stakeholders each having their own complex and unique culture and communication modus based on their institutional, professional or individual comprehensive language universes. This includes knowledge-sharing and educative diffusion of the stakeholders’ language universes’ vocabularies including its important nouns, verbs, terminologies, semantics, taxonomies and axioms as well as the stakeholders’ motives and logics implemented into these universes.

This chapter makes the assertion that social class is a verb, which is to say, an individual's class identifications are not fixed and ascribed at birth but must be understood as something that is practised and lived. In an era in which hyper mobility is the norm among a growing segment of the global population, social class identifications are increasingly fluid, context-dependent and could only be understood in relation to ‘other’ social class categories. By taking a discourse analytic approach to closely look at the episodes of my interactions with a range of interlocutors in my biographical trajectory across multiple contexts, this chapter provides accounts of the complexities of my class identifications as an academic in the UK higher education (HE) sector. Following Marxist scholarship in general, this linguistic autoethnography shows how class is not depicted as an attribute of people that is stationary in contemporary stratified societies. It argues that class must be understood as a social relation, as evolving in the social interactions with human subjects and the cumulative relationships that people engaged with, all arising out of the economic order in societies. Second, the interactional episodes highlighted in this chapter also shows how social class is interconnected with other identity inscriptions, such as gender, ethnicity, race and nationality. As such, this chapter shows how the nature of social class identifications in contemporary times are impacted by an individual's alignments with a range of social categories.

NZTrio is more than a traditional piano trio that performs music from the classical repertoire: it is a professional chamber ensemble with a difference. The members of the Trio, totalling three musicians and two administrators have a community orientation. Their vision is to forge links into other artistic, educational and business fields and in doing so they create and participate in events that evoke visceral encounters. In this way they confirm Esposito’s view that communitas is disruptive of stasis and that to belong is to change. In community, identity is disrupted and new possibilities of the self can emerge. This becomes possible through provocative performances that implicate the body. For instance, shouting commands through a megaphone in Jack Body’s O Cambodia and the repeated pattern of chords in the third movement of Shostakovich’s Piano Trio No. 2 are emotionally and physically encountered as audiences feel what it is like to be both perpetrators and victims of violence. NZTrio uses music like this as well as works from the standard repertoire to create aesthetic experiences rich in options for communion. Furthermore, through professional development events, business leaders and young people gain the opportunity to understand how the physicality of leadership works in a high performing team.

In the face of what can be termed ‘a moment in time’ occurrence, with relevance to the Australian context, the focus of this chapter is one of emergent understanding. It explores the scrambling of definitive terms in the coding of a historicity that has turned one investigational episode into a world phenomenon. The topic, ‘COVID-19, the Crossing of Borders and New Knowledge Systems and their relationship to higher education systems illuminates the positioning of circumstance in how we address the onslaught of a virus referred to as the coronavirus disease 2019, abbreviated as COVID-19. In this chapter, through an evocative ethnographical framework, aligned with a ‘Strands of Knowledge’ approach (Kumar, 2004) the chapter views our sense of Being and interculturality in the exploration of the world undergoing the biggest experiment. The exploration is situated within Bourdieu’s (2016) definition of habitus. This is correlated with conceptualisations of the affective and its influence on how the Pandemic has been addressed. Leading from this, it concentrates through the factors of ‘the crossing of borders’, the teaching and learning of our higher education students. In the process, a proposition is put forward of an enhanced epistemology and ontology leading to how we perceive pedagogy in light of new knowledge systems in higher education.

Paradigms are shifting in research involving Indigenous peoples: research with Indigenous peoples instead of research on them. To do this, we must acknowledge a shared and sacred space of multiple world views. Negotiating this meeting place – the ethical space – demands that researchers, Research Ethics Boards (REBs), and Indigenous peoples collaborate to find mutually agreeable solutions to research ethics tensions. This chapter addresses the principle-to-policy-to-practice gaps in the application of Canada’s research ethics policy (i.e. TCPS2) by demonstrating how one 2018 study navigated ethical engagement by practising Etuaptmumk: Two-eyed seeing (the Mi’kmaq concept of learning to see from and integrate multiple perspectives to find remedies to issues/challenges/questions that benefit everyone). Movements within both Indigenous and academic communities – in Canada and elsewhere – to develop policy on research ethics for research with Indigenous peoples present an opportunity and impetus for researchers to do differently and with the leadership of Indigenous peoples. This chapter shares reflections from one study that offers an example of doing differently and acknowledging self-in-science or examining self-as-science, which is not a common practice. The acceptance of creative research methods, like autoethnography through poetry and spoken word, demonstrates academic culture can change, too, and provides researchers methods and mediums to explore and examine the self without separation from the research. This chapter discusses these as relational and reflexive, a way to challenge conventional positions of ‘researcher’ and ‘participant’, and reimagines research innovation through relationship.