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This chapter critically engages with ways that teaching excellence has been operationalised in practice. Specific focus is on developing individual teaching excellence, rewarding of success and recognition of teaching excellence and the building of evidence around what works in teaching for the benefits of students. We consider the daily interactions with students that form the basis of frameworks of teaching excellence before arguing that operationalisations of teaching excellence are highly context specific and operate at the level of institutions and the whole higher education sector. We discuss the criteria that underpin teaching excellence awards. This includes governance as well as development frameworks. After considering the complex links between research and teaching and the importance of the disciplinary dimension of teaching excellence, the chapter finally looks at the skills and attributes commonly associated with individual teacher excellence and argues that these are exceptionally difficult to pin down let alone measure. It concludes with some reflections on some of the challenges faced by institutions as they seek to develop the quality of teaching whilst meeting the requirements of the TEF.

This chapter provides an introduction to the problematic notion of teaching excellence in higher education, which is a focus of this collection. It draws on an extensive review of relevant literature to explore how teaching excellence is defined and conceptualised and what factors underpin different conceptions. It notes that definitions are disparate, often context-specific and are influenced by a range of different ‘players’. It then examines how different conceptualisations play out at the macro, meso and micro levels and highlights the tensions between performative and transformative notions of teaching excellence. It notes the move from ‘surface’ to ‘deep’ excellence and efforts to articulate a more holistic conception of teaching excellence that emphasises the relational, emotional and moral dimensions of teaching. It suggests that, rather than seeking singular definitions and conceptions, it may be more useful to talk of ‘teaching excellences’, to reflect a stratified and plural sector, a diverse student body and different disciplinary families. Equally, it argues for further investigation of the intersections of teaching excellence with other key drivers of institutional change, such as student engagement and well-being, inclusion and diversity, widening participation and retention and success.

This chapter reports a study that investigates the link between rural small firms’ social networks and their market diversification strategies in the context of the Internet.

Telephone interviews were conducted with a random sample of 142 Scottish small rural and urban firm owners in May 2012. The purpose of the telephone interviews was to understand how Internet usage impacted on the social networks and market diversification experiences of small rural firms. Analysis of the categorical data was performed using a variety of established methods.

Internet usage for many small Scottish rural firms was facilitating both their market reach and social networks. In addition, small rural firms’ most important social network contacts are highly correlated to their origin of sales, and this can be either locally or extra-locally based.

A positive relationship between Internet usage, social networks and market reach expansion offers support for further developing and improving the Internet infrastructure of rural communities.

Internet usage emerges as a critical tool for augmenting the social networks of Scottish rural small firms, which in turn helps to extend their market reach activities.

The objective of this chapter is to lay the foundation for the edited collection of contemporary research contributions contained in this book. Specifically, the chapter is concerned with defining and conceptualising rural entrepreneurship.

The chapter seeks to explore why and how a rural enterprise can be defined, and determines whether rural entrepreneurship is a distinctive category of entrepreneurship theory and practice. Building on descriptive rural enterprise taxonomies proposed in previous studies, the chapter considers the drivers and barriers impacting on firm start-up, growth and decline in rural environments.

The authors argue that there is little difference between a rural and non-rural enterprise in terms of structure, that is how the business is organised or managed, or how the characteristics of the individual entrepreneur are exhibited. Thus, it would appear that there is no specific category for, nor definition of a rural entrepreneur beyond that of ‘an individual who manages a venture in a rural setting’.

The chapter is based mainly on a review of extant literatures.

The chapter concludes that it is the exogenous factors that differentiate rural from non-rural ventures, and it is these factors that will have a significant impact on start-up, growth and failure rates.

Human resource (HR) process research emerged as a response to questions about how (bundles of) HR practices related to organizational outcomes. The goal of HR process research is to explain variability in employee and organization outcomes by focusing on how HR practices are intended (adopted) by senior managers, the way that these HR practices are implemented and communicated by line managers, and how employees perceive, understand, and attribute these HR practices. In the first part of this chapter, we present a review of 20 years of HR process research from the start, to how it developed, and is now maturing. Within the body of HR process research, several different research theoretical streams have emerged, which are largely studied in isolation without benefiting from each other. Therefore, in the second part of this chapter, we draw on previous work to propose a staged process model in which we integrate the different research streams of HR process research, recognizing contingencies in the model. This leads us to an agenda for future research and practical implications in the final part of the chapter.

This piece is a review of the animal selfhood literature in sociology, organized into four main parts. First, I review the sociological literature of human–animal interactions, in which sociologists claim that animals possess selves. Second, I review how sociologists have referred to the self, from which I construct five criteria of selfhood, including self as attribution, self-awareness, intersubjectivity, self-concept/reflexivity, and narration. Third, I address how animals have selves using these criteria, drawing on sociological and ethological evidence. Fourth, I critique the animal interaction sociologists’ specific claims of animal selfhood, including their epistemological failure to distinguish between human accounts of animal subjectivities and animal subjectivities, and their empirical failure to show how animals act toward themselves. Ultimately, I conclude that animal selves, particularly in an elemental Meadian sense, are potentially real, but in most cases are unobservable or unverifiable phenomena.