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This chapter explores the potential for the classroom to be a space for activism and hope within the contemporary business school. Drawing on the extant literature, a reflexive account of our own teaching and learning practice, and a small number of interviews with academics using feminist material in their teaching in business schools, we explore the challenges, opportunities and joys experienced in the feminist classroom. We suggest that engaging in feminist teaching practice and theory can offer an opportunity for academics to engage in the critical management studies practice which is often said to be lacking within management research. We begin by setting out the extant positioning of Critical Management Studies, moving to an analysis of the educational context. Interwoven through this are our own perspectives. Our own reflections do not reveal the identities of students.

This chapter explores the methods developed to improve STEM success for students at two public urban institutions, a project whose aim is to improve academic outcomes for undergraduate students, especially for those most vulnerable and least likely to succeed in this student population. The theory of change that underpins the project – including its activities and its evaluation plan – posits that three interlocked activities (course redesign, peer mentors and articulation) will lead to improvements in academic outcomes and ultimately contribute to the overarching goal of increasing the number of students from underserved backgrounds who graduate with baccalaureate STEM degrees. The project focusses on the first courses students take in STEM, where they are also most likely to fail. We describe the methodology developed for faculty development and the organizational structure of the peer mentoring component for these courses. Both of these components constitute safe spaces where faculty and peer mentors learn to support students using evidence-based and inclusive instructional practices. Courses redesigned by faculty were offered following a cluster-level randomized control trial design, where sections were assigned to treatment (with or without a peer) or control. These interventions have a positive impact on cumulative GPA, according to preliminary analyses. The project also has a positive effect on faculty participants and on peer mentors, both groups now better prepared to jointly deliver STEM curricula in more effective ways. Among the reasons why this works, instructor empathy surfaces as playing a leading role in academic outcomes for undergraduate students.

Institutional structures of professional career paths often support breadwinner–homemaker families, with a stay at home wife available full time to support the professional (and children), so the professional can devote complete energy and time to developing a career. This research examines how two partners in the same narrowly structured, fast track occupational culture such as those occurring for dual military officer couples shape how women and men negotiate decision making and life events. Data from interviews with 23 dual U.S. Navy officer couples build upon Becker and Moen’s (1999) scaling back notions. With both spouses in these careers, placing limits on work is extremely difficult due to fast track cultures that demand higher status choices and structures that formally do not reliably consider collocations. Trading off occurs, but with distress due to the unique demands on two partners in the fast track culture, which means career death for some. Two partners in fast track careers may not yet have given up on two careers as many peers may have, but they lose a great deal, including time together and their desired number of children. But they ultimately posit individual choice rather than focusing on structural change. The pressured family life resulting is likely similar to that for partners in other narrowly structured, fast track cultures such as in law firms and academia.

This chapter explores the prevalent role of networks, both in person and online, in the gendered academy. The voices and reflections of women scholars are drawn upon to highlight the increasingly important role of social media in the [gendered] academy; implications of networks and social media as a contemporary networking tool are deliberated. Social media may not only boost an individual academics' visibility but also serve as a valuable and efficient networking tool, a navigational compass for academic networks. Brief tips and guidance as to making your online network work for you are also provided in the chapter.

To date, higher education frameworks for teaching and learning are not designed to focus on interdisciplinary subject matters like sustainability. Consequently, based on an in-depth literature review, this chapter presents a theoretical framework for teaching and learning about sustainability. Within this framework, it is posited that opportunity to learn (OTL) about sustainability can directly influence promising practices of teaching and learning about sustainability (including both cognitively responsive teaching and teaching for sustainability) along with transformative sustainability learning outcomes. Additionally, it is posited that OTL can indirectly affect transformative sustainability learning outcomes by directly influencing promising practices of teaching and learning about sustainability. This in turn directly influences transformative sustainability learning outcomes. Implications from this framework offer a distinctive way to frame sustainability-specific subject matter and teaching practices. With respect to practice, this framework can provide critical information to instructors about how to teach sustainability. With regards to conceptual contributions, this framework can guide further research through this precise framing of discussions, as well as guiding data collection and analyses. Also, scholars can continue to examine the framework for facets that are most important, and continue to fine-tune it as it further develops and demonstrates its viability.

The chapter examines and describes the impact of the Central American Free Trade Agreement (CAFTA-DR) environmental provisions and the UN Global Compact initiatives on environmental sustainability of member countries at a national level and at a firm level.

Composite indexes (Human Development Index, Ecological Footprint Index, and Biocapacity) are used to determine CAFTA-DR country level sustainability. Firm level sustainability is based on a qualitative survey of companies using the Global Reporting Initiative framework and UN Global Compact participation.

Based on the methodology used CAFTA-DR member countries cannot be considered environmentally sustainable. Despite the lack of integration between initiatives proposed by different institutions, firm level sustainability trends are positive and encouraging.

Free access to Ecological Footprint and Biocapacity scores is limited. The research focused on surveying CAFTA-DR and UN Global Compact sustainability initiatives. However, there are many other entities and institutions not included in this research that also encourage sustainability.

The need of a concerted effort to align different organizations and institutions regarding sustainability initiatives in the CAFTA-DR region is apparent.

CAFTA-DR includes environmental provisions that are complementary to the UN Global Compact environmental principle. The synergies between these initiatives should be actively explored.

Purpose – To provide pre-service and in-service teachers with a framework for using formative assessments to inform their literacy instructional practices.

Design/methodology/approach – Assessment as inquiry is a cyclical problem-solving stance that can be applied to instructional decision making in the classroom.

Findings – Teachers are urged to keep six design features in mind when creating formative assessments and analyzing the data gathered from them.

Practical Implications – This chapter is a helpful resource for teachers when evaluating their uses and analysis of classroom literacy assessments.

Originality/value – Teachers who apply the information in the chapter will gain a deeper understanding of each student's developing levels of literacy knowledge, skills, strategies, and dispositions. This information will facilitate a teacher's ability to better meet the needs of all students in his or her classroom.

The shift to the fourth industrial revolution presents new sustainable development challenges. The externalities of the second and third industrial revolutions were related to the degradation of the biosphere. It is suggested that the externalities of the fourth industrial revolution, underpinned by artificial intelligence, are extending the repertoire of externalities to include the degradation and manipulation of cognition and by extension the fabric of society. The implications for South Africa’s transformation within the fourth industrial revolution are highlighted. It is shown that digital nudging and choice architecture are tools that are capable of maximising profit while externalising social value through the algorithmic manipulation of our decision-making processes. The case for an alternative explanatory framework is presented because the limitations of the prevailing conception of physical reality appear unable to adequately resolve these super-wicked problems. Constructor theory is introduced as an alternative explanatory framework, and the constructor-theoretic conception is suggested as an ontological framework that will provide better explanations. Some principles of the theory are introduced.