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This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.

Scalar terms, such as “local” and “global,” “big” and “small” are fundamental in how academics and practitioners make sense of and respond to grand challenges. Yet, scale is so taken-for-granted that we rarely question or critically reflect on the concept and how it is used. The aim of this paper is to identify scale as an important concept in research on grand challenges and to point out why taking scale for granted can be problematic. In particular, I suggest that to date most research on grand challenges sees scale as a fundamental ontological feature of the world. Yet, scalar categories and hierarchies are not as self-evident and given as they may seem. Moreover, taking scale as an ontological fixed category limits our ability to make sense of, theorize and respond to grand challenges. As an alternative, I suggest seeing scale as an epistemological frame that participants employ in their everyday practices to make sense of, navigate and develop solutions to grand challenges. The chapter concludes with a research agenda for studying scale as socially constructed in practice.

Research on grand challenges in the management literature is vibrant and growing. Given that the term “grand challenges” was first invoked in our field 10 years ago, it is timely to reflect on how we came to this point – and where we might go from here. In this article, we first explore the origins of the concept of grand challenges in order to trace core assumptions and developments and understand how they shape the current conversation about grand challenges in management scholarship. We next convey findings from our review of 161 papers that cite the editorial for a grand challenges special issue (George, Howard-Grenville, Joshi, & Tihanyi, 2016), uncovering four ways in which papers are shaping the conversation on grand challenges. Finally, based on our perspective on how we got here and where we are now, we make several suggestions for what should come next in driving forward research on grand challenges. We urge scholars to go beyond the study of collaboration for tackling grand challenges and shift toward a more critical, yet generative, exploration of their construction, persistence, and unintended consequences. We also call for increased attention to theorizing grand challenges to guide practitioners’ understanding of the nature of the thing they are trying to address. In these ways, we hope to inspire management scholars to leverage expertise on processes – not content per se – that shape how grand challenges manifest and how they may be tackled.

Investments in gender training for agricultural researchers have not attained expected outcomes, bringing into question the efficacy of training approaches used. New approaches for transformative gender training need to draw on lessons learned from previous courses. This chapter analyses short gender training courses identified using a scoping methodology. Selected courses offered between 2005 and 2015 for scientists in Eastern Africa were critiqued against a theoretical framework for transformative gender training. Also shared is a training model (Gender Responsive Researchers Equipped for Agricultural Transformation course) that addresses gaps in previous courses. The chapter identifies critical lessons for facilitating transformative gender training for non-gender research practitioners which include the need for inter-disciplinary grounding in the disciplines of gender and agriculture, having a phased course delivery and the value of continuous technical support during and after training. Gender training models should also allow for the deepening of gender awareness and consciousness by providing safe spaces for personal reflections on the root causes of gender inequalities and for the questioning of the internalized norms and biases.

The essay is addressed to practitioners in research management and from academic leadership. It describes which measures can contribute to creating an inclusive climate for research teams and preventing and effectively dealing with discrimination. The practical recommendations consider the policy and organizational levels, as well as the individual perspective of research managers. Following a series of basic recommendations, six lessons learned are formulated, derived from the contributions to the edited collection on “Diversity and Discrimination in Research Organizations.”

Purpose – This study aims to describe the planning of learning, learning organizing implementation, and evaluating the learning of Bahasa in a high school in Lhokseumawe.

Methodology – The research method was descriptive analysis with a qualitative approach. Data collection used the techniques of observation, interview, and literature review. The subjects of research were the principal, vice principal, Chairman of Department, and Bahasa teachers in the high school. The data obtained were analyzed with the technique of reduction, display, and verification.

Findings – The results showed that the lessons plan in the high school have been compiled by the Indonesian language/Bahasa teachers, including analyzing subjects, drawing up the annual and semester programs, and syllabus. All the planning of learning Bahasa have been well structured and documented. The implementation of the orientation direction or Bahasa Learning is adapted to the needs and level of education. The implementation of study conducted showed the positive things in accordance with the school-based curriculum.

Research Limitations/Implications – Organizing learning Bahasa also showed the positive things based on the management system. Bahasa teachers carried out their roles and their responsibilities based on their job description. This condition has brought positive influence on the quality of learning Bahasa which shows an increase from year to year.

Practical Implications – Activities and aspects of the Bahasa learning adapted to the assessment are based on the syllabus and compiled lesson plan. The evaluation phase is applied to improve the learning activities. This form of evaluation was done either by oral or writing.

Originality/Value – This is the first research to identify learning management of Bahasa in senior high schools in Lhokseumawe.

22 July 2011, saw the biggest domestic terror event in Norway since World War II. On this day, a right-wing terrorist placed a bomb in front of the Norwegian government building, where the prime minister had his office at the time. Later, the same perpetrator dressed up as a policeman and tricked his way into a political youth camp, where 69 mostly young people were killed. The present case study involves the leading national online news provider, VG, whose website, VG Nett, was Norway’s most-read online news site at the time of the attack. The study addresses the research gap of how news workers and managers see the potential of the affordances of digital media during crisis events. Furthermore, the study looks at how two different discourses of professionalism, the occupational and the organisational, informed journalists’ use of technological and social media affordances during this terror event, and at how online journalists and management reflect upon and continue to refine these approaches five years later. This study stresses the importance of a clear understanding of the decision-making processes that actually guide the handling of those affordances during a crisis event. Ultimately, this study questions not the perceived tension between the two discourses of professionalism, but their relative impact upon domestic crisis journalism in the technological realm.

This paper aims to address one of the fundamental issues of gathering existing knowledge/solutions from projects for re-use in other projects, that is, contextual elements that are integrated with the knowledge. Contextual elements that are associated/integrated with knowledge do not often taken into consideration adequately during knowledge transfer. Hence, this can lead to undesirable consequences, for example, unnecessary use of time and resources. This paper will increase the awareness of (and lead to finding appropriate ways to) dealing adequately with contextual elements in knowledge transferring processes.

Qualitative method: narrative literature study.

This paper provides a conceptual understanding of dealing with contextual elements in knowledge transferring processes from the sense making perspective.

This paper, which is connected to a research and development (R&D) project that has recently started, uses this paper to emphasize the importance of addressing contextual elements adequately in knowledge transferring processes. This emphasis is important as this R&D project deals with, among other things, collecting lessons learned on energy efficient solutions from building and renovation projects for re-use in other renovation projects.

This paper will contribute to replicate knowledge / lessons learned effectively and to increase the application of energy efficient solutions in building renovation projects.

This paper attempts to point out and increase our understanding on how acquisition of knowledge at an earlier point of time can influence transferring of that knowledge at a later point of time. In general, there is inadequate focus and awareness on this issue in construction projects.

The COVID-19 pandemic has disrupted the ‘real’ world and substantially impacted the virtual world and thus the Internet ecosystem. It has caused a significant exogenous shock that offers a wealth of natural experiments and produced new data about broadband, clouds, and the Internet in times of crisis. In this chapter, we characterise and evaluate the evolving impact of the global COVID-19 crisis on traffic patterns and loads and the impact of those on Internet performance from multiple perspectives. While we place a particular focus on deriving insights into how we can better respond to crises and better plan for the post-COVID-19 ‘new normal’, we analyse the impact on and the responses by different actors of the Internet ecosystem across different jurisdictions. With a focus on the USA and Europe, we examine the responses of both public and private actors, with the latter including content and cloud providers, content delivery networks, and Internet service providers (ISPs). This chapter makes two contributions: first, we derive lessons learned for a future post-COVID-19 world to inform non-networking spheres and policy-making; second, the insights gained assist the networking community in better planning for the future.