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This paper critiques institutional whiteness and racial categorisation in UK higher education. This is done through the representation of the complex narratives of “mixed race” women navigating their PhD experiences in predominantly white institutions, when their identities have proximity to whiteness.

This study introduces five vignettes of “mixed race” women, gathered from a wider study of 27 PhDs and early career researchers in UK higher education. The paper employs Yuval-Davis’ framework of belonging and bell hooks' approach to chosen versus forced marginality to create a conceptual framework based on fluid agency and empowerment, recognising belonging as an ongoing process.

The findings reveal how “mixed race” women can occupy a liminal space between belonging to and rejecting racial categorisation, as they attempted to situate their self-identifications within the boundaries of institutional whiteness.

The study only utilises a small sample size of five counter-stories from a larger study on PhD career trajectories, limiting its empirical claims. It also only engages with “mixed race” women who have proximity to whiteness, encouraging research on different “mixed race” intersections.

This paper encourages more discussion around “mixed race” experiences of UK higher education and critical engagement with higher education’s reliance on statistical data to understand racialised communities.

This paper contributes new empirical insights into how whiteness is experienced when “mixed race” women negotiate their relation to it in UK higher education. It also provides theoretical advancements into understanding of institutional whiteness and critically engages with racial categorisation.

This conceptual, multi-voiced paper aims to collectively explore and theorize family entrepreneuring, which is a research stream dedicated to investigating the emergence and becoming of entrepreneurial phenomena in business families and family firms.

Because of the novelty of this research stream, the authors asked 20 scholars in entrepreneurship and family business to reflect on topics, methods and issues that should be addressed to move this field forward.

Authors highlight key challenges and point to new research directions for understanding family entrepreneuring in relation to issues such as agency, processualism and context.

This study offers a compilation of multiple perspectives and leverage recent developments in the fields of entrepreneurship and family business to advance research on family entrepreneuring.

Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality underneath doctoral development is challenging to convey.

The data set for this particular analysis was obtained from 245 in-depth telephone interviews with PhD candidates collected prior to COVID-19. Candidates were asked about learning processes, challenges and changes, and both the questions and thematic analysis were guided by theories of doctoral development and transformational learning.

For many participants, learning and development were not familiar topics, while a small proportion deflected questions about learning altogether. One fifth of participants presented rich and lucid accounts of learning in which cognisance of complexity, metacognitive processes and transformational experiences were embedded and multiple avenues of development were in evidence. They were well-placed to convey the complexion of doctoral development. Candidates more deeply engaged in learning also commented more about changes they noticed in themselves. The most identified avenue of development was in understanding and approach to knowledge.

Candidate communication about learning and development is an under-explored dimension of doctoral experience and skill that is relevant to advancing knowledge about doctoral development and illuminating graduate potential both within and outside academe. This must constitute a key element of the re-vitalisation of the doctorate post-pandemic. The salience of framing transferable skills within a learning development perspective is discussed.

The purpose of this article is to posit an alternative learning design approach to the technology-led magnification and multiplication of learning and to the linearity of curricular design approaches such as a constructive alignment. Learning design ecosystem thinking creates complex and interactive networks of activity that engage the widest span of the community in addressing critical pedagogical challenges. They identify the pinch-points where negative engagements become structured into the student experience and design pathways for students to navigate their way through the uncertainty and transitions of higher education at-scale.

It is a conceptual paper drawing on a deep and critical engagement of literature, a reflexive approach to the dominant paradigms and informed by practice.

Learning design ecosystems create spaces within at-scale education for deep learning to occur. They are not easy to design or maintain. They are epistemically and pedagogically complex, especially when deployed within the structures of an institution. As Gough (2013) argues, complexity reduction should not be the sole purpose of designing an educational experience and the transitional journey into and through complexity that students studying in these ecosystems take can engender them with resonant, deeply human and transdisciplinary graduate capabilities that will shape their career journey.

The paper is theoretical in nature (although underpinned by rigorous evaluation of practice). There are limitations in scope in part defined by the amorphous definitions of scale. It is also limited to the contexts of higher education although it is not bound to them.

This paper challenges the dialectic that argues for a complexity reduction in higher education and posits the benefits of complexity, connection and transition in the design and delivery of education at-scale.

The article aims at analyzing the social representations of retirement in two different groups of professors – pre-retired and retired – from a public higher education institution. The goal is to explore the experiences, reflections, beliefs, and attitudes originated from the transition to retirement.

The research, of exploratory and descriptive nature, was guided by the Social Representation Theory (SRT) and took a qualitative approach. 16 professors were interviewed, 8 in each group (pre-retired and retired professors), using semi-structured interviews that followed a script designed to discover the main aspects of the transition to retirement.

Three figurative cores were raised – the financial aspect, the centrality of work, and the will to continue contributing, and the unpreparedness for retirement – and testimonies have shown heterogeneous representations. The study observed that although relevant, the bonus for continued services is not the main determinant for professors to continue working in the university.

The results of this study indicate the need to treat retirement as a complex and multidimensional process, offering a fresh perspective on the social representations of retirement in the academic context. The use of the Social Representation Theory to explore these perspectives adds to the originality of the approach, highlighting the multifaceted nature of the retirement process in this specific professional group.

This study aims to investigate how university students experience a skill transformation process aligned with the sustainable development goals (SDGs). This transformation occurs through their participation in a service-learning programme alongside an international volunteering project. The theoretical framework for understanding this skill transformation process is based on the “rite of passage”.

Qualitative methodology is adopted by conducting 23 online surveys with volunteers (virtual and onsite) and five with coordinators across the rite of passage phases. Volunteering was carried out in five Mayan indigenous communities in Mexico as part of an international cooperation project with the goals of supporting community-based tourism development and strengthening volunteers’ skills in accordance with the SDGs.

Results show that international volunteering programmes for university students significantly enhance their interpersonal and professional skills, demonstrating strong potential for implementing the SDGs. These programmes provide learning and education opportunities for both volunteers and local communities. Volunteers gain a broader perspective on gender equality and cultural barriers. Additionally, volunteering supports sustainable tourism, economic worth and collaboration among institutions. Both volunteers’ personal characteristics (educational level and sociocultural context), as well as their sociocultural context, influenced the perception of the skill transformation process and learning about the SDGs. Finally, a new educational university programme in volunteering aligned with SDGs is proposed.

This research examines the practical ramifications of incorporating volunteer programmes into university courses. Universities must include these initiatives in their educational systems as a means of enhancing student learning.

A new educational university programme in volunteering aligned with SDGs is proposed. This study suggests a shift in university mindset, as well as increased funding for training and adherence to the SDGs.

This study pioneers the rite of passage framework in an international volunteer tourism project facilitated by universities, emphasizing volunteering as a valuable tool for SDG implementation, considering the interrelationships between objectives.

Identity, positioning and possibilities intersect differently for South Asian women in white academia. Within a broader migrant community that defines Australian life, these identities and positioning imply great possibility, but pursuing such pathways within academia is a walk on the last strand of resilience. This paper explores this tension of possibilities and constraints, using hope theory to highlight the cognitive resistance evident in the narratives of three South Asian women in Australian academia.

The authors use collaborative autoethnography to share their narratives of working in Australian universities at three different stages of careers, utilising Snyder's model of hope theory to interrogate their own goal-setting behaviours, pathways and agentic thinking.

The authors propose that hope as a cognitive state informs resistance and enables aspirations to contribute within academia in meaningful ways whilst navigating the terrain of inequitable structures.

The authors' use of hope theory as a lens on the intersectional experiences of career making, building and progression is a new contribution to scholarship on marginalised women in white academe and the ways in which the pathways of resistance are identified.

Focussing on the perspective of business event leaders, this study aims to explore the future of transformative experience (TE) events, recognising a paradigm shift from organising conventional events to designing and guiding TEs in the meetings, incentives and conferences as exhibitions (MICE) context.

Using a qualitative interview-based design, insights from 20 international business events industry leaders were gathered and analysed by using thematic analysis through a multi-step process with MAXQDA.

The findings discuss the future of transformative events by identifying the paradigm shift towards TE in business events and outline key dimensions of the leader’s and team’s mindset and skills. Five design principles for TE events in the MICE sector are identified: design for change; emotionally experiential environments; personal engagement; responsibility; and transformative measurement.

The study offers a snapshot of how transformative events of the future could be designed and suggests a series of practical insights for MICE event leaders and organisers seeking to leverage events as a catalyst for intentional transformation, positive impact and long-lasting change.

The study adds to the emerging body of knowledge on TEs and contributes to an extended stakeholder perspective, namely, that of business event leaders and their teams who are instrumental in facilitating transformative events. An original framework for designing TE MICE events is offered as a theoretical contribution.

Existing research on how professionals manage after-hours connectivity to work has been dominated by studies on the strategies/practices individuals develop. In these studies, mobile technology is perceived as a tool or an enabler that supports otherwise human-centric connectivity decisions. This view sees technology as separate or external to the organisation, missing out on its nuanced role in shaping connectivity decisions. Our study aims to bring technology back into the sociomaterially imbricated context of connectivity and to unpack its parameters.

Drawing on data collected from documents and semi-structured interviews, we adopt the framework of “sociomaterial imbrications” (Leonardi, 2011) to understand the social and material parameters that influence connectivity management practices at two different academic institutions in Saudi Arabia.

The study identifies a set of social and material parameters (organisational, individual, technological and situational) that imbricate to shape, collectively and not individually, professionals’ connectivity management practices. Connectivity decisions to change practice (such as decisions of where, when or why to connect) or technology (how to connect) are not as distinct as they appear but originate from, and are founded on, imbricated sociomaterial parameters. Our study further suggests that connectivity decisions are shaped by individuals’ perceptions of sociomaterial imbrications, but decisions are not solely idiosyncratic. The context within which connectivity decisions are taken influences the type of decisions made.

Connectivity management emerged from sociomaterial imbrications within a context constitutive of four interacting parameters: organisational, technological, situational and individual. Decisions around the “how” and the “what” of connectivity – i.e. the practice of connectivity and its underpinning technology – originate from how people perceive sociomaterial imbrications as enabling or constraining within a context. Individual perceptions account for changes in practice and in technology, but the context they find themselves in is also important. For instance, we show that professionals may perceive a certain technology as affording, but eventually they may use another technology for communications due to social norms.

Through an interdisciplinary lens of positive psychology, this paper aims to explore positive experiences for human transformation, recognising their potential for a positive impact and contribution to the future tourism industry and the Sustainable Development Goals (SDGs).

A literature review forms the basis for the present paper.

Based on an in-depth literature review, four main avenues for positive experience design are proposed: designing transformative tourism experiences and measuring long-term impact; designing digital transformative tourism experiences; facilitating and guiding transformative experiences; and training to guide transformative experiences.

This study contributes to the interdisciplinary body of literature on positive psychology, experience design, and human transformation in the context of tourism. Cutting-edge perspectives are outlined to develop a theoretical and practical understanding of how to intentionally design for positive transformative experiences in tourism and make a positive contribution to the SDG 3 good health and well-being.

本文通过积极心理学的跨学科视角, 探讨促进人类转变的积极体验, 认识到其对未来旅游业和可持续发展目标（SDGs）产生积极影响和做出贡献的潜力。

研究结果 - 基于深入的文献综述, 提出了积极体验设计的四个主要途径, 包括：1）设计变革性旅游体验并衡量长期影响; 2）设计数字化变革性旅游体验; 3）促进和引导变革性体验; 以及 4）培训指导变革性体验。

本研究为有关积极心理学、体验设计和旅游业背景下的人类转型的跨学科文献做出了贡献。本研究概述了前沿观点, 以便从理论和实践上理解如何在旅游业中有意识地设计积极的转型体验, 并为可持续发展目标 3–良好的健康和福祉做出积极贡献。

A través del prisma interdisciplinar de la psicología positiva, este documento explora las experiencias positivas para la transformación humana, reconociendo su potencial para un impacto positivo y su contribución a la futura industria turística y a los Objetivos de Desarrollo Sostenible (ODS).

El presente documento se basa en una revisión bibliográfica.

Sobre la base de una revisión en profundidad de la literatura, se proponen cuatro vías principales para el diseño de experiencias positivas, incluyendo 1) el diseño de experiencias turísticas transformadoras y la medición del impacto a largo plazo, 2) el diseño de experiencias turísticas transformadoras digitales, 3) la facilitación y guía de experiencias transformadoras, y 4) la formación para guiar experiencias transformadoras.

Este estudio contribuye al cuerpo interdisciplinario de literatura sobre psicología positiva, diseño de experiencias y transformación humana en el contexto del turismo. Se esbozan perspectivas de vanguardia para desarrollar una comprensión teórica y práctica de cómo diseñar intencionadamente experiencias transformadoras positivas en el turismo y hacer una contribución positiva al ODS 3 buena salud y bienestar.