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The purpose of this paper is to examine the findings from longitudinal study conducted with women leaders in tech cities to understand the cultural and discursive burden affecting their professional experiences and the dominant cultural boundaries they regularly have to cross to legitimise their knowledge and expertise.

The paper draws on research from the Gender in Tech City project that included serial interviews with 50 senior women leaders over three years at three different tech city sites.

The paper illustrates the differing spatialities that women continue to face within tech culture and how terms such as “women in tech” are problematic.

This study adds to the conceptualisation of tech culture and gendered constructions within a spatial context; there is a need to strengthen this path of investigation beyond gender as a lone issue.

The study contributes to the literature on spatial context, examining a new micro-context within tech culture that amplifies hidden biases and restricts the movement of women professionals.

Generative artificial intelligence (GAI) has seen exponential growth in recent years due to its capability to generate original content through natural language processing and comprehensive language models. This paper aims to investigate the transformative impact of GAI on higher education, focusing on the evolving roles of faculty in the classroom.

Using a phenomenological perspective and a process approach, the study involved 25 semi-structured interviews with academicians in higher education.

The findings reveal that GAI currently creates biased and commercially driven learning environments, challenging traditional pedagogical models. Despite its potential for enhancing education, the autonomous nature of GAI often prioritizes commercial interests over pedagogical goals.

The study is limited to faculty perspectives, suggesting future research should include student viewpoints and diverse educational contexts.

The study highlights the need for higher education institutions to develop comprehensive policies, provide training for faculty and students and design new courses that leverage GAI for personalized learning experiences and enhanced faculty research.

This paper contributes to the emerging literature on GAI’s impact on education, highlighting its dual nature as both a transformative tool and a potential threat to traditional educational roles and outcomes.

This paper aims to explore the university as a nexus of socially innovative support and engagement with micro- and small-sized (mSME) creative businesses in rural and semi-rural regions. This paper argues that universities can play a socially innovative role in and around their regions.

The authors used an action research approach to shape university-led interventions for creative mSMEs in a predominantly rural/semi-rural deprived area in the North East of England. A series of additional interviews were conducted with a sample to further explore issues raised during the action research phase.

The research found that the university is seen by these mSMEs as a trusted source of socially innovative support, though the expectation is for long-term and meaningful interventions that facilitate impactful change. University-based knowledge exchange and innovation can be oriented toward these tiny businesses for mutual benefit and as an enabler of societal change in a transitional economy.

As this study focused on a small, geographically similar cohort of creative mSMEs, the further application of these findings may be limited in dissimilar settings. More research is encouraged to further explore and test the conceptual points this paper raises.

This paper contributes to the social innovation field and creative economies policy research by presenting how a university can enable and shape authentic forms of engagement and impact in the mSME creative economy across the rural/semi-urban landscape.

This chapter critically evaluates the literature on digital consumer data and the ways in which it can be used in digital social research. The chapter illuminates how researchers have to conceptualise and negotiate digital data, focusing upon ethical and procedural challenges of employing digital methods.

The chapter draws upon and integrates a broad research literature from sociology, digital media studies, business and marketing, as these have opened up new directions for research design and method. It advocates interdisciplinary approaches to conceptualising what digital data is employing the concept of ‘marketing narratives’ to understand how the new visibilities of consumer data are shaped by related processes of branding and the interactivity of content.

The chapter shows how the capacities of digital technologies present significant challenges for researchers and organisations that have to be carefully negotiated if the potentials of digital consumer data are to be harnessed. In addition, researchers should pay attention to novel issues of ethical responsibility in the context of the longer-term presence of data records.

The chapter offers a set of guidelines for digital social researchers in negotiating the meanings of visible digital consumer data, the ethical and proprietary issues involved in utilising digital methods.