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In this phenomenological study, the experiences of seven Black women faculty at predominantly White institutions (PWIs) who are working toward tenure and promotion are presented. The use of phenomenology, specifically in-depth interviews, gives voice to the women as they share the essence of their experiences including their perceived supports and barriers. Understanding their experiences adds to the literature on women of color in education and has the implications for schooling and community, and support structures essential to the success of Black women and all women of color in academe.

Accounting educators continue to look for efficient ways to introduce personal competencies into the curriculum. Prior literature contains numerous suggestions on how faculty can implement a single personal competency, such as written communication. This chapter describes our strategy for integrating a variety of personal competencies using team projects. We implement this strategy by selecting projects that are content oriented and not only involve critical thinking but also address students’ skills related to written and oral communication, technology, teamwork, and leadership. We offer guidance on how to implement this project-oriented strategy and also provide selected tools for streamlining the assessment of student performance, such as sample grading rubrics and an online survey for evaluating team leader and team member performance. Feedback suggests that students perceived an improvement in their competencies as a result of the course's activities. While we bundled a variety of personal competencies within a managerial cost accounting course, instructors can easily adapt our strategy to any course in the curriculum.

This chapter introduces the history and development of inquiry-based learning (IBL) and describes how teaching and learning strategies over several decades in P-12 and higher education have built upon the ideas of John Dewey. Though personal reflection, uncertain learning paths and outcomes, and mindful inquiry have been central foundations undergirding IBL, the approach now stands upon the shoulders of theoretical and research giants such as Piaget, Vygotsky, and Bruner. Over 100 years, modern IBL proponents like Gruenewald, have implemented and experimented, contributing to cognitive and social science pedagogy, for instance, by attempting to make contemporary teaching and learning relevant, thoughtful, and action-oriented.

Dewey’s work continues to dominate educational landscapes and inquiry-based approaches to teaching and learning have, in contemporary forms, withstood the test of time. Two case studies in this chapter illustrate how IBL has materialized as problem-based and place-based methodology, reflecting influences of social and cognitive constructivism, humanistic psychology, and eco-feminism. Those who embrace IBL continue to improve teaching and learning strategies in order to find more effective methods of immersing themselves and their students in globally critical conversations about essential life issues – inside and outside of classrooms – a central and enduring tenet of Dewey’s experiential learning.

The incipient HIV/AIDS epidemic in Chile poses challenges for responsiveness of the Chilean national health care system, Fondo Nacional de Salud (FONASA) (National Health Funds), especially given the sociocultural forces for inertia in FONASA. Thus, the issue is what is the nature of the forces for change. A grounded theory approach was applied to interview data from two qualitative studies, one with HIV/AIDS advocates and activists as interviewees and the other with Chilean low-income women. The stories of their experiences with and perceptions of FONASA revealed major issues facing FONASA, including quality of care and ethics. Ways in which these issues are being addressed by the activists result in constructed environmental dynamism. A conceptual model of the forces for change was developed including actors, strategies, and targets of change that constitutes organizational environmental dynamism. The construct of environmental dynamism has international applicability, particularly to governmental health systems, which are influenced by strong sociocultural forces.

Racism occurs in many ways and varies across countries, evolving and adapting to sociocultural history, as well as contemporary economic, political and technological changes. This chapter discusses the multilevel dimensions of racism and its diverse manifestations across multiracial societies. It examines how different aspects of racism are mediated interpersonally, and embedded in institutions, social structures and processes, that produce and sustain racial inequities in power, resources and lived experiences. Furthermore, this chapter explores the direct and indirect ways racism is expressed in online and offline platforms and details its impacts on various groups based on their intersecting social and cultural identities. Targets of racism are those who primarily bear the adverse effects. However, racism also affects its perpetrators in many ways, including by limiting their social relations and attachments, and by imposing social and economic costs. This chapter thus analyses the many aspects of racism both from targets and perpetrators' perspectives.