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The present chapter includes a case study that describes and analyzes three performance audit reports over a three decade period for one U.S. state government's destination management organization's (DMO) actions and outcomes. This report extends prior studies (Woodside & Sakai, 2001, 2003) that support two conclusions: (1) the available independent performance audits of DMOs’ actions and outcomes indicate that frequently DMOs perform poorly and fail to meaningfully assess the impacts of their own actions and (2) the audits themselves are shallow and often fail to provide information on DMOs’ actions and outcomes relating to these organizations largest marketing expenditures. The chapter calls for embracing a strategy shift in designing program evaluations by both government departments responsible for managing destinations’ tourism marketing programs and all government auditing agencies in conducting future management performance audits. The chapter offers a “tourism performance audit template” as a tool for both strategic planning by destination management organizations and for evaluating DMOs’ planning and implementing strategies. The chapter includes an appendix – a training exercise in using the audit template and invites the reader to download a tourism performance audit report of a destination marketing organization and to apply the template after reading the report.

Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and learning occurs, and critiquing the colonial practices that are merged into the fabric of higher and adult education. Within this process, scholars and practitioners engage in interrogating teaching and learning approaches and developing a critical consciousness regarding what knowledge is valued and how this value is acquired. Within higher and adult education, limited research has explicitly considered the ways in which conceptions of andragogy and its accompanying instructional approaches might be deconstructed within the context of decolonization. The purpose of this chapter is to deconstruct and decolonize foundational higher and adult learning conceptual and theoretical frameworks that are routinely embedded within courses and programs. The conceptual and theoretical frameworks selected and analyzed include self-directed learning, transformative learning, and action learning as conventional examples of individual and collective instructional approaches employed within higher and adult learning settings. Maōri scholar Linda Tuhiwai Smith's (2012) nine characteristics of theory that contribute to colonizing discourses and 25 Indigenous projects/principles are employed as the lenses that frame this analysis. These lenses include social science and methodological approaches and strategies that decolonize populations and promote Indigenous epistemologies.

In this chapter, we explore the role of disability-based employee resource groups (ERG) in implementing large organizations' disability inclusion strategies and how pandemic responses shaped the workplace treatment and inclusion of disabled employees.

We conducted semi-structured interviews with disability-based ERG members and diversity, equity, and inclusion (DEI) professionals in large corporate settings. Then, we analyzed how pandemic-induced changes in the workplace impacted disability inclusion efforts and experiences of disabled employees.

Results from our study revealed that workplace disability inclusion responsibilities shifted to disability-based ERGs during the onset of the pandemic. Participants detailed how organizational disability inclusion practices and policies expanded through increased awareness among some employee bases and were de-prioritized to the point of erasure in other situations. Within the context of the pandemic, members of disability-based ERGs played an integral part in both enhancing visibility of disability and responding to instances of ableism in their respective organizations.

Findings provide context as to how shifting organizational contexts, such as pandemic related workplace policies, becomes disabling, and in turn illustrate the fluid nature of disability. By framing disability as an evolving (fluid) identity category and prioritizing the awareness of disabled perspectives, organizations can better support disabled employees in their future, overarching DEI strategies and approaches to workplace inclusion post-pandemic.

Soon Ang (Ph.D., Minnesota) is the distinguished Goh Tjoei Kok chair professor in strategy, management, and organization at the Nanyang Business School, Nanyang Technological University, Singapore. She has published in Academy of Management Journal, Information Systems Research, Journal of Applied Psychology, Journal of Organizational Behavior, Management Science, MIS Quarterly, Organization Science, Social Forces, and others. She has co-authored two books on cultural intelligence published by Stanford University Press. Her research focuses on cultural intelligence, global leadership development, foreign talent management, and outsourcing (E-mail: asang@ntu.edu.sg).