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As emerging scholars of color with transnational backgrounds, we collectively recount our socialization experiences in US higher education institutes. We explore moments of betweenness as catalysts for envisioning a more inclusive academia that operates beyond the tokenism of diversity.

Employing betweener autoethnography (Diversi and Moreira, 2018), we inquire into the sense of impasse encountered by South Korean female emerging scholars in the field of education in becoming an outsider within the academic system.

Chronicling our shifts in perspectives of our positionality, we interweave inquiries motivating us to challenge normative pressures and map our betweener experiences onto the Wiedman and DeAngelo’s (2020) socialization model. Through this process, we wedge open in-between spaces in the socialization process that accommodate the nuanced positionality of transnational scholars.

Integrating postcolonial critiques on the Western-centric meritocratic academia, this piece sheds light on the complexity and fluidity of emerging transnational scholars’ socialization processes. The thick, nuanced description deepens the understanding of the complexity of their identity negotiation within the dominant logics of academia. Our inquiries interwoven through betweener autoethnography serve as guidance for mentoring international graduate students and transnational scholars.

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.

The purpose of this paper is to chart the history of tourism academia and offer observations as to its future development in the 21st century.

This paper uses a limited review of the literature and the personal reflections of the authors as its main approaches.

In reviewing the multi-generational history of tourism academia, it became apparent that whilst we have become a more scientifically rigorous community of scholars, a challenge for the academy going forward will be how best to cultivate a spirit of understanding among different parts of the academy when presented with viewpoints that do not appear to coalesce with one’s understanding of “truth”.

This paper contributes to scholarly debates over the history and future of tourism academia by challenging the academy to reflect critically on its increasing diversity and how to incorporate diverse viewpoints into the tourism knowledge canon.

本文的目的是绘制旅游学术的历史, 并对其在21世纪的未来发展提出看法。

本文采用有限的文献综述和作者的个人反思作为主要方法。

在回顾旅游学术界的代际更替历史时, 很明显, 虽然我们已经成为一个科学严谨的学者群体, 旅游学界未来面临的挑战将是, 当学术界不同群体提出的观点似乎与人们对“真理”的理解不一致时, 如何更好的培养大家的理解精神。

本文通过挑战学术界批判性地反思其增长, 为学术界关于旅游学术的历史和未来的辩论做出了贡献。

El objetivo de este trabajo es trazar la historia de la academia del turismo y ofrecer observaciones sobre su futuro desarrollo en el siglo XXI.

Este artículo se basa en una revisión limitada de la literatura y en las reflexiones personales de los autores a sus principales enfoques.

A lo largo de la revisión de la historia multigeneracional de la academia del turismo, se pone de manifiesto que, si bien nos hemos convertido en una comunidad de estudiosos más rigurosa desde el punto de vista científico, uno de los retos para el mundo académico en el futuro será cómo cultivar mejor un espíritu de entendimiento entre las distintas partes del mundo académico cuando se presenten puntos de vista que no parezcan coincidir con la propia concepción de la “verdad”.

Este artículo contribuye a los debates académicos sobre la historia y el futuro de la academia en turismo, al desafiar a la academia a reflexionar críticamente sobre su creciente diversidad y sobre cómo incorporar diversos puntos de vista al canon del conocimiento turístico.

The paper seeks to introduce the “critical open access literacy” construct as a holistic approach to confront the challenges in open access (OA) as a dimension of scholarly communication.

The paper first introduces the concepts of information literacy (IL) and OA in the context of transformations in the scholarly information environment. Via a theoretical-analytical exercise on the basis of a literature review of the intersections between the two concepts and of the criticisms of OA, the paper discusses the role of critical IL in addressing the challenges in OA and lays the theoretical-conceptual groundwork for the critical OA literacy construct.

The structural nature of the challenges and transformations in the scholarly information environment require new foci and pedagogical practices in library and information studies. A more holistic, critical and integrative approach to OA is warranted, which could effectively be achieved through the re-conceptualization of IL.

The paper specifies the avenues for putting the theoretical conceptualizations of critical OA literacy into practice by identifying possible foci for IL instruction alongside a transformed role for librarians.

The paper extends deliberations on the role of critical IL for scholarly communication and attempts to advance the research fields of the two domains by proposing a new construct situated at the junction of OA and IL.

This chapter focuses on exploring challenges encountered by the neglected group of employees who live alone and do not have children, particularly in relation to work-life balance (WLB). We first question the conventional WLB discourse – predominately surrounded by addressing work-family conflicts. We next discuss how this formulates debates about the equality and fairness of HR policies affecting various groups of employees, with solo-living individuals being excluded. In addition to previously documented work-life issues, we articulate difficulties related to the pursuit of independence, freedom, balancing, and healthy work-life experiences for and specific to solo-living women academics. We conclude that our insights on “vulnerability” may lead to feminist approach being incorporated into work-life policy development in order to better engage underrepresented groups of employees, accommodate the needs of “others” and promote collective flourishing.

This chapter addresses the profession of research management and administration (RMA) in Portugal. It starts with a brief outline of the national research and innovation (R&I) ecosystem that contextualises the development of the profession. The RMA community is characterised and the expectations for the future of the RMA profession are summarised using data collected through a national online survey. It is posited that RMA in Portugal is an emergent career having developed key traits of a profession, namely common interests and practices, a concern with deepening specialised knowledge and skills, the existence of an organised network of practitioners, the offer of academic qualifications and training in the area, and the integration in international RMA communities of practice. Nevertheless, future developments in the European Research Area (ERA) are identified as a critical milestone that will influence the development and formal legislative institutionalisation of the RMA profession in Portugal.

Keeping happy and committed workers is an imperative goal for organisations in any field, including higher education. Institutions must, however, have a thorough understanding of the elements that influence various organisational commitment levels before they can develop human resource management guidelines and procedures that work. Hence, by using social exchange theory, this study aimed to investigate the connection between work–life balance (WLB), job satisfaction and organisational commitment among a sample of Zimbabwean higher education institutions. These factors have received relatively minimal attention in academic institutions, particularly in developing nations.

A cross-sectional survey was conducted, using convenience sampling, to examine 224 members of the teaching staff from two universities in western Zimbabwe. The collected data were analysed using partial least squares structural equation modelling.

The results revealed that WLB significantly predicted job satisfaction. Furthermore, the relationship between WLB and affective and normative commitment was found to be indirect and mediated by job satisfaction.

The results of this study suggest that WLB and job satisfaction are crucial factors for higher education institutions that aim to secure their talented faculty's affective and normative commitment. Therefore, universities should implement firm policies and practices that encourage academic staff to maintain a healthy WLB and enhance job satisfaction.

The study's main contribution is the development of a conceptual model that contributes to the ongoing scholarly discourse on how to enhance organisational commitment among academic staff in under-resourced higher education institutions, as well as the concomitant implications for human resource policies within these institutions.

This study was conducted to fill gaps in the literature based on institution type, career level, and gender identity.

Faculty often struggle with achieving work-life balance. This struggle is exacerbated for faculty parents. Most academic parent research has been conducted on early-career women and at research-intensive universities. Although these groups are important, it is also important to understand experiences of academic parents at different career levels and types of institutions. The authors conducted a qualitative thematic analysis from focus groups with faculty from a mid-sized master's level university about work-life balance expectations and experiences in their roles as academics and parents. These four groups included early-career mothers (n = 5), early-career fathers (n = 4), mid-career mothers (n = 4), and mid-career fathers (n = 7).

Faculty expressed having a high workload based on an intersection of high work expectations, unclear work expectations, and lack of equity. Consequences of the high workload included lower work-life balance, dissatisfaction at not doing more, the loss of flexibility as an advantage, and lower organizational commitment.

Although results are limited in generalizability, it is useful to examine one institution, with all participants sharing the same culture and policies, in-depth. The authors discuss recommendations for educational administrators for assisting academic parents and suggest institutions work to examine informal expectations and formal policies at their institutions. Working together, faculty and staff can help enhance alignment of expectations and perceptions of work-life balance, hopefully leading to happier, more satisfied employees.

Recent research has captured the impact of the COVID-19 pandemic in widening gender inequalities, by highlighting that academic women have been disproportionately affected. During the COVID-19 pandemic, women assumed most of the care labour at home, whilst working at normal patterns, leaving them unable to perform as normal. This is very concerning because of the short and long-term detrimental consequences this will have on women’s well-being and their academic careers. This article aims to stimulate a change in the current understandings of academic work by pointing towards alternative – and more inclusive – ways of working in academia.

The two authors engage with autoethnography and draw on their own personal experience of becoming breastfeeding academic mothers throughout the COVID-19 pandemic.

To understand the positioning of contemporary academic mothers, this study draws on insights from both cultural studies and organisation studies on the emergence of discursive formations about gender, that is “postfeminist sensibility”. Guided by autoethnographic accounts of academic motherhood, this study reveals that today academia creates an individualised, neutral (disembodied), output-focused and control-oriented understanding of academic work.

This paper adds to the conversation of academic motherhood and the impact of the pandemic on working mothers. The study theoretically contributes with the lens of “motherhood” in grasping what academic work can become. It shows the power of motherhood in opening up an alternative way of conceptualising academic work, centred on embodied care and appreciative of the non-linearity and messiness of life.