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Within the USA, current trends in higher education show more women than men achieving graduate degrees. Among the potential reasons for this disparity is that fathers are reporting challenges in balancing their additional responsibilities while increasing their housework and childcare investment. Many fathers are turning to online graduate education to more effectively balance home and school responsibilities. However, limited portrayals of fathers' experiences in online education exist.

In this duoethnography of two online doctoral student fathers, the authors add to the limited literature on both fathers and online students in navigating home, school and work responsibilities. The authors use Goode’s role strain theory to examine the challenges to achieving a balance between each sphere of responsibility and explore strategies for managing these tensions.

The authors discuss the need for ongoing flexibility and change, the process of navigating feelings of guilt and self-doubt and the ability to engage in daily role bargains. They argue that online education is generally not a panacea for easing role conflict and find that integration is an effective strategy to aid online students' persistence in their programs.

The authors conclude with policy and practice recommendations for future online doctoral student fathers and doctoral program designers.

Little research has been conducted from the online doctoral student father lens. This research fills in this gap and lends a voice to fathers who are navigating the doctoral journey.

The contemporary zombie genre is known for exploring what the end will look like, with its widespread infection, chaos and violence – all images that resonate in a post-9/11 America. These zombie narratives also speak to a present-day America with their emphasis on diminishing individuality and agency. Unlike early Haitian incarnations of the zombie figure, the modern zombie terrifies because no singular agent possesses the victim’s mind. In contrast, the light-hearted CW television show, iZombie (2015–) rethinks the zombie paradigm. Not only does it envision how zombies would manifest in everyday life, without the requisite apocalypse, but it also subverts the antiquated gender politics common to the genre by providing viewers with a female zombie protagonist, Olivia Moore (Rose McIver) who is not only highly functional, but also female and with plenty of agency. Moore, through whose eyes the show is told, absorbs personality traits and memories belonging to the brains she eats, from frat boy to alcoholic, stripper to housewife. This device creates such a cornucopia of roles for McIver to explore that it brings to mind the work of American photographer Cindy Sherman, providing a rare multi-dimensional woman on TV. iZombie also takes the contemporary zombie text’s reliance on the trop of infection one step further. This chapter not only examines iZombie’s unusual female point of view, but also its portrayal of ‘zombie-ness’ as a chronic contagious illness with many similarities to HIV.

Fundamental to disaster readiness planning is developing training strategies to compensate for the limited opportunities available for acquiring actual disaster response experience. With regard to communication, decision making and integrated emergency management response, the need to develop mental models capable of reconciling knowledge of multiple goals with the collective expertise of those responding represents a significant challenge for training. This paper explores the utility of the assessment centre as a developmental resource capable of achieving this goal. In addition to providing multiple, expertly evaluated simulations to facilitate the development and practice of specific skills, the ability of assessment centre methodology to promote tacit knowledge and self‐efficacy renders it an appropriate vehicle for developing the mental models that underpin the core disaster management competencies of situational awareness and naturalistic and team decision making.

In the Fall of 2020, three teacher educators in Ohio collaborated on a three-month long online professional development series on how to write Focused Inquiries, a la the Inquiry Design Model (IDM).

The authors detail the contents of the six group professional development (PD) sessions and share the lessons that the authors learned as a result of leading this training.

Given this study’s mixed results, the authors often came back to the questions of “maybe it was us? Maybe it was the pandemic? Maybe there wasn’t enough training? Or maybe IDM creation isn’t a skill that all teachers possess and maybe that’s ok?” The authors share the struggles with these questions and situate all of this within the current culture wars raging around schools today.

Finally, the authors offer the current approach to inquiry training for teachers that situates inquiry creation later in the process after significant structured introductory work.

Building on work that explores the relationship between individual beliefs and ability to recognize discrimination (e.g., Kaiser and Major, 2006), we examine how an adherence to beliefs about gender essentialism, gender egalitarianism, and meritocracy shape one’s interpretation of an illegal act of sexual harassment involving a male supervisor and female subordinate. We also consider whether the role of the gendered culture of engineering (Faulkner, 2009) matters for this relationship. Specifically, we conducted an online survey-experiment asking individuals to report their beliefs about gender and meritocracy and subsequently to evaluate a fictitious but illegal act of sexual harassment in one of two university research settings: an engineering department, a male-dominated setting whose culture is documented as being unwelcoming to women (Hatmaker, 2013; Seron, Silbey, Cech, and Rubineau, 2018), and an ambiguous research setting. We find evidence that the stronger one’s adherence to gender egalitarian beliefs, the greater one’s ability to detect inappropriate behavior and sexual harassment while gender essentialist beliefs play no role in their detection. The stronger one’s adherence to merit beliefs, the less likely they are to view an illegal interaction as either inappropriate or as sexual harassment. We account for respondent knowledge of sexual harassment and their socio-demographic characteristics, finding that the former is more often associated with the detection of inappropriate behavior and sexual harassment at work. We close with a discussion of the transferability of results and policy implications of our findings.

This work examines the intersection between traditional human resource management and the novel employment arrangements of the expanding gig economy. While there is a substantial multidisciplinary literature on the digital platform labor phenomenon, it has been largely centered on the experiences of gig workers. As digital labor platforms continue to grow and specialize, more managers, executives, and human resource practitioners will need to make decisions about whether and how to utilize gig workers. Here the authors explore and interrogate the unique features of human resource management (HRM) activities in the context of digital labor platforms. The authors discuss challenges and opportunities regarding (1) HRM in organizations that outsource labor needs to external labor platforms, (2) HRM functions within digital labor platform firms, and (3) HRM policies and practices for organizations that develop their own spin-off digital labor platform. To foster a more nuanced understanding of work in the gig economy, the authors identify common themes across these contexts, highlight knowledge gaps, offer recommendations for future research, and outline pathways for collecting empirical data on HRM in the gig economy.

States that people management is one of the most crucial variables of corporate success. Provides an analysis of the orientation process, comparing Japan with the West. Investigates Japanese recruitment philosophy in relation to its effective and planned orientation management. Examines and illustrates the scheduling of Japanese orientation programmes. Posits that within this scenario, employee development is perceived under three distinct headings: becoming part of a team, becoming a company person and becoming trained in organizational expectations. Emphasis is put on inter‐relationships, requiring a shared understanding of the direction and values needed for effective business and individual performance. Communication, through orientation, is seen as an essential key to the integration and efficacy of new recruits and existing employees facing strategic change.