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Gender-diverse people experience unique cultural and interpersonal stigma in mainstream society and sometimes within their own communities; they face allegations of inauthenticity based on their nonconformity to either cisnormative or transnormative gender regimes. Based on 21 in-depth life history interviews, we unveil the intricate interactional process of negotiating identity and authenticity in the biographical work of gender-diverse individuals. In this study, gender-diverse people engaged in a “gender audit” with their gender-diverse interviewer. Gender audits yield verbal performances of gender with oneself and others. Ambiguity was “accounted for” or “embraced and created” in their biographical work to organize their life stories and undermine binary essentialism – a discourse that was “discursively constraining.” Gender audits took place in participants' day-to-day lives, either through self-audits, questioning from others, or both. In the final analysis, we assert that we all engage in gender auditing. Gender audits are intersubjective sites of domination, subordination, resistance, and social change. Gender diversity, then, can be viewed as a product of gender in flux.

This chapter contributes to the scholarship of teaching and learning in extracurricular enterprise and entrepreneurship education. It draws on research from two annual ‘Business Challenge Weeks’ (BCW) held at Oxford Brookes University in 2021 and 2022, in which teams of postgraduate students from three faculties worked on external client projects, supported by an academic mentor. It presents and discusses findings derived from a survey and interviews conducted after the second of these years. The chapter takes a transdisciplinary perspective, after Budwig and Alexander (2020), Piaget (1972) and Klein et al. (2001) and explores the relationship between this and the enterprise and entrepreneurship development pipeline set out by QAA (2018). It analyses the experiences of the three main participating groups engaged in the challenge weeks – students, external clients and academic mentors – and explores the organising challenges inherent in multiparty pedagogical initiatives. The chapter contributes to knowledge in this area by revealing and reflecting on the motivations and expectations of the three participant groups, the roles they played during the week and the outcomes they reported. It also expands understanding of transdisciplinary enterprise pedagogy.

Introduction: Sustainability and Industry 4.0 have recently influenced the global economy. With the Industrial Revolution 4.0, there has been a significant focus on digital sustainability in enterprises. Micro, small and medium enterprises (MSMEs) are the most vulnerable sections regarding new transformations.

Purpose: Even during the COVID-19 pandemic, when all businesses had no option other than to adopt digitisation, MSMEs faced tremendous issues to make this shift. Despite the immense focus on digital sustainability, some deterrents exist to its adoption in MSMEs. Contemporary research focuses on determining the critical deterrents to digital sustainability in MSMEs.

Methodology: This chapter employs the interpretive structural modelling technique, and Matrice impacts Croises Multiplication Appliqué a classement (MICMAC) analysis to identify and further classify the deterrents to digital sustainability in MSMEs.

Findings: Legal barriers and firms’ economic conditions are identified as the major deterrents. Eliminating these deterrents would help minimise the minor ones too. To deliver global sustainability goals, digital sustainability must be duly adopted everywhere.