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This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

To provide and describe an inventory or practices executive education (EE) instructors can use to facilitate the transfer of program participants' learning back to their workplace.

A number of experienced EE instructor team leaders, from one highly‐ranked business school EE provider, met to share and discuss the mechanisms they use in their EE programs to facilitate the transfer of program participants' learning back to their workplace. This paper presents an overview of each of those mechanisms.

About 30 mechanisms for facilitating the transfer of EE program participants' learning back to their workplace are discussed along with an organizing framework intended to focus EE program instructors' attention on the key protagonists and the timing of the facilitating mechanisms.

This paper provides a number of very specific, readily implementable things EE program instructors can do to facilitate the transfer of program participants' learning back to their workplace.

Prior literature has documented: the challenge of EE program participants transferring their program learning back to the workplace, identified barriers to the transfer, and even reported on executives' views regarding generalized ways that might be helpful for this transfer to occur. This paper complements this literature by exploring what one top‐ranked EE institution's program instructors actually do in this regard, all in the context of pertinent adult‐learning concepts.

This chapter discusses the process of initiating and developing an open and ongoing conversation about values within a doctoral community in an education research center located within a British university. To do this, the authors first articulate the local and institutional context of this specific doctoral community and the intersections of values declared by the host institution and the specific research center.

This chapter then moves on to describing the process of building an open conversation with postgraduate researchers (PGRs) and staff supporting them. This open conversation questions and explores the institutionally stated values, starting from collaboratively negotiated guiding questions and prompts. The discussion of responses to those prompts, obtained through an anonymous online platform, grounds then a discussion of how values can become relevant and rooted in everyday experience for PGRs. The authors, as a collective, use the concept of “boundaries,” emerged in the conversations themselves but also relevant in academic literature, as a linking concept for the discussion of the responses.

The discussion then concludes by articulating the broader impact of the engagement in these conversations about values within and beyond the boundaries of the host institution and argues for the importance of such ongoing conversations as fundamental elements of fostering value-based communities and cultures in higher education contexts.