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The authors explore the emergence of altmetrics and Open Access (OA) publishing and discuss why their adoption in the management field lags behind other fields such as life sciences. The authors draw on the status literature to discuss the knowledge production and consumption underpinned by the ‘Impact Factor’ metric and high-status ‘Toll Access’ journals and their implications. The authors explain the rise of altmetrics and OA publishing and their implications on the production and consumption of knowledge. The authors then examine the current situation, challenges and offer reflections on the management field’s progression towards a more open research regime in the digital era.

At a time when societal issues of inequality and hidden privilege are consistently pervading our media channels, the drive for gender balanced leadership across UK sports organisations has arguably never been more necessary and the importance of effective, relevant development opportunities for women in sport has never been greater. Yet, despite decades of programme interventions from sports councils and other governing organisations providing such development and support for females in the sector, sport in the UK continues to be led predominantly ‘by men, for men’. Drawing on personal experience and relevant research into gender equity in sport, alongside connected doctoral research, this chapter will highlight such inequity and present a case for an alternative approach that challenges the sector to adopt a different perspective on gender inequity in sport. The benefits of a more diverse and balanced workforce will only be achieved when the cultures throughout sport are truly inclusive and embrace difference. In a world where change is an inevitable part of everyday life, readers will be encouraged to contemplate how they can play their part in delivering the range of solutions required for creating the inclusive environments that will actively enable women to take their places alongside men and be recognised as authentic, capable and effective leaders.

This chapter focuses on the school placement element of Initial Teacher Education provision. It opens with an examination of a range of issues characterising research and writing about placement at global level before considering the vernacular nuances of the Scottish context. The chapter then turns to the problematic matter of quality in teaching practice and argues against reifying school placement as something that exists separate or apart from the student teachers who participate in it. It challenges simplistic analyses of the quality of the placement in terms of external provision through supportive mentoring relationships within a welcoming organisational culture. Drawing on data from the author's recent research, the relational nature of the school placement is emphasised and an argument promoted that individual student teachers make significant contributions to the nature of the support they experience on placement. Implications for further research are considered in the conclusion.

The world of ‘responsible’ ethical and social investment is more substantial than it might seem. At the end of 2007, holdings in ‘responsible’ funds amounted to 20 billion, against the 5 billion three years earlier. Although these ‘responsible’ holdings tend to be ‘best-in-class’ funds (Fig. 9.1), the significant rise in ‘sustainable funding’ in this area is clear.