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The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment.

The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter.

Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter.

Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours.

In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible.

The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.

The purpose of this paper is to construct historical perceptions of coal use in India and Japan in different historical time periods through the process of analyzing the narratives and discourses in academic, media and trade literatures.

In terms of methodology, this paper will utilize discourse theories/analysis and interpretive history to study the subject matter. In this paper, specific literatures on energy as well as general literatures on themes like technology are utilized.

The finding of the paper is that discourses and narratives about coal energy for example are constantly negotiated, constructed and then deconstructed again to fit and adapt to new realities, including the availability of newer technologies or priorities and concerns about the environment.

The research implication and originality of the paper is to demonstrate empirically the idea of the existence of narrative communities debating the use of coal energy in India and Japan. It highlights the communities of stakeholders interested in coal energy resource. The practical application and value of the ideas is the intellectual process of categorizing various contemporary narratives about coal energy use specific to two of the largest consumers and importers of coal in Asia. Through historical narratives of its past and recent coal use, the role and function of coal in the overall energy mix of India and Japan are instructive. The research limitation lies in its non‐quantitative nature and reliance on a combination of academic and trade secondary sources.

In this chapter, we explore our academic mobility journeys – with particular consideration of the role of gender, class and sexual identity. The chapter takes shape as a dialogue, where together, we discuss the challenges and opportunities we encountered, the strategies we enacted and the successes we have had as scholars on the move. By having a conversation with an-Other about our mobile subjectivities, we hope to offer points of reflection for other international academics as they contemplate or negotiate their own movements.

This paper aims to analyse the character and strength of the claims made in an emerging literature offering a sociology of financial reporting principles.

The analysis evaluates exemplary works in the literature against the characteristics of the paranoid style first identified by Richard Hofstadter: overheated claims of a far-reaching, malign and collusive machinery of influence; a reductive, rationalistic and dualistic reading of events; weak empirics; and weak theorisation.

A significant stream within the literature is coming to be constructed in the paranoid style. Paranoid stylistics, used as a diagnostic tool, alerts us here to distorted judgement.

Alternative ways of avoiding the dangers of paranoid-style readings are suggested, ranging from resisting the temptations towards such readings to a radical re-working of the epistemics of “socio-accounting”.

The danger of allowing the conclusions advanced in the literature to go unchallenged is that they may influence society’s attitude to accounting, public policy-making and scholars’ willingness to contribute to the crafting of reporting principles and standards.

Although paranoid style analysis has been widely used to examine narratives in other academic fields, to the best of the author’s knowledge, this is the first study to apply it to scholarly accounting.

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.

In this chapter, I use an autoethnographic approach to explore my everyday experiences as a senior lecturer at a UK-based university. My academic trajectory covers over 20 years when I, a working-class person with no qualifications, entered university. I outline my journey from student to academic. My day-to-day experiences of being a working-class academic (WCA) have been generally positive, but I've still encountered microaggressions, and feelings of isolation. This chapter also illuminates the cultural wealth that I bring to academia by virtue of my working-class heritage before ending with some points for reflection.

The purpose of this paper is to offer new reflection upon the contested interaction of social enterprises with the public sector. It does this by fore fronting the notions of boundaries, boundary work and boundary objects.

The paper reports qualitative research with social enterprise practitioners (from social enterprises and support agencies) in the north of England. Accounts elicited through interviews are combined with visual data in the form of pencil drawings made by practitioners when the authors invited them to respond to and rework diagrammatic models from the literature about the social and economic dimensions of social enterprise.

Participants explained in words and images how normative images of social enterprise depicting linear and static boundaries inadequately represent the complexity of ideas and interactions in their world. Rather, they perceived an iterative process of crossing and re-crossing boundaries, with identities and practices which appeared to shift over time in relation to different priorities.

Through participant generated visual data in which social enterprise practitioners literally redrew models from the literature, the paper open space to show movement, transgression and change.

This paper is timely as social enterprises are becoming increasingly prominent in the welfare mix. The authors make novel use of conversations and drawings in order to better understand the dynamic and everyday practices of social enterprise within public services. In doing this, the authors also potentially contribute to richer methodological resources for researching the movement of services between sectors.

The purpose of this paper is to present the results of an exploratory study that investigates Portuguese academics’ conceptions concerning the temporal properties of e-learning, in the context of traditional Higher Education Institutions.

Grounded Theory methodology was used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding. Data collection and analysis developed until theoretical saturation was reached.

Emergent academics’ conceptions concerning the temporal properties of e-learning indicate the existence of unregulated and unaccounted for dynamics, which are a direct consequence of transitioning from campus-based lecturing to teaching online using the affordances of virtual learning environments. This transition produces disruptions to established workload metrics and work patterns, as well as conflicts with dominant modes of instructional delivery that are not synchronised with the demands of online interaction and immediacy.

This paper is valuable to e-learning strategists and administrators. An understanding of the temporal properties of e-learning as perceived by academics provides actionable knowledge that is directly applicable to the design of suitable work arrangements, normative frameworks and e-learning practices that address perceived time-related barriers. To mitigate the time-related conflicts and disruptions identified in the study the authors suggest the establishment of university-wide norms of virtual presence and the implementation of temporal protocols to sustain the productive engagement between instructors and learners.

The purpose of this paper is to develop a theoretical model elaborating on the type of conditions that can inhibit (or at least temporarily hold back) “reactive conformance” in the wake of an increasing reliance on quantitative performance evaluations of academic research and researchers.

A qualitative study of a research group at a Swedish university who was recurrently exposed to quantitative performance evaluations of their research activities.

The empirical findings show how the research group under study exhibited a surprisingly high level of non-compliance and non-conformity in relation to what was deemed important and legitimate by the prevailing performance evaluations. Based on this, we identify four important qualities of pre-existing research/er ideals that seem to make them particularly resilient to an infiltration of an “academic performer ideal,” namely that they are (1) central and since-long established, (2) orthogonal to (i.e. very different from) the academic performer ideal as materialized by the performance measurement system, (3) largely shared within the research group and (4) externally legitimate. The premise is that these qualities form an important basis and motivation for not only criticizing, but also contesting, the academic performer ideal.

Extant research generally finds that the proliferation of quantitatively oriented performance evaluations within academia makes researchers adopt a new type of academic performer ideal which promotes research conformity and superficiality. This study draws upon, and adds to, an emerging literature that has begun to problematize this “reactive conformance-thesis” through identifying four qualities of pre-existing research/er ideals that can inhibit (or at least temporarily hold back) such “reactive research conformance.”

The purpose of this paper is to examine the art historical antecedents of providing subject access to images. After reviewing the assumptions and limitations inherent in the most prevalent descriptive method, the paper seeks to introduce a new model that allows for more comprehensive representation of visually‐based cultural materials.

The paper presents a literature‐based conceptual analysis, taking Panofsky's theory of iconography and iconology as the starting‐point. Panofsky's conceptual model, while appropriate for art created in the Western academic tradition, ignores or misrepresents work from other eras or cultures. Continued dependence on Panofskian descriptive methods limits the functionality and usefulness of image representation systems.

The paper recommends the development of a more precise and inclusive descriptive model for art objects, which is based on the premise that art is not another sort of text, and should not be interpreted as such.

The paper provides suggestions for the development of representation models that will enhance the description of non‐textual artifacts.

The paper addresses issues in information science, the history of art, and computer science, and suggests that a new descriptive model would be of great value to both humanist and social science scholars.