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This chapter provides the context for understanding how English widening participation (WP) policy has interacted with the development of a marketised and expanding higher education (HE) system (the ‘dual imperative’ highlighted in the introductory chapter of this volume). It traces the intensification of market approaches in HE since 1997, examining how these interact with and become intertwined with evolving national WP policy concerns. Since 1997, WP for under-represented groups as a national policy aim has become firmly embedded in the activities undertaken by higher education providers (HEPs). Policy initiatives have moved between incentive and risk to encourage HEPs to address national and local inequalities of access and (later) student success and differential graduate outcomes. This chapter gives an overview of the key policy moments in this period and argues for how they have shaped the way in which the business of WP is enacted throughout the sector. It highlights how the business of WP drawn widely has become simultaneously a regulatory requirement, a way for institutions to differentiate themselves in the HE market and a key marker of institutional civic or social responsibilities. Situating this alongside the increasing focus on students and applicants as consumers, this chapter also begins to problematise the issues of collaboration and competition this creates.

This paper aims to determine the gender composition of journal editorial boards in the field of library and information science and to identify trends in the gender composition of different editorial roles and the country of affiliation and occupation of people fulfilling these roles.

In an analysis of 13 selected Library Information Science journals published by the Emerald Publishing group, data relating to 549 editors and editorial board members were obtained from the Open Editors online database. Data were assessed by role, gender, country and continent of their affiliation, and occupation.

Women were found to be under-represented as editors and editorial board members in 10 of the 13 journals. This was most evident in the highest-ranking role of editor or editor-in-chief. The majority of editors and editorial board members were from English-speaking countries located in Europe and the Americas, followed by Asia. The vast majority of editorial personnel belonged to the teaching and learning profession, with relatively few support staff, or researchers taking on these roles.

The findings of this study highlight the gender inequality in prestigious and career-advancing academic roles across multiple research areas. To the best of the authors’ knowledge, no such research has yet been conducted in the field of library and information science.

This study examines the impact of participation in a STEM Enrichment Summer Bridge Program, funded by the NSF Houston-Louis Stokes Alliance for Minority Participation, on undergraduate student success outcomes, particularly for under-represented students.

The study uses propensity score matching and logistic regression analysis to examine the effects of participation in the STEM enrichment program on graduation and retention in STEM after matching on baseline socio-demographic and pre-college characteristics.

The analysis found that program participation had a significant effect on increasing both the graduation rates and retention of under-represented minority students in STEM fields. In addition, results indicated that program participation had a particularly strong impact for Pell-eligible students in terms of course grades.

Data obtained for this study were limited to a single Hispanic-serving/Asian-serving institution, and therefore are not necessarily representative of the graduation and retention trends of the larger population of underrepresented minority (URM) students across the nation.

This study uniquely adds to the existing body of literature surrounding the retention of URM students in STEM fields by accounting for baseline variables, such as pre-college academic achievement and socio-demographic characteristics, that could lead to bias in estimating results. Specifically, this study addresses limitations of previous studies by comparing participants and non-participants of the STEM enrichment program who are matched on a selection of baseline characteristics.

The social and economic disadvantages confronted by many Indigenous Australians are well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. The purpose of this paper is to outline the design of an innovative undergraduate business degree for Indigenous students that: meets the targets set by government, produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills), addresses the employment needs of the Indigenous community and provides the building blocks for Indigenous students to enrol in post-graduate business courses. Australians is well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. This paper outlines the design of an innovative undergraduate business degree for Indigenous students that: (i) meets the targets set by government; (ii) produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills); (iii) addresses the employment needs of the Indigenous community; and (iv) provides the building blocks for Indigenous students to enrol in post-graduate business courses.

The development of the Bachelor of Business Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics. The paper outlines how the review was shaped, the innovative mode of delivery and the interdisciplinary nature of the curriculum. Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics.

This course provides an integrated approach to business education focusing on the professional, technical and managerial roles in business that is in such short supply in Indigenous communities. The course contextualises the study of business within an Indigenous perspective to demonstrate how Indigenous studies not only contributes to empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly.

This paper demonstrates an integrated approach to business education focusing on the professional, technical and managerial roles in business that are in short supply in Indigenous communities.

The purpose of this paper is to categorize transportation choice research (mode choice and carrier selection) leading to insight on themes in the literature and directions for future research

The proposed transportation choice research categorization framework is based on a comprehensive literature review of the peer‐reviewed journal papers published over the past 20 years, supplemented with a review of practitioner articles to identify current challenges in the logistics field. The academic papers are analyzed in terms of research purpose/question, methodology, findings, and challenges addressed.

The review reveals that several important themes are under‐represented in the transportation choice literature: environmental and energy use concerns; security in the supply chain; supply chain integration; international growth; and the role of the internet and emerging information technologies. This review also found that simulation, case study, and interview methodologies are under‐represented, and that normative modeling research is only lightly represented in this research.

The contributions of this research are three‐fold: the development of a classification scheme for transportation choice research, a structured review that provides a guide to earlier research on the subject of transportation choice, and the identification of research issues for future investigation.

The purpose of this study was to gain a deeper understanding of the experiences and challenges of Middle Eastern refugee mothers in using technology for language learning in regional Australian context.

This study used a qualitative research design and used a narrative enquiry technique to understand participants’ experiences of language acquisition with limited access to technology in new resettlement setting.

The findings presented in this paper were derived from a qualitative investigation conducted on a sample of 21 refugee mothers from Middle Eastern countries. The research aimed to explore the role of a language education programme on their integration within the regional Australian context. Participants discussed a variety of aspects of their everyday lives within their new resettlement context while offering insights on the language education programme and its impacts on their educational progress. The theme “lack of access/use of technology in English language learning” emerged from the narratives. This paper draws on selected interview data from the participants.

This study fills the gap in the literature on Middle Eastern refugees in regional Australia by exploring how lack/limited technology access can impact language acquisition of women from under-represented contexts.

Based on data drawn from ten cohorts of students successfully completing a first degree, this paper examines Government higher education (HE) policy and changes in its effects in practice over a period of ten years until 2008. In 1998, Government policy on HE was set to make HE more inclusive of previously under‐represented groups. These groups included students from semi‐skilled or unskilled family backgrounds and from socially deprived localities. By the year 2010, a target was set to have 50 per cent of 18‐30 year‐old individuals experiencing HE. Educational standards were to be maintained. Another identified under‐represented group was students with disabilities. This paper addresses the relationship between HE policy and its effects in practice in relation to both groups. Changes in the numbers and the first degree results of cohorts of successful male and female students with and without disabilities were analysed annually between the years 1998/99 (Cohort 1) and 2007/8 (Cohort 10). The numbers and the first degree results of successful disabled (nine categories of disability) and non‐disabled male and female students were analysed. To date, results from an overall total of 2,588,792 successful students have been examined. A Government announcement in the autumn of 2009 limited access to first degree courses. Has a metaphorical “end of the line” towards greater inclusion in HE been reached?

The purpose of this paper is to examine the representation of women in Canadian broadcast news coverage, exploring the notion of substantive representation as it relates to gender, leadership and framing.

Using computer-aided text analysis software, the authors analyzed the frequency of women appearing in on-air roles, the way in which they are framed, as well as technical and expressive details, such as how they are featured. In total, the authors analyzed representation of 2,031 individuals in the four suppertime local news broadcasts from 6 p.m. to 7 p.m. Framed in an ecological model of complex social change, this paper focuses on understanding how women are presented in Canadian broadcast media.

This study finds that women are under-represented in Canadian broadcast media. Furthermore, it finds that women are less likely to be framed as leaders or experts and are less likely to hold news host or anchor positions. For all major news broadcasters analyzed, women are less likely to be portrayed positively or in leadership/expert positions and are more often represented as victims. They are less likely to appear on screen and are more likely to be referred to off-screen, paraphrased and cited rather than speaking for themselves.

By framing this study in an (critical) ecological, this study moved beyond required descriptive benchmarking to examine the degree of substantive representation of women. However, the sample of the study is only a snapshot of Canada’s largest city, and, therefore, more research involving further a comparative analysis of cities, a variety of print sources and online media outlets is needed. Future research might include more qualitative analysis of the representation, the type of representation and the factors affecting levels of representation. For example, such research might explore the practices in broadcast organizations, the way in which stories are framed and how guests selected. Also of interest is the relationship between women’s representation at the decision-making table, as an input, and the representation of women in on-air roles, as an outcome.

The implications of this article are important for understanding the complex factors affecting female leadership across sectors, particularly, the Canadian broadcast industry, the barriers they face and the strategies that may lead to their advancement.

This study moved beyond descriptive benchmarking to examine the degree of substantive representation of women by coding the frames, roles and means of quotation experienced by women on broadcast news.

The purpose of this paper is to explore whether one Recovery College reflects its community.

Recovery College students’ demographics and protected characteristics were compared with the general population and the population of people using local mental health services.

Recovery College students were representative of the local community in terms of ethnicity, religion or belief and sexual orientation. Fewer Recovery College students were over 60 years old or men.

Recovery Colleges may be more accessible to people who are often under-served and under-represented in mainstream mental health services, including people from BAME backgrounds and people who identify as LGBT. Recovery Colleges may need to engage more men and more older people. Recovery Colleges aim to be inclusive and open to all but need to ensure that this is a reality in practice.

This is the first study to explore who accesses Recovery Colleges and whether they are inclusive and open to all.