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Bystander intervention mitigates the negative impact of bias incidents in the workplace. However, intervention tends to be viewed as binary: intervention occurred or it did not. Consequently, research has focused on conditions under which witnesses of bias incidents choose to intervene, and less is known about how witnesses may intervene. This paper elucidates the intervention behavior choices available to witnesses of bias incidents and develops a bystander intervention behavior (BIB) scale.

To develop the scale, the authors used the three-phased act frequency methodology. In phase I, the authors surveyed faculty who had both witnessed a bias incident and seen someone intervene to address it. The authors asked these faculties to list the observed bystander intervention behaviors they had personally observed. In Phase II, different survey respondents and subject matter experts assessed the prototypicality of each of the behaviors in relation to the concept of bystander intervention. In phase III, the authors tested the validity and reliability of the resulting 18-item scale and assessed the ability of bystander intervention behavior to mitigate the negative impact of bias incidents on the academic workplace.

The BIB scale consists of two theoretically derived, empirically validated and reliable dimensions; it can be used as a summary score to evaluate the extent to which colleagues intervene indirectly and directly when a bias incident occurs in the academic workplace.

This scale is valuable in advancing efforts to mitigate the negative effect of bias in the workplace and training colleagues to intervene in various ways when bias occurs.

The purpose of this paper is to describe the development, implementation and impact evaluation of an interactive theater-based workshop by the ADVANCE program at the University of New Hampshire (UNH). The workshop is part of a larger institutional transformation program funded by the National Science Foundation.

This institutional transformation program relied upon a systems approach to diagnose potential causes for the underrepresentation of women faculty in certain disciplines. This revealed that increasing awareness of, and reducing, implicit gender bias among members of faculty search committees could, in time, contribute to increasing the representation of women faculty at UNH. A committee charged with developing a faculty workshop to achieve this change identified interactive theater as an effective faculty training approach. The committee oversaw the development of customized scripts, and the hiring of professional actors and a facilitator to implement the workshop.

The workshop’s effectiveness in fulfilling its goals was assessed using faculty hiring and composition data, program evaluations, participant interviews and questions in an annual faculty climate survey. Findings indicate that the representation of women faculty increased significantly at UNH since the implementation of the interactive theater workshop. Analysis of the multiple sources of data provides corroborating evidence that a significant portion of the increase is directly attributable to the workshop.

This paper demonstrates the effectiveness of interactive theater-based workshops in an academic environment and of the systems approach in diagnosing and solving organizational problems.

Data for the case came from public sources, including legal proceedings, court filings and Securities and Exchange Commission filings. The authors perused hundreds of court documents and identified 28 that were most relevant to this case. The authors also used press interviews with the women highlighted in the case. The authors have no relationship with the company and no one from the company has reviewed the information presented in this case. As the case is drawn from sworn legal testimonies, interviews and related documents in the public domain, the authors did not have to seek approval for publication.

Pinterest touted itself as “the nicest place on the Internet.” It had an almost 80% female user base and purported to have an inclusive culture that embraced diversity. However, in June 2020, in the wake of the Black Lives Matter protests, two former female employees of color violated their non-disclosure agreements (NDAs) to publicly accuse Pinterest of racial and gender discrimination. In August 2020, Pinterest’s former Chief Operating Officer, Francoise Brougher, filed a lawsuit charging the company with gender discrimination, retaliation and wrongful termination, and authored a public blog post titled, The Pinterest Paradox: Cupcakes and Toxicity, detailing her own experience with the company’s discriminatory culture. Three days later 236 of Pinterest’s 2,545 employees staged a virtual walkout and 445 employees signed a petition in an attempt to change Pinterest’s policies and culture. The case provides a brief overview of Pinterest, including its mission, values and organizational culture, and details several incidents and complaints by female and minority employees. The case questions whether employee complaints are a relatively narrow issue involving disgruntled former employees who did not fit at the organization or a much broader issue involving discrimination and managerial neglect in creating and maintaining a nondiscriminatory, inclusive culture. Students are encouraged to evaluate the situation in which Co-Founder, Board Chair and Chief Executive Officer, Ben Silbermann finds himself, evaluate the actions taken and decide if Silbermann should take any additional actions to address the discrimination claims and ensure a positive culture for all employees.

This case is appropriate for graduate and advanced undergraduate level courses in organizational behavior, human resource management and business law or any course where discrimination and workplace culture are discussed.

Women entrepreneurs face a myriad of challenges in running their enterprises, such as inadequate market information for their products or services, lack of marketing skills, insufficient capital to start and run the business and unfavourable policies in county governments among others, leading to unwillingness to participate in businesses. To overcome these challenges, a number of initiatives had been put in place as a way of empowering these women, for example, Women Enterprise and Development Fund (WEDF) aimed at financing and sustenance of women-owned small and medium enterprises (SMEs). Despite these initiatives, women continue to lag behind in terms of entrepreneurship leading to this study to unearth underlying issues pertaining to women entrepreneurship and empowerment. The study was guided by the following objectives: to determine the effects of WEDF loans on women empowerment, to evaluate accessibility of credit by women entrepreneurs, to establish the role of capacity building on the performance of women enterprises and to establish the effects of women enterprises on household livelihoods. This study is significant as it aimed at establishing the relationship between gender enterprise in relation to women empowerment by use of descriptive and explanatory research designs. The study targeted 246 women entrepreneurs in Eldoret whereby 51 respondents were sampled randomly who were issued with questionnaires having closed- and open-ended questions. Secondary data obtained from the banks were also used to enhance the accuracy of the data. The study established that WEDF loans had a positive effect on women empowerment and an improved household livelihood. On accessibility of loans, a few entrepreneurs had benefitted as women were required to be in groups in order to benefit and in addition, have collaterals. Performance of business enterprises owned by women who possessed marketing skills was good as opposed to those without the skills necessitating capacity building. The study therefore recommends that there is a need to encourage vulnerable groups to participate in economic development and women entrepreneurs to form groups which will enable them do table banking hence making them financially empowered.

Higher education institutions (HEIs) in Australia shape the country's economic, social, and political landscape and equip students with the skills they need to succeed in ever-changing work environments. Embedded within Australian HEIs are sets of values that reflect and reinforce collective Australian values, which describe the shared beliefs of the leadership, academic staff, students, and the local community. These shared values then direct all members of the university community. Using a top-tier university in Melbourne, Australia, as a case study, this chapter explores how the values of accessibility, inclusion, and collaboration are embedded into the curriculum, teaching, and assessment practices. Relationship-building and positive student interaction within learning contexts are also crucial to learning contexts in higher education (HE) and are essentially driven by values in HE. Furthermore, values identified in this chapter align with broader Australian values relating to fairness, equity, cooperation, and support. Utilizing the experience and reflection of four contributing academics in HE, this chapter offers ideas and strategies on how these values can be fundamentally rooted within learning and teaching programs, thereby increasing student engagement, interaction, and success. This chapter acknowledges that the needs of contemporary education have changed, as the HE sector now accommodates students from all walks of life. Additionally, a fundamental premise of the discourse is that learner diversity can be accommodated more effectively if it is spurred by values that respect and appreciate learner diversity.

Interest in academic entrepreneurship is gaining attention as pressure on academic institutions to be more entrepreneurial increases. To date, emphasis has been on the transfer and commercialisation of research with little discussion focused on the entrepreneurial potential of university teaching. Drawing on Schumpeter’s theory of entrepreneurship, in particular the combining and recombining of resources and the concept of resistance, we provide an illustrative case study of one entrepreneurial academic venture that emerged from the teaching activities of a university. We examine how this venture, the ICEHOUSE, has evolved and been sustained despite pressure from competing logics from its partnering institutions. We argue that multiple and competing logics by various stakeholder groups led to ‘resistive tension’ which has supported the growth of the organisation.

Women's sport is said to be experiencing a moment of progress exemplified by the ‘professionalising’ of teams, leagues and events (McLachlan, 2019; Pavlidis, 2020; Taylor et al., 2020). The current ‘professionalising’ moment is celebrated as a measure of incremental change that demonstrates that women's sport is progressing in the right direction (Sherry & Taylor, 2019; Taylor, 2020). In this chapter, we pursue critical questions of progress in relation to professionalisation in women's road cycling. Cycling as a sport commenced in the late 1800s, and women were able to earn money from riding and racing their bicycle. However, the evolution of women's cycling has not been a linear process, (McLachlan, 2016) and despite increased ‘professionalisation’ of women's road cycling, women cyclists lack proper wages, safe working conditions, significant prize money, and suitable economic and career opportunities. Our work draws from data of 15 semi-structured interviews with riders and from extensive fieldwork of elite women's road cycling races in seven different countries in 2019. Our findings illustrate that despite the general perceptions of progress of women's professional road cycling, the cyclists' experiences and rationalisations of their conditions reflect deeper struggles. We argue that struggles over rewards, resources, and recognition are all evidence of the ‘unimpeded sexism’ in sport (Fink, 2016, p. 3), and as such, the professionalising of women's sport does not guarantee transformation of the gender order.

This study aims to use self-reported publicly available student assessment data from the time period when there was an abrupt change in instructional method at the start of COVID-19 to assess potential for differences as a result of course delivery mode.

A general linear model using 837 student evaluations from 191 US public higher education institutions investigates the impact on student performance and how performance was related to a number of covariates, namely, online experience of instructor prior to shut downs, discipline of study and size of institution.

The analysis finds an overall grade point average (GPA) increase of 0.10 (out of 4.0) associated with the shift away from face-to-face instruction. In exploring potential covariates, only institutional size was significant in explaining this increase in GPA. This supports the notion that despite hardships inherent with the abrupt switch to online education across the country that student grades as a whole did not suffer.

The source of data was self-reported. In addition, GPA is an imperfect measure of student learning. Despite this, because GPA is highly correlated with student satisfaction, retention and matriculation, it is relevant.

This study suggests that the rapid transition to online instruction did not negatively impact student performance and may have marginally increased these marks. These findings were cross-disciplinary and not influenced by the instructor’s prior online teaching experience. These findings support the idea that institutions and instructors should be more willing to use a variety of delivery modes going forward.

The data set used is uniquely large and varied in the number of institutions, professors, students and discipline. The COVID-19-induced transition from largely in-class instruction to mostly online or remote instruction allowed for a natural experiment that eliminates the sample selection problem associated with most other instructional method comparison studies.

There is a gap in the literature regarding the experiences of newly qualified Clinical Psychologists (NQCPs) working within Child and Adolescent Mental Health Services (CAMHS) in the National Health Service (NHS). This paper aims to explore three aspects of newly qualified Clinical Psychologists’ experiences: their transition and development; working in multi-disciplinary teams located in large organisations; and support and coping in the role.

Seven participants each engaged in one semi-structured interview, and an interpretative phenomenological analysis was conducted.

Three super-ordinate themes emerged from the analysis: A big jump, the transition from trainee to NQCP; The support of home comforts, old and new; and Acknowledging and desiring ongoing development.

Implications and recommendations for both Clinical Psychology training programmes and NHS employers are discussed, to support the development and wellbeing of this staff group, and in turn the clinical population they serve. These include gradually increasing caseloads on training, a staggered workload at the outset of the transition, and CAMHS teams ensuring appropriate supervision for NQCPs.

The objective of the research reported here was to provide an opportunity to raise issues relevant to the ongoing debate on informal care of older people by exploring the attitudes of both men and women towards the care of dependent older people. The sample (n = 174) was drawn from age cohorts 20‐39 years (n = 90) and 40‐59 years (n = 84). The men and women who participated in the study were members of the general public. The self‐administered survey questionnaire was designed to examine attitudes towards the informal care of older people and to determine if men and women differ not only in attitude but also in their willingness to undertake certain aspects of care, and whether the age of the respondent was likely to be a defining factor. Statistical analysis was conducted using SPSS. The results established that an overwhelming majority of women demonstrated a greater willingness to provide care to a dependent older relative.