From student to graduate: Four learners’ perspectives of the professional doctorate journey

This paper presents a consideration of the experiences and perspectives of four female academics who are the first graduates of a new Professional Doctorate programme at a university in the South West of England. The authors position themselves simultaneously as researchers and research participants, engaging in collaborative autoethnography to reflect critically on their experiences. Key issues are identified, including the need to navigate some significant shifts in identity throughout the doctorate, and how the course structure and peer relationships supported each of the authors to reach their end goal – the successful completion of their studies. The paper concludes with a discussion of the potential implications of the authors’ experiences for leaders of professional doctorates. These include student/lecturer contracts and actively facilitating opportunities for students to establish relationships for peer support

Prevalence, years lived with disability, and trends in anaemia burden by severity and cause, 1990-2021: findings from the Global Burden of Disease Study 2021

Background Anaemia is a major health problem worldwide. Global estimates of anaemia burden are crucial for developing appropriate interventions to meet current international targets for disease mitigation. We describe the prevalence, years lived with disability, and trends of anaemia and its underlying causes in 204 countries and territories. Methods We estimated population-level distributions of haemoglobin concentration by age and sex for each location from 1990 to 2021. We then calculated anaemia burden by severity and associated years lived with disability (YLDs). With data on prevalence of the causes of anaemia and associated cause-specific shifts in haemoglobin concentrations, we modelled the proportion of anaemia attributed to 37 underlying causes for all locations, years, and demographics in the Global Burden of Disease Study 2021. Findings In 2021, the global prevalence of anaemia across all ages was 24·3% (95% uncertainty interval [UI] 23·9–24·7), corresponding to 1·92 billion (1·89–1·95) prevalent cases, compared with a prevalence of 28·2% (27·8–28·5) and 1·50 billion (1·48–1·52) prevalent cases in 1990. Large variations were observed in anaemia burden by age, sex, and geography, with children younger than 5 years, women, and countries in sub-Saharan Africa and south Asia being particularly affected. Anaemia caused 52·0 million (35·1–75·1) YLDs in 2021, and the YLD rate due to anaemia declined with increasing Socio-demographic Index. The most common causes of anaemia YLDs in 2021 were dietary iron deficiency (cause-specific anaemia YLD rate per 100 000 population: 422·4 [95% UI 286·1–612·9]), haemoglobinopathies and haemolytic anaemias (89·0 [58·2–123·7]), and other neglected tropical diseases (36·3 [24·4–52·8]), collectively accounting for 84·7% (84·1–85·2) of anaemia YLDs. Interpretation Anaemia remains a substantial global health challenge, with persistent disparities according to age, sex, and geography. Estimates of cause-specific anaemia burden can be used to design locally relevant health interventions aimed at improving anaemia management and prevention. Funding Bill & Melinda Gates Foundation

Women’s path to leadership through values work in a context of conflict and violence. Kap. 9

The leadership journey is experienced differently by women around the world. In this chapter, we analyse the stories of women leaders from South Kivu, the Democratic Republic of Congo (DRC). Through these stories, we aim to contribute to the knowledge on how women compete and negotiate paths to leadership through values work in a context of conflict and violence. Focusing on education, religious civil society organisations and the fight for women’s rights, the stories reveal that women as actors strategically negotiate and navigate implicit and explicit values in their families, institutions and in the society at large

Women in business leadership

This scholarly study is the first to compare business leadership in the Arab Gulf states in terms of the presence of female managers in various positions. It documents the status of women leaders—senior executives and managers—through a quantitative gender analysis of 2805 private and publicly listed companies in the Kingdom of Bahrain, the State of Kuwait, the Kingdom of Saudi Arabia, the Sultanate of Oman, the State of Qatar, and the United Arab Emirates. The study details the positions women hold within organizations and analyzes and compares these by country, business classification, company size, and ownership. The contribution to cross-cultural management is that these data on gender composition in the workforce highlight the low participation of women in business leadership as an issue. Furthermore, the study provides knowledge for cross-cultural managers about cultural attitudes toward women’s economic participation in this geographical area. The research offers helpful insights and important implications for government leaders in these countries as well as for educators, practitioners, and scholars who work to help prepare and advance women to leadership within this region

A Critical Co/Autoethnographic Exploration of Self: Becoming Science Education Researchers in Diverse Cultural and Linguistic Landscapes

This chapter illustrates the process of collaborative autoethnography (co-autoethnography) we used to construct space, in order to critically explore ourselves, and the contexts we study. Through a co-autoethnographic process, we aimed to better understand our positioning in our lived experiences and to generate an understanding of how reflective critical research approaches could transform us, as well as the communities in which we were immersed. In this chapter, we share the process of our collective analysis of autoethnographic narratives (Coia L, Taylor M, Co/autoethnography: Exploring our teaching selves collaboratively. In L. Fitzgerald, M. Heston, D. Tidwell (Eds.), Research methods for the self-study of practice (pp. 3–16). Netherlands: Springer, 2009), which stemmed from our experiences living and conducting education research in multilingual and multicultural contexts. Our ethnographic method of data collection, analysis, and interpretation was generated from our journeys as researchers – moving to, living, and conducting research in culturally and linguistically diverse (CLD) environments. We share this process, and some lessons we learned, with the hope that other researchers may find co-autoethnography a cathartic methodology to explore and challenge their own perspectives relative to cultural and linguistic diversity in their lives and in their research

Spirituality and leadership in a South African context

Abstract: This chapter discusses spirituality and leadership in a South African context. Leadership theories that are situated in the spiritual paradigm such as authentic, servant, spiritual and transformational leadership are considered in this chapter. It is argued that leadership practices and styles in South Africa are heavily influenced by British and American approaches. The notion of “ubuntu,” which is a central component of Afrocentric leadership is thus largely ignored in literature on the topic. This chapter draws attention to the influence of Western approaches on leadership in South African organisations with particular reference to the Afrocentric notion of ubuntu. It is recommended that further research be undertaken on ubuntu leadership in the South African context and beyond. Another recommendation is that research should be undertaken on blending Afrocentric and Eurocentric leadership styles in order to identify how this combined leadership approach can be implemented in South Africa