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This chapter discusses the development of evidence-informed practice in Australian education. It highlights growing system-wide aspirations and support for Australian teachers, school leaders, and jurisdictions to be engaging productively with research and evidence. Our aim here is to step back from these developments and consider them in the context of: (1) the nature and distinctive characteristics of the Australian school system; (2) what is known (and not known) about Australian educators' use of research and evidence; and (3) recent insights into enablers and barriers to research use in Australian schools. We argue that the development of evidence-informed practice in Australia needs to take careful account of the complex history and fatalist nature of the wider school system. This will make it possible to identify and work with the productive places that exist within a system of this kind. It is also important to recognize that research use in schools is a topic that has been investigated surprisingly little in Australia relative to other countries internationally. Current policy aspirations around evidence-informed approaches therefore need to be matched by greater efforts to understand the dynamics of research engagement in Australian schools and school systems.

Aims to suggest how characteristics of the idealized nuclear family may provide some lessons for the improved practice of hospitality management.

Explores the origin and nature of the family as a social unit and the benefits experienced by its members and society. Relates this background to a fictional case study, “The Halcyon Hotel”.

Concludes that in a world where family values seem to be in decline, the concept of the idealized nuclear family could be readily transferred to the practice of hospitality management for improved teamworking and overall operational improvement.

Compares the characteristics of the extended domestic family with the corporate “family” in terms of roles and responsibilities.

The purpose of this paper is to raise awareness of conflicts between the innovation ideologies fundamental to entrepreneurial theory and the exclusivity embedded in the discipline’s research and discursive practices.

The paper draws upon entrepreneurship and critical theory literature to deconstruct some embedded assumptions inhibiting the participation of women as entrepreneurs.

The underrepresentation of female and minority entrepreneurs has been examined most often by researchers from the perspective of trying to discover and overcome barriers to participation, rather than seeking to understand why and how these barriers are created and sustained. The paper identifies processes contributing to the construction of obstacles inhibiting inclusivity and proposes that conscientious implementation of practices such as critical reflexivity can limit their reproduction.

By situating critical theory and reflexivity as key practices for cultivating diversity and innovation in entrepreneurship, this paper offers a useful basis for expanding subsequent research and pedagogical practices representative of a wider variety of populations and activities.

Entrepreneurship is key to job creation and economic growth. Rigid conceptualizations of entrepreneurship and unexamined biases of scholars and educators limit the accessibility of research and constrain students’ entrepreneurial intentions and behaviors.

The paper fills a gap in the literature by exploring disciplinary practices that cultivate and sustain gender exclusivity. It provides a structured approach to understanding discrepancies between the innovation entrepreneurship idealizes and the practices that confine participation to specific populations and economic practices.

This paper aims to offer an innovative approach to reflecting on research and practice around doctoral study and supervision. In the opening section of the paper, the authors discuss the idea that academic development as a doctoral candidate is concerned with how researchers write themselves into being as certain kinds of researchers, and how, in doing so, they become a character, like their supervisors, in the “figured world” of their research. This process of “becoming” can, the authors argue, be nurtured or hindered by different kinds of supervision practices.

With regard to the authors’ own experiences of doctoral supervision, the paper explores how their use of post-qualitative practices and methodologies encouraged new forms of intersubjectivity and academic development as their supervisory relationship advanced alongside the thesis itself.

The authors present the script of an ethnodrama (Saldana, 2111) which they wrote and performed on a number of occasions, as an alternative way of expressing their experiences of being in a relationship as doctoral supervisor and supervisor.

This choice of ethnodrama emerged out of a frustration with what the authors felt were increasingly predictable ways of discussing and reflecting upon the philosophy, content and assessment methods of postgraduate research and supervision across the educational disciplines.

The authors hope that their exploration of the imaginative spaces created through doctoral supervision will encourage other postgraduates and their supervisors to experiment with working creatively across interdisciplinary spaces and creating radical and even risky ways of mediating and sharing postgraduate teaching and learning relationships.