The sex, normality, intelligibility, rate, rhythm and intonation of 44 neoglottal, oesophageal and normal speakers have been judged by a panel of 10 trained listeners. It was found that the sex of the alaryngeal speakers was perceived correctly much less reliably than that of the normal speakers. Neoglottal speakers were rated more normal and intelligible than oesophageal speakers. The speaking rate of neoglottal speakers was judged not to be significantly different from that of normal speakers. Neoglottal speakers were considered more fluent and to have better intonation than the other alaryngeal speakers. Thus neoglottal speakers were found, on average, to be as good as or better than good oesophageal speakers in each of the respects of which judgements were made.

Purpose The study aims to co-create a “priority action roadmap for women's economic empowerment” based on women's top priorities to charting recovery directions. Doing so contributes to the growing body of knowledge on COVID-19 literature in at least four areas: assessing COVID-19 impacts on women entrepreneurs; mapping these impacts with four interdependent women's entrepreneurial ecosystem components; innovating a co-creation methodology based on remote participatory research; and providing a replicable model to perform action-oriented research in the context of COVID-19 impacts. Design/methodology/approach A co-creation methodology is proposed, combining systems-thinking and remote participatory research to engage women entrepreneurs and institutional stakeholders to prioritize impact, response actions and recovery needs in the wake of COVID-19. A ranking exercise using the analytic hierarchy process was used to derive ranking and assess user inputs' consistency. Findings The study exemplifies the integration of participatory methods and mathematical tool to engage stakeholders in prioritizing recovery work. PARWEE action items ranked by entrepreneurs and vetted by institutional stakeholders cover: access to finances, capacity building, health care, public and private partnership, marketing opportunities and formation of active advocacy groups to voice out women entrepreneurs' needs to institutional stakeholders. Results show a slight difference in the ranking of priority actions between experience owners and fresh starters. Originality/value This study innovated a new co-creation methodology for remotely engaging stakeholders of the women's entrepreneurial ecosystem, which is grounded in evidence and provides a replicable model for performing action-oriented research.

Today, the world we live in is challenged with the co-existence of 'prosperity and poverty'. In India, in particular, although we are witnessing staggering increase in various economic indicators, our Human Development Indicators (HDIs) remain unenviable. It is in this context that Higher Education Institutions (HEIs) have assumed profound importance as having the potential to offer sustainable solutions to such societal challenges. As a result, the practice of Community University Engagement (CUE) has gained prominence, as a phenomenon seeking a two-way discourse between the communities and the universities, in an attempt to produce 'socially relevant knowledge' which is inclusive and sustainable. Considering the importance and value of such an initiative, an attempt was made to tap such engagement practices between the HEIs and communities in India. In addition to plain documentation of such engagement, another highly crucial parameter in this regard is the measurement of the impact of such initiatives, on all the stakeholders involved in the process. However, academic literature related to this is still limited. In an attempt to fill this gap, the study at hand involved impact assessment of CUE activities as an important component. Using qualitative tools of impact assessment, this paper documents the empirical evidence of the impacts on various stakeholders, arising out of CUE activities, undertaken at various universities in India. The results generated through primary data, show that although it appears to be the case of binary stakeholders (Community and University), CUE envisages engagement, integration and cross linking among a number of sub-stakeholders, getting impacted in a multitude of ways. Students get an opportunity of experiential learning; while teachers can take up socially relevant research, as part of the curriculum. Communities benefit by way of empowerment and sustainable livelihoods, while universities get a chance to project themselves as 'socially engaged' institutions. Indirect and subsidiary stakeholders like Civil Society Organizations (CSOs) and Government, respectively also take away several benefits from the process. Therefore, in essence, the paper makes the case of CUE by demonstrating the positive and mutually beneficial experienced enjoyed by the stakeholders involved in the process.

Today, the world we live in is challenged with the co-existence of 'prosperity and poverty'. In India, in particular, although we are witnessing staggering increase in various economic indicators, our Human Development Indicators (HDIs) remain unenviable. It is in this context that Higher Education Institutions (HEIs) have assumed profound importance as having the potential to offer sustainable solutions to such societal challenges. As a result, the practice of Community University Engagement (CUE) has gained prominence, as a phenomenon seeking a two-way discourse between the communities and the universities, in an attempt to produce 'socially relevant knowledge' which is inclusive and sustainable. Considering the importance and value of such an initiative, an attempt was made to tap such engagement practices between the HEIs and communities in India. In addition to plain documentation of such engagement, another highly crucial parameter in this regard is the measurement of the impact of such initiatives, on all the stakeholders involved in the process. However, academic literature related to this is still limited. In an attempt to fill this gap, the study at hand involved impact assessment of CUE activities as an important component. Using qualitative tools of impact assessment, this paper documents the empirical evidence of the impacts on various stakeholders, arising out of CUE activities, undertaken at various universities in India. The results generated through primary data, show that although it appears to be the case of binary stakeholders (Community and University), CUE envisages engagement, integration and cross linking among a number of sub-stakeholders, getting impacted in a multitude of ways. Students get an opportunity of experiential learning; while teachers can take up socially relevant research, as part of the curriculum. Communities benefit by way of empowerment and sustainable livelihoods, while universities get a chance to project themselves as 'socially engaged' institutions. Indirect and subsidiary stakeholders like Civil Society Organizations (CSOs) and Government, respectively also take away several benefits from the process. Therefore, in essence, the paper makes the case of CUE by demonstrating the positive and mutually beneficial experienced enjoyed by the stakeholders involved in the process.

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