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The purpose of this paper is to illustrate how commercial hospitality has catalysed sustainable social change in Nepal through empowering women. Utilising a new framework, developed by combining existing theories, empowerment of women tea house owners/managers is assessed.

Within a critical feminist paradigm, primary research consisting of interviews and participant observation was undertaken over a three‐month period in the central region of Nepal.

Involvement in the hospitality industry improved the livelihoods of the women tea house owners/managers, it also has the potential to facilitate sustainable empowerment for future generations, providing them with education, choice, control and opportunities.

Although steps are taken to limit rhetorical issues, language barriers could have influenced the findings of the interviews. To fully investigate the potential for hospitality to act as a vehicle for the sustainable empowerment of women, it is suggested that this study be replicated again in another region or that a detailed ethnographic study be carried out.

The paper demonstrates how the commercial hospitality industry can be a force for good; women working in the industry are agents of change, actively improving their levels of empowerment in their immediate environment. The commercial hospitality industry has pioneered the empowerment of women and this could lay the foundation for the further emancipation of women.

To date, there has been limited research into the relationship between involvement in the commercial hospitality sector and the empowerment of women; this paper begins to fill this gap by investigating a tourist region of Nepal.

This research sought to identify groups of school employees who were more similar in their responses to burnout and engagement measures, for the purpose of exploring what was similar in their school experiences. The profiles created in the present research enable a clearer appreciation of what is common to groups of school employees who are experiencing empowerment, ambivalence or distress in their work environments.

The current research used K‐means cluster analysis to identify school employees (n=953) who were most similar in regard to levels of burnout and engagement in order to achieve some sense of what was common at a group level.

This process identified five distinct respondent profiles using the Oldenburg Burnout Inventory (OLBI) and the Utrecht Work Engagement Scale (UWES). Subsequent MANOVA analyses identified significant differences between cluster groups on the six areas of work‐life (control, workload, reward, community, fairness and values) and hours of work.

One of the most pressing problems faced by school administrators is that of identifying the most appropriate and strategic interventions to use with teaching staff in order to maintain motivation in the face of work pressures. The current research provides some practical insights into the experiences of school employees that may provide direction for such administrators.

By grouping respondents with similar attitudes towards their work this research has provided for more insight into the experiences to those respondents who do not fall at either end of the burnout‐engagement continuum. As such it provides for more effective intervention strategies with employees who are at‐risk.

The purpose of this polyphonic paper is to report on interdisciplinary discussions on the state-of-the-art and future of public sector accounting research (PSAR). The authors hope to enliven the debates of the past and future developments in terms of context, themes, theories, methods and impacts in the field of PSAR by the exchanges they include here.

This polyphonic paper adopts an interdisciplinary approach. It brings into conversation ideas, views and approaches of several scholars on the actual and future developments of PSAR in various contexts, and explores potential implications.

This paper has brought together scholars from a plurality of disciplines, research methods and geographical areas, showing at the same time several points of convergence on important future themes (such as accounting as a mean for public, accounting, hybridity and value pluralism) and enabling conditions (accounting capabilities, profession and digitalisation) for PSA scholarship and practice, and the richness of looking at them from a plurality of perspectives.

Exploring these past and future developments opens up the potential for interesting theoretical insights. A much greater theoretical and practical reconsideration of PSAR will be fostered by the exchanges included here.

In setting out a future research agenda, this paper fosters theoretical and methodological pluralism in the interdisciplinary research community interested in PSAR in various contexts. The discussion perspectives presented in this paper constitute not only a basis for further research in this relevant accounting area on the role, status and developments of PSAR but also creative potential for practitioners to be more reflective on their practices and also intended and united outcomes of such practices.

This paper aims to present recently published resources on library instruction and information literacy (IL). It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and researchers wishing to learn about IL in other contexts.

This paper annotates 374 English-language periodical articles, dissertations, theses and reports on library instruction and IL published in 2023. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2023 and included the terms “information literacy,” “library instruction” or “information fluency” in the title, subject terms or author-supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography adeptly.

The paper provides a brief description of 374 sources from 159 unique publications and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided such as country affiliation and institutional Carnegie classification.

The information is primarily of use to academic librarians, researchers and anyone interested as a convenient and comprehensive reference to literature on library instruction and IL published within 2023.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

Highlights the opinion that the importance of national culture in cross‐cultural management is diminishing, suggesting that the world is moving towards a single, global management culture that is basically Western and, more specifically, American. Attempts to test this hypothesis by examining values held by future managers from five different cultures. Uses the Kruskal‐Wallis One Way ANOVA and the Mann‐Whitney tests to show that future managers from different cultural backgrounds will neigher adopt a mirror image of current management style in their cultures nor a global unified management style regardless of local culture.

The purpose of this paper is to explore the utility of an evidence-based suite of programmes, The Incredible Years (IY), to enhance outcomes for children using a parent-teacher partnership model.

A review of the broad evidence base for the IY parent, teacher and child programmes, uniquely focusing on the inter-relationships between home and school contexts.

Evidence suggests that it is beneficial to parents, teachers and children to deliver IY programmes applying a multi-modal approach.

This paper, read in conjunction with other contributions in this volume, demonstrates the growing viability of partnership strategies that support children, their families and teachers to enhance school readiness, and promote positive child outcomes.

As women are still promoted to C-level roles at far lower rates than men, this paper examines whether there is a clear and direct relationship between women's formal roles and the effect of the socio-cultural context on their participation in strategic decisions in family businesses.

This study adopts a quantitative research design and logistic regression to analyze empirical data from a randomly selected sample of 800 firms in Sardinia.

In general, the results show that women's formal roles and participation in the decision-making process are not related, except in a specific sector (agriculture and farming), and that the local context plays an unquestionable role in terms of replicating local customs and traditions in the workplace.

Although limited by the sample of firms in the same territory, this study shows that women participate in strategic decision-making both when tasked to by virtue of their leadership role and when playing a minor role by way of implicit decision-making power. However, the sector can hinder women's participation, especially when strongly rooted in local culture.

The study shows that the socio-cultural context has a strong influence on women's involvement in strategic decision-making, highlighting the “silent” way women make the most relevant decisions. Therefore, this study questions whether it is still relevant to discuss the formal role of women or whether it is more pertinent to investigate their explicit or implicit power in making strategic decisions in family businesses.

The purpose of this paper is to evaluate the use of two psychometric measures as predictors of end of year outcome for first year university students.

New undergraduates (n=537) were recruited in two contrasting universities: one arts based, and one science, in different cities in the UK. At the start of the academic year, new undergraduates across 30 programmes in the two institutions were invited to complete a survey comprising two psychometric measures: Academic Behavioural Confidence scale and the Performance Expectation Ladder. Outcome data were collected from the examining boards the following summer distinguishing those who were able to progress to the next year of study without further assessment from those who were not.

Two of the four Confidence subscales, Attendance and Studying, had significantly lower scores amongst students who were not able to progress the following June compared to those who did (p < 0.003). The Ladder data showed the less successful group to anticipate a poorer performance at graduation relative to their year group than did the other group (p < 0.05).

The results suggest that these two psychometric measures could be instrumental in predicting those at risk of non-completion; such identification could enable the targeted use of limited resources to improve retention. Given the background of limited resources in which institutions are exhorted to improve retention rates, this approach, facilitating the early identification of those at risk of non-completion, could enable focused use of additional support to reduce attrition.