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We seek to understand how informal entrepreneurship education and training (EET) processes support marginalised women in challenging institutional contexts into gainful participation in entrepreneurial activities, facilitating empowerment and emancipation.

The study employs an inductive qualitative approach drawing on in-depth individual interviews, a focus group and observation of how female informal EET educators facilitate hands-on EET to marginalised female entrepreneurs in Uganda.

We specify a range of novel complementary practices that informal EET educators undertake during the main instructional EET stage and present the wraparound purposive work, both pre-and-post the instructional stage, they enact to support female empowerment processes for their disadvantaged learners. We then propose a grounded model capturing practices enacted by EET practitioners that illuminates ways in which informal EET can contribute to processes of empowerment and emancipation.

Our contributions are twofold. First, we conceptualise EET educators as institutional entrepreneurs undertaking institutional work beyond core teaching. Second, we specify a range of novel complementary practices they undertake before, during and after the conventional instructional part. This illuminates how EET can contribute to processes of empowerment and emancipation. Drawing on data from a unique institutional context, we illuminate novel practices enacted by informal EET educators thereby extending both the pedagogy and the realm of entrepreneurship education with implications for grander empowerment and emancipatory outcomes beyond the development of entrepreneurial competencies.

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 chapter is a journey into the ontological significance of place in consideration of the Atlantic Tasmanian salmon industry and its challenges to the ethical discourse around the social license to operate (SLO) beyond the oxymoron of a name. It centres the discourse around the salmon itself. A once totem animal, responsible for the balance of Canada’s abundant ecosystem, now reduced to a mere source of protein, manipulated, and commodified by Tasmania’s ‘big business’ and against the SLO of Flanagan’s ‘Toxic’. It applies Ortega y Gasset’s mid-twentieth century solution to the problem of our western disconnection from place to the current neoliberal political framework. This welcomes an inclusive dialogue with kinship structures of the Mi’kmaq peoples reflected also in the ontological narrative of the First Nations people of Tasmania. This multidisciplinary journey necessitates a concept of the SLO founded upon ethical responsibility and a cultural license if it is to genuinely hold to account the corporate sovereign.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

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.