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The purpose of this paper is to identify the causal (not correlational) effect of women’s entrepreneurship on corporate social responsibility (CSR) practices in Latin America.

This study builds on a hitherto unexploited sparse data set on Latin American B Corporations to identify the causal relationship of interest and on a (synthetic) instrumental variable method.

The results confirm that women’s entrepreneurship has a positive causal effect on social responsibility. This study finds that an increase of 1% in the proportion of women entrepreneurs leads to an increase of 0.5 in the B Impact Assessment score, the CSR indicator.

This study contributes to the literature by providing robust statistical evidence of a causal relationship between women entrepreneurs and social responsibility practices in the Latin American context. This research captures the multidimensional nature of social responsibility by using a comprehensive and vast metric of CSR obtained from the data of the B Impact Assessment tool. This study illustrates how machine learning methods can be used to address the lack of structure of the Latin American B Impact Assessment data.

El propósito de esta investigación es identificar el efecto causal (no correlacional) del emprendimiento de mujeres en las prácticas de responsabilidad social empresarial (RSE) en América Latina.

Nos basamos en un conjunto de datos escasamente explorado hasta el momento sobre las Empresas B en América Latina para identificar la relación causal de interés, y utilizamos un método de Variables Instrumentales (VI) sintéticas.

Nuestros resultados verifican el efecto causal positivo del emprendimiento de las mujeres en la responsabilidad social. Descubrimos que un aumento del 1% en la proporción de mujeres emprendedoras conduce a un aumento de 0.5 en la puntuación de la Evaluación de Impacto B, nuestro indicador de RSE.

Contribuimos a la literatura proporcionando evidencia estadística sólida de una relación causal entre emprendedoras mujeres y prácticas de responsabilidad social en el contexto de América Latina. Esta investigación captura la naturaleza multidimensional de la responsabilidad social mediante el uso de una métrica amplia y vasta de RSE obtenida de los datos de la herramienta de Evaluación de Impacto B. Ilustramos cómo se pueden utilizar métodos de aprendizaje automático para abordar la falta de estructura de los datos de evaluación de impacto B en América Latina.

O propósito desta pesquisa é identificar o efeito causal (não correlacional) do empreendedorismo feminino nas práticas de responsabilidade social corporativa (RSC) na América Latina.

Baseamo-nos em um conjunto de dados escasso até então não explorado sobre as Empresas B na América Latina para identificar a relação causal de interesse, e utilizamos um método de Variáveis Instrumentais (VI) sintéticas.

Nossos resultados verificam o efeito causal positivo do empreendedorismo feminino na responsabilidade social. Descobrimos que um aumento de 1% na proporção de mulheres empreendedoras leva a um aumento de 0,5 no escore de Avaliação de Impacto B, nosso indicador de RSC.

Contribuímos para a literatura fornecendo evidências estatísticas robustas de uma relação causal entre empreendedoras mulheres e práticas de responsabilidade social na América Latina. Esta pesquisa captura a natureza multidimensional da responsabilidade social usando uma métrica abrangente e vasta de RSC obtida a partir dos dados da ferramenta de Avaliação de Impacto B. Ilustramos como métodos de aprendizado de máquina podem ser usados para lidar com a falta de estrutura dos dados de avaliação de impacto B na América Latina.

The main aim of this paper is to provide a living tribute of lived expert by experience and researcher Andrew Voyce.

Andrew provided the author with a list of names of people he might approach to write a tribute on his behalf.

The accounts describe the influence that Andrew has had both as an educator and as a trusted colleague for the people approached.

In many ways, the voices of people with mental health problems have been marginalised. Few mental health journals, with only some exceptions, encourage lived experience contributions.

The mental health agenda continues to be dominated by professional groups. The remarkable individuals who continually battle with serious mental illness are often lost in official discourses.

Despite the fact that the topic of mental health is now much more in the public domain, research tells us that the most effective anti-stigma strategy is contact with sufferers.

The archivist Dr Anna Sexton co-produced one of the few mental health archives that only featured people with lived experience. Andrew was one of the four people featured in it. This account “showcases” the work of this remarkable man.

This study aims to investigate the effect of the COVID-19 pandemic on K-12 education using County level data.

The authors use County-level data and charts to look at enrollment, performance in different grade levels, poverty measures, access to internet, etc., to shed light on educational losses after the pandemic.

In remote education after the pandemic, access to the internet has emerged as the foundational element of educational equity. While declines in academic engagement during remote schooling affected many schools, the potential for learning loss was significantly higher in lower-income communities. A thorough examination of end-of-grade level assessment data revealed a concerning trend of declining Math and Language Arts performance post-pandemic.

One of the major limitations that the authors have faced in this research is that the authors did not have access to the individual/household level data regarding the high-speed internet connection, household income, poverty level and other relevant socio-economic variables. That made it impossible to control for variables of interest, and hence a distinction between correlation and causation was not possible.

Learning loss implications can be potentially long-term and complex. Therefore, targeted and intentional interventions are essential to decrease the disparity gaps, increase resources and raise learning levels to exceed prepandemic outcomes. Such interventions can impact skill development and the potential for future economic success, both individually and collectively.

The findings underscore the urgent need for targeted interventions to address the digital disparities intensifying learning loss in Clayton County, Georgia. Effective strategies must prioritize equitable access to internet resources and technology, particularly for students in high-poverty areas. By bridging these gaps, schools and communities can reduce the potential for long-term consequences of pandemic-induced learning loss and create pathways for a more equitable future in education.

The main idea of this paper is to compare and contrast the learning losses in K-12 education after the COVID-19 pandemic within neighboring counties and see if the digital divide and/or poverty had any impact on the extent of those learning losses.

Universities in the United Kingdom, like their counterparts globally, are confronting difficulties associated with the well-being of students. The origins of these challenges are complex, exacerbated by various global events. In response, universities are trying to address these growing concerns and the escalating need for student support. Faculty members are often recruited to assist students in navigating academic and personal challenges. The aim of this study was to investigate how the process of student mentoring, by faculty members, could be made more operationally robust to better support student demand, thus yielding greater value for both students and staff.

A qualitative approach was adopted with 19 academic faculty working as mentors within a UK business school who participated in 90-minute semi-structured interviews. Interviews were analysed using an operational (transformation) management framework, with findings categorised under three key headings – inputs, transformations and outputs – to discover how the operational process of mentoring students could be enhanced.

Participants discussed the inputs required to deliver mentoring, the process of transformation and their desired outputs. Findings suggest coordinated and relevant inputs that is, information, environments and technology, coupled with good mentor selection and recruitment improves operational robustness, adding greater value to the student experience by creating more purposeful outputs, thereby benefiting themselves and their students.

The application of an operational (transformation) process framework to analyse faculty mentoring of students is unique, thereby offering new insights into the construction and management of these types of academic support initiatives.