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In our societal context, the neoliberal competitive and knowledge-oriented culture still exerts a stranglehold on teachers' sense of professional autonomy giving rise to a deficit image of them as ‘excessively entitled’. The purpose of this chapter is to eschew this deficit view of teachers by bringing their agentive side to the fore. First, it explores the concept of ‘excessive teacher entitlement’ in terms of the prevalent characteristics of the culture of teaching in schools and the nature of authority wielded by teachers in this culture and its negative consequence on student learning using an excerpt from an English as Second Language (ESL) classroom in India where this study is set. This episode helps expose the teacher's unawareness of the gaps between their intention and action, a hallmark of excessive entitlement. Second, it juxtaposes an alternative image of ‘teacher as researcher’ to foreground teachers' ‘transformative activist stance’ which revolves around their ideological becoming in agentively striving to realise their ‘best-loved self’. Framed within Vygotskian Cultural-Historical Activity Theory, the principle of ‘double stimulation’ provides a powerful analytical lens to unpack the complex discursive dynamics of their practice nested within historically developing contradictions. These contradictions work tacitly to drive a wedge between teachers' intentions and action making them feel excessively entitled to passively acquiesce with the existing order of things. This study provides some signposts for teacher education about creating an environment where teachers can reclaim their transformative agency freeing themselves from the ‘excessive entitlement’ that binds their practice to the status quo and diminishes their relationships with students.

Critical realism is an increasingly popular “lens” through which complex events, entities and phenomena can be studied. Yet detailed operationalisations of critical realism are at present relatively scarce. This study's objective here is built on existing debates by developing an open systems model of reality, a basis for designing appropriate, internally consistent methodologies.

The authors use a qualitative case study examining changing practices for client contact management in professional services firms during restrictions imposed by the COVID-19 crisis to show how the model can be operationalised across all stages of a research study.

This study contributes to the literature on qualitative applications of critical realism by providing a detailed example of how the research paradigm influenced choices at every stage of the case study process.

More importantly, this model of reality as an open system provides a tool for other researchers to use in their own operationalisation of critical realism in a variety of different settings.

This chapter advances understandings of emotion work by examining how “doing gender” and “doing health” are implicated in the pursuit of emotional tranquility. The study examines the role of hair loss in women’s illness narratives of cancer using in-depth interviews with 16 white women in the US Northwest who vary in age, marital status, diagnoses, and treatments. The absence of women’s hair presents an appearance of illness that prevents them from doing femininity, which calls into question their health status because of Western beauty standards. To overcome this barrier, the women use emotion work to manage the effects of their appearance through necessarily co-occurring bodily, cognitive, and expressive strategies (Hochschild, 1979). The required emotion work during women’s hair loss makes explicit the symbolic linking of the healthy body with the feminine body through women’s head hair. Pursuing treatment for cancer is often seen as a “fight” or a “battle” against the disease and the bodily assaults of such treatments, including unwanted visible bodily changes. A substantial body of empirical work has established the complex web of social psychological problems associated with breasts and breast cancer, but less attention has been given to the side effect of hair loss that is common across cancer types and treatments.

Organizational research on diversity, equity, and inclusion (DEI) is at times siloed; the experience of one minoritized or underrepresented group is treated as completely separate and different from the experience of another group and thus research separately. For example, there are terms that are studied only in the context of one group, and a different term is used to study a very similar (or identical) concept among a different group. Indeed, there are many unique experiences that specific minority groups encounter at work. Because of this end, minority groups should not be fully categorized together, and their individual should not be erased. However, there are shared experiences that many or all minorities experience at work, whether they are a gender minority, racial minority, or a member of any other minoritized group. Recognizing these shared experiences can help scholars develop a deeper understanding of what it's like to be minoritized or underrepresented at work, and therefore help to better serve these communities. To this end, our chapter highlights three such shared but unique minority experiences: three experiences that are common across all minority groups but operationalize slightly differently in different populations. The first experience we discuss is discrimination, as all minorities typically experience some form of negative differential treatment at work. The second experience we discuss is identity management, as many minorities need to actively think about how they present their minority identity to others (regardless of if their identity is “concealable” or not). Finally, we discuss strength through adversity, as many minorities argue that their minority identity is a source of strength and an area that benefits them at work. We conclude the chapter with a call toward intraminority solidarity, suggesting that recognizing shared experiences and working together can help build better workplaces for all minority employees.

Music and sound have been used pervasively to enhance the tourism and hospitality experience. Incorporating music into a brand’s identity has the potential to influence consumer perceptions and decision-making. This study aims to identify how sonic branding influences consumer attitudes and engagement patterns with hotel brands by using feelings as information theory and applying the effects of music on neurochemical phenomena in the brain. It also explores how sonic branding differentially influences the decision-making of consumer segments.

Experimental studies are used to examine how sonic brands influence consumer perceptions and engagement tendencies. Study 1 (n = 92) adopts a single-factor experimental design to investigate the main effects of sonic branding (presence vs absence) on customers’ responses. Study 2 (n = 204) uses a 2 (sonic branding: present vs. absent) × 2 (purpose of travel: leisure vs business) design to examine the interaction effects. Participants were recruited through Prolific.

Results indicate that the use of sonic branding increases engagement tendencies for a hotel brand. In addition, sonic branding interacted with the purpose of travel such that business travelers exhibited more favorable attitudes and higher engagement tendencies toward a hotel brand than leisure travelers when a sonic brand was used.

Given the proliferation of audio-centric environments, this research provides insight into how tourism and hospitality brands can engage and connect with customers by developing sonic brands that can be used throughout the customer journey.

音乐和声音被广泛用于提升旅游和酒店体验。将音乐融入品牌的身份有可能影响消费者的感知和决策。本研究旨在通过使用感觉作为信息理论和应用音乐对大脑神经化学现象的影响, 识别声音品牌如何影响消费者对酒店品牌的态度和参与模式。它还探讨了声音品牌如何对不同消费者群体的决策产生差异化影响。

采用实验研究来检验声音品牌如何影响消费者的感知和参与倾向。研究1（n = 92）采用单因素实验设计, 调查声音品牌（有 vs. 无）对客户反应的主要影响。研究2（n = 204）采用2（声音品牌：有 vs. 无）× 2（旅行目的：休闲 vs. 商务）设计, 检验交互效应。参与者通过Prolific平台招募。

结果表明, 使用声音品牌会增加消费者对酒店品牌的参与倾向。此外, 声音品牌与旅行目的的交互作用表明, 当使用声音品牌时, 商务旅行者比休闲旅行者对酒店品牌表现出更有利的态度和更高的参与倾向。

鉴于音频中心环境的普及, 本研究提供了旅游和酒店品牌如何通过开发声音品牌在整个客户旅程中与客户互动和联系的见解。

La música y el sonido se han utilizado de forma generalizada para mejorar la experiencia del turismo y la hostelería. La incorporación de la música a la identidad de una marca tiene el potencial de influir en las percepciones y la toma de decisiones de los consumidores. Este estudio pretende identificar cómo influye la marca sonora (o audio branding) en las actitudes de los consumidores y en sus patrones de compromiso con las marcas hoteleras utilizando los sentimientos como teoría de la información y aplicando los efectos de la música en los fenómenos neuroquímicos del cerebro. También explora cómo influye diferencialmente la marca sonora en la toma de decisiones de los segmentos de consumidores.

Se emplean estudios experimentales para examinar cómo influyen las marcas sónicas en las percepciones y las tendencias de compromiso de los consumidores. El estudio 1 (N = 92) adopta un diseño experimental de factor único para investigar los efectos principales de la marca sonora (presencia frente a ausencia) en las respuestas de los clientes. El estudio 2 (N = 204) utiliza un diseño 2 (marca sonora: presente frente a ausente) × 2 (Objetivo del viaje: ocio frente a negocios) para examinar los efectos de interacción. Los participantes fueron reclutados a través de Prolific.

Los resultados indican que el uso de la marca sonora aumenta las tendencias de compromiso con una marca hotelera. Además, la marca sonora interactuó con el objetivo del viaje de forma que los viajeros de negocios mostraron actitudes más favorables y mayores tendencias de compromiso hacia una marca hotelera que los viajeros de ocio cuando se utilizó una marca sonora.

Dada la proliferación de entornos audiocéntricos, esta investigación ofrece una visión de cómo las marcas turísticas y de hostelería pueden captar la atención de los clientes y conectar con ellos desarrollando marcas sonoras que puedan utilizarse a lo largo de todo el viaje del cliente.

Metaphor is the foundation upon which all scientific disciplines, from basic to applied, construct the mental models used in theory development and organizing research phenomena. The authors posit that a navigational science metaphor might provide a useful framework, or at least an additional “waypoint,” with which to evaluate extant accounting theory and further discourse in accounting research and practice. This study aims to critically examine the base metaphors of accounting theory and practice through the lens of navigational science.

The supreme dominance of the Positive Accounting Theory paradigm (Watts and Zimmerman, 1986) is critically evaluated using a navigational metaphor as a literary device for cognitive estrangement.

The authors suggest that accounting, as both a practical and academic field, might benefit from the multifarious approach of navigational science in the computation of longitude, particularly with regards to the use of external (societal) referents, moving toward a more “heteroglossic” model of accounting (vid. Macintosh and Baker, 2002) as a means of “situating” accounting research and practice with regards to said external referents (cf. Bayou et al., 2011).

This work brings together existing streams of literary theory and epistemology in accounting, and views them through the lens of a navigational science metaphor. Cognitive estrangement, a well-established device for reorganizing perplexing problems in any science, is used to reimagine an accounting science as navigational situating.

We describe a holistic approach to promoting school safety that merges an emphasis on student voice with staff training in restorative practices. We first describe current approaches to keeping schools safe based on the existing research literature. Given that most of these approaches rely on access to credible information about potential threats to school safety, we then discuss student voices as one critical source of information, especially at the middle and high school level. We report on a recently developed tool designed to encourage students to share threats to school safety they are aware of with adults. Initial testing identified potential barriers and facilitators to students' willingness to share information. We discuss teacher training in restorative practices as one approach that might address some of these barriers, including anti-snitching cultures in schools, students' lack of trust in adult responses to student-identified concerns, and punitive school climates. Based on recent work, we identify barriers and facilitators to implementing restorative practices in schools. We provide recommendations about potential strategies to merge student voice with school personnel's training in restorative practices to minimize peer victimization that can escalate into violent behavior.

The author reflects on her journey to becoming a Black female full professor at a Historically Black College and University (HBCU). Additionally, she summarizes the research on the successes and challenges for women professors, Black professors more broadly, and Black female professors, more specifically, to contribute to a deeper understanding of the positionality and stance of Black women professors. Although HBCUs are higher education institutions where Black female professors achieve tenure in the greatest percentages, the author highlights the intersection of race and gender and the unfortunate gendered power dynamics in these spaces that frequently place Black female faculty at a disadvantage. The chapter concludes with strategies for Black women professors to survive and thrive in academia, in general, and at HBCUs, more specifically.