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School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue.

The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey.

Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends.

The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students’ academic progress and teacher retention particularly in historically under-resourced schools.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England, Northern Ireland, Arabs in Israel, Trinidad and Tobago and the United States, with Nigerian interests represented in the research design. The context is that of a global phenomenon of a Black–White achievement gap (Wagner, 2010). The quality is world leading in terms of originality, significance and rigour. We present a theory of colonisation between groups with different interests, which includes nation states colonising other nation states, and dominant groups within nation states colonising marginalised groups. We also explored how dominant groups within educational governance systems may colonise marginalised groups within education governance systems. We theorised colonisation using Karpman’s Triangle (1968) identifying that different groups can be oppressor, and/or victim, and/or rescuer, and these roles may shift as changes occur in power and economic influence. We present the Empowering Young Societal Innovators for Equity and Renewal Model (Taysum et al., 2012, 2013, 2014, 2015, 2016, 2017) with five principals for equity and renewal. We explain the turbulence that senior-level leaders experience and how education governance systems need to empower their autonomy as credentialed educational professionals’ with track records of school improvement. Impact strategies to optimise students’ learning and students’ outcomes, and build the community’s values of social justice, courage and prudence need to underpin social mobility. These innovations are only possible if they are informed by grass roots participatory philosophical inquiry, that is informed by and informs policy, and is carefully monitored for quality assurance against the highest of educational professional standards.

It is salient to be acquainted with the key elements that determine educational tourists’ decision in selecting an overseas destination while considering the rise of international competition amidst nations concerning international students. There has been a growth in the number of nations committed to attracting educational tourists. This issue is evident in countries involved in higher education (HE), such as Northern Cyprus, identified as an edu-tourism destination. Northern Cyprus can attract a whopping number of tourists, and the higher population is most likely to be made up of international students regardless of its interdiction on direct flights and political pressure. This chapter centres on analysing educational tourists’ motivators in selecting a tourism education destination abroad and on revealing effective recruitment and promotion plans towards attracting them. The chapter includes the descriptions and discussions of educational tourism, the HE industry over the years, globalisation and internationalisation of educational tourism, factors influencing educational tourists’ decision-making process and key elements influencing educational tourists’ decisions in HE institutions. At the end of the chapter, a case study is presented that reports the findings of interviews with educational tourists, overseas recruitment agents and Eastern Mediterranean University staff responsible for promoting the institution. The results identified eight factors affecting educational tourists’ decisions on study destination. Those factors comprise cost, ease of access, location, social factors, quality of education, instruction language, cultural environment and communication quality. The sub-factors of the main eight factors are scholarships, destination’s scenery, safety, friends’ and relatives’ influence and cultural differences. This chapter brings a significant knowledge about the motives that affect educational tourists in selecting at a particular HE destination. Based on the study’s findings, educational institutions may consider various recommendations to redesign their strategies towards attracting educational tourists more effectively. Generally, this study promotes an apprehension about the diverse elements that affect educational tourists’ selection of a destination study. An in-depth understanding of these factors will help education institutions’ decision-makers better develop plans of action to provide desired services to educational tourists, attract and keep them in return.

This study aims to investigate the impact of women’s representation at one hierarchical level on women’s representation above or below that level. No past research investigated these effects in the hospitality and tourism industries. The mixed results of research in other industries and across industries demand tests of curvilinearity and moderators.

Using annual equality reports, a panel data set for 2010–2019 was created for the hospitality and tourism industries. The sample of 581 organizations had up to 5,810 observations over the 10 years.

The analyses show the following effects of women’s representation: an inverted U-shape from management to non-management, a U-shape from non-management to management and a U-shape from management to the executive team, with more pronounced effect in small organizations.

To increase the number of female employees, organizations should invest their resources in hiring and retaining female managers until a gender balance is reached while managing any backlash from men. The results suggest that organizations with more than 40% of women non-management employees and 50% of women managers start `experiencing positive bottom-up dynamics. Thus, efforts need to be made to attract and retain a women’s pipeline at the non-management and management levels.

This study delivers pioneering evidence of the top-down and bottom-up phenomena in hospitality and tourism. It refines evidence of such effects found in past research conducted in other industries and across industries.

This chapter draws on data from two studies, one in Canada and another in the United States, focused on the experiences of pedagogical partnership as described by students traditionally underrepresented and underserved in higher education. These students argue that such collaborations with faculty hold promise for creating more inclusive and responsive practices. Using the concept of epistemic justice, the authors explore how partnerships can facilitate epistemological forms of equity and inclusion by (1) creating more equitable conceptions of knowing and knowledge that open possibilities for (2) fostering students’ confidence in their knowledge and willingness to share it with others. The authors argue that partnerships – in their epistemic, relational, and affective impacts – are one powerful way to recognize underrepresented and underserved students as “holders and creators of knowledge” (Delgado-Bernal, 2002, p. 106) and bring about greater epistemic justice in higher education.