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The role of women in Europe Volume 97, Number 2 of European Business Review includes an article with this title by Marilyn M. Helms and Cynthia J. Guffey. They argue that with major events including the European Economic Community, German unification and the fall of the former Soviet Union, there is an increased reality of a large united Europe. With these societal and political changes comes change in the role of women. As the number of women entering the labour market increased, the effect of job equality must be investigated. Examines the role of women in the European workforce. Discusses areas such as promotion, mentoring, education, compensation and reform recommendations. Shows that four key economic, demographic, and organisational trends are creating positive effects for women in the European labour force.

Successful organizations recognize that employees are their most valuable resource because of employee commitment to the organization. Organizational commitment is a multi‐dimensional variable which is the degree of loyalty to one's job and organization. Employers should strive to increase organizational commitment of employees. One suggested method is employer educational assistance.

With major events including the European Economic Community, German unification and the fall of the former Soviet Union, there is an increased reality of a large united Europe. With these societal and political changes comes change in the role of women. As the number of women entering the labour market increases, the effect of job equality must be investigated. Examines the role of women in the European workforce. Discusses areas such as promotion, mentoring, education, compensation and reform recommendations. Shows that four key economic, demographic, and organizational trends are creating positive effects for women in the European labour force.

This chapter includes a citation analysis of the first 16 volumes of Advances in Accounting Education: Teaching and Curriculum Innovations (henceforth, Advances in Accounting Education). Using this analysis, we identified the top 20 articles of the 195 articles published. This analysis provides an understanding of the relative contribution and impact of the papers published in Advances in Accounting Education, and the information provides past authors with a measure of how their contributions compare with the contributions of other authors. Also, this analysis may be valuable for potential contributors who are developing a research topic in that it will enable them to identify the types of articles that have traditionally had the greatest impact.

We also identify the top 30 authors of the 383 who have published in the journal. This analysis not only gives feedback to the authors listed, but also helps accounting education researchers identify authors whose work may be relevant to their interests.

We report the research categories (issues) and methodologies used for all articles published from 1998 to 2015 in Advances in Accounting Education. We also compare the research issues and research methodologies used in Advances in Accounting Education to those in the Journal of Accounting Education and Issues in Accounting Education for the period 2006–2015. Authors considering submitting a manuscript to one of these journals can use this information to determine which journal might be the best fit for their work.

This study surveyed 195 business students (74 women and 121 men) from three institutions on various aspects of honesty in academics. The study is driven by a concern for the audit implications of the increasing evidence of the link between unethical behavior in college and the workplace and students’ increasing insensitivity to ethical issues. The results of the study evaluate students’ opinions of cheating and the percentage of students who have or would whistle-blow if they observe cheating. The study also examined whether characteristics such as prior cheating behavior, gender, social desirability response bias (SDRB), the belief about doing more about cheating, and prior whistle-blowing will affect a student's intent to whistle-blow. Our data extends prior research on cheating and SDRB by testing their association with students’ self-reported tendency to whistle-blow. Our research indicates that students who have whistle-blown have a higher reported intention to whistle-blow after accounting for the effect of SDRB. Our data indicate that students’ intentions are an important factor that should be considered by instructors as well as researchers.