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States that the increased number of women in medicine has led to the subject of harassment growing as an issue. Discusses the current prevalence of cases providing a number of statistics. Looks at the reason for these statistics and highlights the consequences should these not be addressed. Suggests that a direct, progressive, multidisciplinary approach is needed to label and address each problem and outlines some steps already taken by some organizations.

“Valleys” make for interesting analogies. They are geological depressions that can reflect the struggles and lows sometimes experienced with equity and diversity work. Carved out by ancient glaciers, valleys lend themselves to critical comparisons to the glacial pace that frequently characterizes the change in higher education. But when tagged with the noun “hope,” glaciers represent the work of carving out new forms, shapes, avenues, and their amazing transformative power to change landscapes. The aspiration and desire for change, the wish for something better, and acting intelligently and intentionally on ambitious equity and diversity goals make “Valleys of Hope” an apt analogy of the higher education landscape that describes the University of Minnesota’s equity and diversity journey and successes. Carpe Diem, a Latin phrase frequently translated to mean “seize the day,” is in our chapter title because we felt it appropriately conveyed how two consecutive equity and diversity leaders harnessed the zeitgeist of campus strategic initiatives to rally their campus communities around equity and diversity imperatives. Carpe Diem sometimes connotes a focus on the present versus the future. Yet, in our view visions and initiatives anchored in core values have in fact a surprising omnipresence and permanence over time. We share two leadership “acts” with readers in this chapter.

This chapter examined how ethnicity and culture affect perceptions and practices of social justice leadership in Jewish and Arab schools. Four female principals’ were interviewed. Key findings revealed that the principals’ background contributed to the shaping of their awareness and commitment to implementing principles of social justice in their schools. Although these female Jewish and Arab principals have grown up and developed in the same life circles as male principals, their experiences were highly influenced by gender, ethnicity, culture, and special circumstances that position them in situations that they see as unjust. Implications are discussed.

This study examined the links between user-generated content (UGC), dissatisfied customers and second-hand luxury fashion brands. A central premise of luxury fashion brands is the perceived status and privilege of those who own such items. Despite their marketing logic emphasising exclusivity and rarity, they have broadened their reach by integrating new digital marketing practices that increase access to luxury brand-related information and create opportunities for consumers to purchase products through second-hand sellers.

Building on an inductive qualitative study of 59 millennials from three European countries (France, Italy and the UK) and by examining the mediating role of UGC and dissatisfied customers, this paper develops a conceptual framework of three clusters of second-hand luxury fashion goods customers: spiritual consumers, entrepreneurial recoverer consumers and carpe diem consumers.

The proposed SEC framework (spiritual consumers, entrepreneurial recoverer consumers, and carpe diem consumers) illustrates how the emerging themes interconnect with the identified consumers, revealing significant consumer actions and attitudes found in the second-hand luxury goods sector that influence the usage of UGC and its integration into service failure and recovery efforts

This study suggested that the perceptions of consumers seeking second-hand luxury fashion products differ from those who purchase new or never previously owned luxury fashion products. Overall, this research sets the stage for scholars to forge a path forward to enhance the understanding of this phenomenon and its implications for luxury fashion companies.

The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools in ways that directly address the needs of Arizona’s increasing diverse student population and ensures equitable and excellent educational opportunities for every student.

Through a narrative inquiry approach (Clandinin, 2006), this study examined the Sonoran Leadership Academy and how the program faculty prepared aspiring school leaders to meet the needs of Arizona’s changing demographics.

The findings indicate that the program faculty have been able to work collaboratively to establish an ecological framework of transformative leadership to develop aspiring school principals’ dispositions to tackle systemic racism and practices associated with deficit thinking and low expectations of diverse student populations. By more explicitly and seamlessly weaving concepts and skills related to race, racism, and the structures and cultures that can either perpetuate or disrupt inequitable treatment of diverse student populations throughout all of the courses and experiences of the program, the program faculty made substantial progress in supporting their students to meet the program outcomes around equity and excellence and transformative leadership.

The knowledge generated from this study is limited to one specific educational leadership program in Arizona, but the conceptual framework emerged from the study has implications on how educational leadership programs can embark on a similar revision effort to ensure that leadership studies is responsive to the issues of race and racism in the context of schooling and demographic change.

The results of this study will operationalize a new conceptual model to demonstrate concrete effective teaching practices on ways to prepare school leaders for diversity and demographic change.

By the year 2050, it is estimated that white Americans will no longer make up the majority of the population in the USA. Since the school system has historically been envisioned as the bedrock of democracy, there is a pressing need for the educational system to respond to issues related to this demographic change and to prepare effective school leaders to establish conditions of equity and excellence for all children across multiple forms of diversity in their local schools.

This study contributes to scholarship in several ways. First, it introduces the field of educational leadership to an antiracist framework for critical race leadership studies and principal preparation. Second, it methodologically contributes to educational studies by using narrative inquiry to understand the experiences of those who are situated in the research context. Third, the paper connects theory to practice by identifying specific strategies on how to revise a program to meet the needs of diverse K-12 student populations, and how these efforts are connected to the university classrooms in the ways school leaders are prepared for transformative leadership.

The purpose of this article is to explore and expose some of the many facets of Google Scholar™ that have set the academic library world on edge. Google Scholar™'s impact on reference and information literacy is considered, as are the challenges it poses for the library's web site.

Includes opinions in a point/counterpoint format, as well as citations to recently published literature.

Provides arguments about ignoring or leveraging the teachings of Scholar Google™ in conjunction with teaching the library's various subscription databases available through the library's web site.

This paper fills an identified information need by offering original, practical advice to librarians.

This study aims to analyse the role of the financial and accounting expertise of the chief executive officer (CEO) on financial reporting quality (FRQ) in an emerging economy.

This study is based on data collected from a large sample of all non-financial companies listed on Vietnamese stock exchanges during the period 2016–2020 with 2,435 observations. FEM-ROBUST standard errors regression model is used to examine the relationship between the financial, accounting expertise of CEOs and FRQ through earnings management by discretionary accruals.

The results show that CEOs with financial and accounting expertise have more influence and intervention on earnings management and thus adversely affect FRQ. This behaviour is explained by the fact that CEOs not only have a firm grasp of financial and accounting policies but also know the tricks to interfere with earnings management. Moreover, in the context of emerging economies, CEOs’ awareness and management level are still limited and legal sanctions are not yet strict, so when they have power in their hands, CEOs immediately find ways to build a reputation to enhance the power and earnings for the CEOs themselves.

The limitation of this study is first of all that the research data are not complete and rich because the companies are prohibited from disclosing information and the cooperation relationship is not close. Next is the new research in only one emerging market – Vietnam – so the generalizability is not high.

To the best of the authors’ knowledge, this is the first study to examine the impact of CEOs’ accounting and finance expertise on FRQ in an emerging economy, contributing to the existing literature regarding the scientific debates about CEOs, CEO characteristics, earnings management and FRQ.

The purpose of this paper is to explore how BS first-year students of the computer science department at a private university in Karachi perceive project-based learning (PjBL) implemented in the English composition course. The more specific objectives were to bring to light the benefits and challenges associated with PjBL from the students’ standpoint. Research works on students’ perceptions of project-based learning particularly in English language teaching remains an underresearched area in Pakistan and this makes this study useful and essential.

Adopting the lens of constructionism, this study used the qualitative approach for investigation. Thus, to achieve an in-depth insight into students’ perceptions, they were provided an opportunity to reflect and freely report their views regarding the project approach. The participants in this study formulate perceptions about a given phenomenon based on a thoughtful analysis of their experiences with that phenomenon. The qualitative researcher aims to get a deep understanding of these views of the participants, and so this study employed accounts and drawings as data collection tools. The data were then content analyzed.

Upon data analysis, two major themes emerged being the benefits and challenges associated with PjBL. The benefits can be further divided into academic and non-academic benefits. The major academic benefit was that the project approach allowed students to achieve a deeper and more meaningful understanding of the subject matter whereas the non-academic benefits include enhanced communication and negotiation skills, time management, creative and critical thinking skills. The major challenges faced by the students were related to time management and getting along with each other in groups.

The research problem is a scarcely explored area in Pakistani English language teaching in higher education. Moreover, the use of student drawings as a data collection method is an unusual method for this research problem.