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The purpose of this paper is to test whether the usual positive effect of self-employment on job satisfaction remains once the greater autonomy and flexibility afforded by self-employment have been factored in, as well as the existence of differences in unobserved characteristics across individuals.

It may be thought that the probability of being self-employed and the declared job satisfaction are not independent from each other due to differences in unobserved characteristics – as psychological or personality traits – across individuals. Therefore, self-employment should be treated as an endogenous variable when it is introduced as an explanatory variable in a job satisfaction equation. Given this, the paper proposes the estimation of a treatment effect model in which self-employment and job satisfaction equations are estimated jointly.

The results suggest that the usual positive effect of self-employment on job satisfaction is due to the greater work autonomy afforded by self-employment, and not to the greater willingness of the self-employed to report higher levels of satisfaction. Thus, the paper finds that once flexibility and autonomy are considered, the usual positive effect of self-employment on job satisfaction disappears and becomes negative.

It would be useful further empirical analysis using other data, especially panel data, to test the robustness of the results.

The paper proposes an alternative way to analyse the relation between self-employment and job satisfaction by taking into account both the greater autonomy and flexibility afforded by self-employment, as well as psychological or personality traits.

Considering the high comorbidity of autism spectrum disorder (ASD) with externalizing disorders and that ASD is considered as a continuum, which implies the identification of it features in the whole population, the purpose of this paper is to know the characteristics of the association of externalizing symptoms in the population with ASD traits.

One hundred and seventeen postsecondary students participated in the study, providing responses to a battery of self-reported tests.

The existence of a significant association between ASD and attention deficit hyperactivity disorder (ADHD) (0.519; p < 0.01) was proved. Regression analyses showed that problems in executive functioning, working memory deficits and difficulties in the use of emotion regulation strategies predicted the presence of ADHD traits (F = 36.757, R² = 62.3%, p < 0. 01) and impulsivity behavior (F = 18.249, R² = 45.1%, p < 0.01).

Externalizing symptomatology in people with higher ASD traits is extended to the general population. Future research should study other problematic behaviors, such as aggression or self-harm, to continue generating appropriate interventions.

The results reported reinforce the study of ASD as a dimensional disorder, in line with the latest advances in the classification of psychopathology. Considering which variables are behind the problematic behaviors allows interventions to be focused on these factors, contributing to their reduction and to the improvement of professional practices.

This chapter examines leadership practices in a Mexican elementary school that implemented an environmental education (EE) project. The data were collected between 2010 and 2012 through document analysis and interviews with the principal, school supervisor, teachers, counselors, students, and parents. Additional data were collected through observations of classrooms, extracurricular activities, and professional development workshops. Findings from this study suggest the principal played a key role in facilitating a collective effort among the staff to transform the school through EE. The principal’s previous administrative experiences gave her credibility with teachers and the tools to lead the school improvement effort. The main challenge the principal faced was helping parents understand the transformative benefits of EE. Internal and external factors that support and threaten the sustainability of this change are also discussed.

This case study is an attempt to understand the experience of a school principal, Arnulfo. The research question is: what are the challenges of one first‐year school director in Baja California, Mexico?

Arnulfo participated in an interview and five focus groups at the Ensenada State Normal School. He kept a journal of incidents completed during April‐July 2006. A team of three researchers helped to write the case study. One researcher collected the data and wrote a summary in Spanish. A second researcher organized the material and translated it into English. The third researcher criticized and reviewed the write‐up.

Arnulfo faced a variety of challenges, but the burden of paperwork was the most serious. It can be understood on a number of levels. Bolman and Deal's four frames to understand organizations and leadership help to explain the complexity in terms of structural, human resource, symbolic, and political. The political frame was Arnulfo's greatest strength. He advocated for the school, formed alliances with parents, and took action to get the support of others.

The analysis, if confirmed by broader studies with larger samples, would lead to several recommendations for educational administration preparation. Principals need to know about the structural tasks of paperwork; maintain relationships with supervisors to assure adequate support; understand the symbolic culture in which they work, and become savvy in the ways of politics.

The International Study of Principal Preparation will compare findings and offer perspective on the extent to which these issues are representative of challenges that directors face in eight other countries.

In 1992, Mexican authorities and Sindicato Nacional de Trabajadores de la Educación, (SNTE, National Education Workers Union) signed an agreement to decentralize the educational system called ANMEB (National Agreement on the Modernization of Basic Education), in which the Ministry of Education transferred basic education services to the 32 states of the country. Secretaría de Educación Pública (SEP, the Federal Ministry of Education) still had the power to allocate money and enforce a national curriculum. SNTE, considered the largest and most powerful union in Latin America with 1.5 million affiliates, allowed the reform with the condition of keeping its status as national union.

In 2016, Bohannon published an article analyzing the download rate of the top ten countries using the illegal Sci-Hub website. Four years later, this study approaches the search behavior of these ten countries as they query about Sci-Hub in Google's search engine, the world's most widely used search engine. The authors also tracked the possible consequences of using Sci-Hub, such as plagiarism.

The search terms “Sci-Hub”, “Plagiarism” and “Plagiarism Checker” were explored with Google Trends. The queries were performed globally and individually for the ten target countries, all categories and web searches. The time range was limited between 1/1/2016 (after the date of publication of Bohannon's work) and 29/03/2020. Data were extracted from Google Trends and the findings were mapped.

Searching for the word Sci-Hub on Google has increased nearly eightfold worldwide in the last four years, with China, Ethiopia and Tunisia having the most searches. Sci-Hub's search trends increased for most of the T10C, with Brazil and Iran having the highest and lowest average searches, respectively.

Access to the research literature is required to the progress of research, but it should not be obtained illegally. Given the increasing incidence of these problems in countries at any level of development, it is important to pay attention to ethics education in research and establish ethics committees. A comprehensive review of the research process is required to reduce the urge to circumvent copyright laws and includes training and educating research stakeholders in copyright literacy. To address these goals, national and international seriousness and enthusiasm are essential.

This chapter aims to rethink how gender inequality is related to interpersonal and structural asymmetries of power displayed in our relationships with ecosystems, questioning the classical concept of ‘nature’ as something ‘out there’, as pointed out by dark ecology. First, with the aim of offering a joint North–South critical perspective on equality and sustainability, critical ecofeminism, through the work of A. Puleo, will be explained as a Spanish feminist line of thought and movement. This author, rejecting some essentialist visions of deep ecology, sets her ideas in relation to general critical social theory. Second, contrasting perspectives (critical feminism and ecology) will be combined to offer a rich cross-fertilisation between different perspectives and traditional themes in criminology. A common denominator can be found in the exercise of criticism through questioning binary categories, underlying assumptions and social injustice in relation to the visibility of harms. Third, the relevance of ecofeminism for current criminological debates will be highlighted beyond the obvious connections with green victimology. Finally, ecofeminism will be interpreted as a new critical standpoint and as a more inclusive language for fostering the criminological and victimological imagination in order to help to rethink the rules of the criminal justice system.

In an ever-interconnected world dominated by discourses on the internationalization and marketization of higher education, concerns related to language and employability have been the focus of recent debates. There is, however, a dearth of research investigating how these dimensions relate to one another in recent comparative and international higher education research. By focusing on how issues related to language and employability have been presented in recent higher education research worldwide, this chapter aims to contribute to our understanding of this concern. To achieve this goal, we conducted a scoping literature review using the Web of Science, Scopus, and the Education Resources Information Center (ERIC) databases, considering the years 2011–2020. The findings, perhaps not surprisingly, suggested that language skills are perceived to be valued by both graduates and employers though the discussions predominantly focused on one language, English. The research focus on English for employability in Anglophone contexts is understandable. However, the fact that the trend is observed in contexts where the language is not the primary or official language seems to indicate the influence of internationalization of higher education and global labor markets primarily dominated by English. The literature also suggested that (English) language training in higher education programs needs to move from solely linguistic and qualification-related content areas to a broader sphere of English for communication purposes that cover both specialized disciplinary content and broader generic employability skills. Considering this finding, we suggest that higher education systems and institutions incorporate recent developments in English for occupational purposes in their curriculum. We also recommend that there needs to be a shift from the overwhelmingly English language-dominated discussions to more inclusive research that assesses the impact of other dominant languages on employability-related concerns.

We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in the construction of hegemonies in SEA research in Brazil. In particular, we examine the role of hegemony in relation to the co-option of SEA literature and sustainability in the Brazilian context by the logic of development for economic growth in emerging economies. The methodological approach adopts a post-structural perspective that reflects Laclau and Mouffe’s discourse theory. The study employs a hermeneutical, rhetorical approach to understand and classify 352 Brazilian research articles on SEA. We employ Brown and Fraser’s (2006) categorizations of SEA literature to help in our analysis: the business case, the stakeholder–accountability approach, and the critical case. We argue that the business case is prominent in Brazilian studies. Second-stage analysis suggests that the major themes under discussion include measurement, consulting, and descriptive approach. We argue that these themes illustrate the degree of influence of the hegemonic politics relevant to emerging economics, as these themes predominantly concern economic growth and a capitalist context. This paper discusses trends and practices in the Brazilian literature on SEA and argues that the focus means that SEA avoids critical debates of the role of capitalist logics in an emerging economy concerning sustainability. We urge the Brazilian academy to understand the implications of its reifying agenda and engage, counter-hegemonically, in a social and political agenda beyond the hegemonic support of a particular set of capitalist interests.

This introductory chapter provides background information and an organizational structure for the book. The authors begin with a brief history of the research project that undergirds the work presented in each chapter. Drawing from the fields of enology and viticulture, the authors introduce the concepts of terroir, millerandage, and appellations as section headings that help to frame brief descriptions of each chapter. The authors conclude with an invitation for the reader to engage with the authors in a discussion about the contents of the book.