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Media play a significant role in the process of raising public awareness about autism spectrum disorder (ASD). Despite an increase in ASD media coverage, there is scarcity of research that examines how the actual frame is constructed and how the news stories are narrated. This study aims to examine the extent to which Finnish print media papers extend medical and societal narration of ASD to other issue domains and the extent to which newspaper stories use a positive, negative or neutral narrative.

The authors analyzed 210 full newspaper reports from the largest daily appearing newspaper by circulation in Finland from 1990 to 2016. The authors used the newspaper’s electronic database to conduct a systematic papers search. The authors then used coding scheme about news story framing, which was followed by a detailed content analysis of the papers.

Approximately two-thirds of the papers consisted of a straightforward informational or clinical lens to educate the public (n = 110). This is in line with international studies. However, the authors’ analysis revealed four additional themes of medical and societal ASD reporting.

The study increases understanding about how the media can shape the public perception of ASD, which in turn might influence how autistic individuals are accepted in the society, as well as how they feel that they belong.

While ASD itself is at the center of neutral news reporting, this study’s results imply how to construct ASD from new paradigms. Linking ASD to a culture, and thus extending it to the more commonly accepted notion of deafness as a culture, might shape the public’s perceptions about ASD.

This paper aims to examine effective support strategies for facilitating the employment of autistic students and graduates by answering the following research question: What constitutes effective employment support for autistic students and graduates?

Data were collected using the method of empathy-based stories (MEBS) as part of a multinational European project’s Web-based survey. The data consisted of 55 writings about effective strategies and 55 writings about strategies to ]avoid when working with autistic students and graduates. The material was analysed using qualitative inductive content analysis. Narratives were created to illustrate desirable and undesirable environments and processes as they would be experienced by students, supported by original excerpts from the stories.

The analysis revealed that effective employment support for autistic students and graduates comprised three dimensions of support activity: practices based on the form and environment of support, social interaction support and autism acceptance and awareness. These dimensions were present in both recommended and not recommended support strategy writings.

The results add to the literature on autism and employment with its focus on the novel context of autistic university students and graduates. Effective strategies will be based on person-centred planning, to include not only the individual impact of autism but also individual career goals, workplace characteristics in the chosen field, employer needs and allocation of the right support. There is no one-size-fits-all strategy, but rather an individualized process is needed, focused on the identification of strengths, the adaptation of employment and work processes and improved understanding and acceptance of autism by management, colleagues and administration in the workplace.

This paper tracks the literature through narrative progression from defining accessibility and inclusivity to Universal Design for Learning (UDL) and disability justice. This review culminated in the development of a check list of best practices for librarians who create online learning objects to consider. Then we turn to a case study of presenting these findings to professionals through the framework of UDL with a focus on multiple means of representation and engagement. We conclude with a reflective discussion on process and the potential for broader impact and future directions.

This paper presents a case study of informing praxis with existing research while experimenting to address gaps in the literature through practice.

This paper presents a strong argument for using UDL frameworks beyond primary, secondary and higher education to contexts where professionals may be learning.

The research surrounding UDL beyond standard educational contexts does not currently exist, inside or outside of the library literature. This paper presents a new paradigm in expanding accessible and inclusive learning practices to include less formalized learning spaces.

The study aims to evaluate the components of entrepreneurship education and training (EET) in India. The paper proposes a framework for an effective EET regime for amalgamating entrepreneurship education as fundamental to mainstream higher education in India.

The current study utilises a qualitative research technique, that is, the narrative inquiry methodology based on in-depth interviews. The study respondents included sixteen educators who are actively engaged in EET and related activities for a minimum of ten years.

The study identified five broad “meaning units” or “themes,” that is, “incremental pedagogical efficiency and flexible evaluation systems,” “entrepreneurial experience of the faculty,” “extended support,” “holistic mentoring” and “experiential learning” as components of an effective EET regime.

The study will help the policymakers and higher education institutions (HEIs) revisit their policy frameworks and practices to promote entrepreneurial capacity and entrepreneurial intentions among students. The study will also help to gain deeper insights into EET components and will propose a framework for an effective EET regime based on its findings.

Purpose: Talent management and in particular strategic talent management (STM) has emerged as an important issue for hospitality organisations worldwide. In this chapter, we address some of the complexities evident in hospitality organisations in relation to the practice of STM, the types of internal and external STM issues that arise and both the research and practice implications of pursuing STM in hospitality organisations.

Methodology/Approach: This chapter presents a review of the literature on the wider topic of STM, with particular focus on the integration of issues and themes identified in the hospitality management literature related to STM perspectives.

Findings: We find that STM is a topical issue for hospitality organisations irrespective of size, complexity, or geographic location. However, research that explicitly addresses STM in hospitality is nascent leaving many unanswered questions. The notion of what constitutes STM is shaped by the complexities and values of the hospitality industry itself and its meaning is not necessarily the same as in other industry contexts. However, as yet we do not have sufficient insights to reach conclusions as to what STM truly looks like in hospitality organisations.

Research Implications: Here, we add to the literature, highlighting the need for more research on the many dimensions of STM in hospitality organisations including its antecedents, processes, and outcomes and the extent to which it is different in hospitality organisations compared to multinational corporations and public sector organisations.

Practical Implications: We highlight a number of practical implications around roles, processes, practices, and skillsets to utilise a strategic approach to talent management in hospitality organisations.

Originality/Value: This chapter continues the debate as to the role of STM in hospitality organisations as well as providing a more focussed agenda for both future research and practice. We also analyse and critique the internal and external forces and pressures that shape STM in hospitality organisations.

The purpose of this study was to identify the relationship between customer values, satisfaction and loyalty in the context of Airbnb.

The survey questionnaires were developed based upon review of previous studies. The samples were collected from US- based Airbnb users. The data were analyzed using structural equation modeling.

The result of this study indicates that first, Airbnb users’ hedonic value has a positive impact on satisfaction and loyalty, while utilitarian value influences only on satisfaction. Second, this study also shows that product involvement plays as a moderating role in the paths between hedonic value and customer satisfaction.

Study findings may help researchers understand the roles of hedonic and utilitarian values and their impacts on satisfaction and loyalty in the context of Airbnb. This study also contributes to Airbnb marketers in fulfilling users’ expectations about the company.

This research contributes to the hospitality literature by expanding the realm of research on Airbnb, which is a unique company applying the sharing economy concept in the lodging industry.

Drawing on Bourdieu’s (2001) concept of symbolic violence in his work on Masculine Domination, the purpose of this paper is to examine how perceptions of legitimacy surrounding the presence of female directors are constructed in the boardroom, and the role of symbolic violence in the process.

The authors carried out the investigation through a series of 32 interviews, mostly with board members in government-owned, commercially focussed companies in Québec. The study was conducted in the aftermath of the adoption of a legislative measure aiming to institute parity in the boardroom of government-owned companies.

The analysis suggests that perceptions of legitimacy are predicated on two main discourses, as conveyed through board members when interpreting the presence of female directors. In the first discursive representation, feminine gender is naturalized and mobilized by participants to support (quite oftentimes in a rather apparent positive way) the distinctive contributions that femininity can make, or cannot make, to the functioning of boards. In the second discourse (degenderizing), the question of gender disappears from the sense-making process. Women’s presence is then justified and normalized, not because of their feminine qualities, but rather and uniquely for their competencies.

While, from a first level of analysis, the main discourses the authors unveiled may be considered as potentially enhancing women’s role and legitimacy within boards, from a deeper perspective such discourses may also be viewed as channels for symbolic violence to operate discreetly, promoting certain forms of misrecognition that continue to marginalize certain individuals or groups of people. For example, the degenderizing discourse misrecognizes that a focus on individual competency contests overlooks the social conditions under which the contesters developed their competencies.

Provides awareness and a basis for directors to understand and how symbolic power covertly operates in apparently rationalized structures of corporate governance and challenge assumptions.

Implications in terms of policy making to promote board diversity are discussed. This is particularly relevant since many countries around the world are considering affirmative-action-type regulation to accelerate an otherwise dawdling trend in the nomination of women on boards.

The research is the first to empirically address the notion of gendering in the boardroom, focussing on the construction of meanings surrounding the “legitimate” female director. The study is also one of few giving access to a field where a critical mass is attained, allowing the authors to investigate perceptions regarding the extent to which the order of things is altered in the boardroom once formal parity is established. Finally, the study sensitizes the authors further to the pertinence of investigating how symbolic power covertly operates in today’s society, including within apparently rationalized structures of corporate governance.

Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.

The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.

The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.

This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.