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The development of chemical sensors based on nanostructures, such as nanotubes or nanowires, depends on the capability to reproducibly control the processing of the sensor. Alignment and consistent electrical contact of nanostructures on a microsensor platform is challenging. This can be accomplished using labor‐intensive approaches, specialized processing technology, or growth of nanostructures in situ. However, the use of standard microfabrication techniques for fabricating nanostructured microsensors is problematic. The purpose of this paper is to address this challenge using standard photoresist processing combined with dielectrophoresis.

Nanostructures are suspended in photoresist and aligned between opposing sawtooth electrode patterns using an alternating current (AC) electric field (dielectrophoresis). The use of photoresist processing techniques allow the burying of the nanostructures between layers of metal, thus improving the electrical contact of the nanostructures to the microsensor platform.

This approach is demonstrated for both multi‐walled carbon nanotubes and tin oxide nanowires. Preliminary data show the electrical continuity of the sensor structure as well as the response to various gases.

It is concluded that this approach demonstrates a foundation for a new tool for the fabrication of microsensors using nanostructures, and can be expanded towards enabling the combination of common microfabrication techniques with nanostructured sensor development.

This approach is intended to address the significant barriers of deposition control, contact robustness, and simplified processing to realizing the potential of nanotechnology as applied to sensors.

The purpose of this paper is to explore female business faculty perceptions about attrition from a business school to uncover factors that might assist in female faculty retention in business schools.

Using a qualitative study approach and guided by past literature, the paper systematically analyses open-ended responses to interview questions and notes emergent themes.

The major themes that emerged as factors leading to attrition: first, an exclusionary and managerialist culture which marginalized and demoralized women; second, curtailed career opportunities, including a lack of gender equity in promotion and tenure; third, poor leadership; and fourth, break up of a critical mass of women. The factors then that might assist in female faculty retention are a critical mass of women, gender equity, inclusive, collaborative cultures, psychological safety, and ethical leadership. The career patterns of the women indicated that a labyrinth is an apt metaphor for their career paths.

This research examines just one school from the perspective of women who left. It holds promise as the basis for future studies across business schools and to faculty within business schools to determine whether the emergent themes hold across schools.

This study examines women in business academe through the attraction-selection-attrition framework and by extending the labyrinth career metaphor to an academic setting. The paper also provides a conceptual model of female faculty retention.

This paper aims to investigate the relationship between earnings management and media reports, assess the roles played by the media in determining the reputation mechanism and examine whether the media has an influence on executives’ behavior in the case of earnings management.

This paper uses Chinese A-share listed firms from the period 2008 to 2012 to test the research questions using regression analyses.

Although the Chinese Stock Markets are still immature compared to those of developed countries, the media seems to play a role in affecting executives’ decisions about dabbling in earnings management. Specifically, firms receiving more media attention are more likely to undertake earnings management. Furthermore, negative media reports result in even higher levels of earnings management activities, indicating that managers tend to use earnings management to achieve earnings goals to reduce or relieve the pressure they feel from the media and to remedy any reputation loss. Moreover, the authors have found that firms whose CEOs have higher reputations are more likely to manage earnings and they are more likely to be affected by negative media reports. Similar results were found for state-owned enterprises (SOEs).

This study analyzes how the level and tone of media coverage affect earnings management rather than just assessing the overall effect of media coverage on earnings management. This paper verifies that the reputation mechanism of the media works in China, but it leads to different results than those experienced in developed countries. Reputational benefits have been introduced into the equation for measuring the governance effect of the media to derive a more in-depth analysis of the reputation mechanism. This paper is among the first to link news coverage and state ownership with earnings management.

The purpose of this paper is to report on a small-scale study to explore the impact of the Covid-19 pandemic on Irish primary teachers’ evolving identities.

Using a narrative methodological approach, the study was underpinned by Kelchtermans’ (2009) interpretive framework. Five Irish primary teachers participated in in-depth semi-structured interviews. The teachers’ narratives focused on what it meant to “be” a teacher during the pandemic, their overall experience of teaching and learning, their motivation during (and beyond) this time, lessons learned and their future perspectives.

The paper found that teachers’ identities shifted and evolved over the course of the pandemic, as they initially struggled to make sense of the significant challenges. However, the emergent self-image, as illustrated here, is characterised by commitment, altruistic motivation and personal and professional growth. The study also demonstrated a reconstruction of teachers’ identities, in line with reconfigured relationships with parents, a renewed commitment to space and time in teaching and learning and an attendance to pupil voice.

There is little specific research on how teachers’ identities have been redefined over the course of the pandemic. This admittedly small-scale study offers insights on how teachers viewed themselves during the pandemic, what it means to be a teacher at this tumultuous time and gives voice to the hard-learned lessons they take with them into a post-Covid era.

The authors teach a three‐credit, upper‐division, information literacy (IL) course to students in various majors. The purpose of this paper is to share the various philosophies and activities the authors use to engage their students and create a cohesive interdisciplinary course and to describe the various assessment tools utilized.

In this case study, the authors give specific examples of engaging assignments and methods for evaluating student work in a credit‐bearing IL course.

It is found that if students are engaged, and effective assessment tools are employed, library credit instruction in a face‐to‐face setting with upper‐classmen from diverse majors is an impactful way to teach IL.

This article provides ideas on how to use a topical theme in teaching an interdisciplinary IL credit course; concrete approaches on engaging students in an IL course; and new strategies for assessing an IL credit‐bearing course. Many of the engagement and assessment methods the authors share may also be applied to one‐shot instruction sessions.

The paper provides a practical case study of the authors' experiences engaging students and assessing their work in an upper level, three‐credit, face‐to‐face class, a type of course not well represented in the information literacy literature at this point in time.

Little attention has been given to the mental and physical health impacts of COVID-19 on the academic public health workforce. Academic public health is an important support mechanism for public health practice, providing expertise and workforce training, conducting research, disseminating evidence-based scientific information to both public health and lay audiences, and serving as a supplementary workforce when additional resources are needed. These roles become more important during a public health emergency, particularly during a prolonged public health crisis like the COVID-19 pandemic. As a result of the COVID-19 response, the roles of academic public health have expanded to include developing and implementing contact tracing, surveillance, testing, and vaccination programs for universities and their surrounding communities, all while continuing to prepare students and support the public health practice workforce in their ongoing efforts. As in other responder groups, this has resulted in significant mental health effects and burnout among public health academicians. The authors suggest important steps that can be taken to improve the resilience of the academic public health workforce and to support their contributions during prolonged public health emergencies.