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This collaborative project, undertaken in the context of higher education in England, examined students’ motivations for undertaking a voluntary extra‐curricular mentoring role with young people in public care. It also considered students’ perspectives on what they gained from this experience.

The research was undertaken using a qualitative case study approach, with a focus on students undertaking mentoring in addition to their studies. The case study was a community project that drew on student volunteers to mentor children and young people who are looked after by the local authority. Methods included semi‐structured interviews, focus groups, development of individual exemplars, and the use of Web2 technologies, specifically a blog site and vodcasts. Data were collected between September 2010 and May 2011.

Findings reported in this paper demonstrate the reasons students engaged with mentoring looked after children as an extra‐curricular activity and the benefits they gained from this experience. As such, institutions and educators might consider how student engagement in mentoring can be valued and embedded in the wider student experience.

This literature provides evidence of mentoring as an important social and political phenomenon. Whilst much is known about benefits to mentees and, to a lesser degree, for mentors in the mentoring relationship, this research explores the issues in more depth by considering the interface between being a mentor and completing undergraduate or postgraduate level studies. In particular it discusses the potential for mentoring to become embedded within the curriculum to ensure education for sustainable futures.

This paper aims to determine whether criminal justice (CJ) stigma affects health outcomes and health care utilization.

The authors reviewed medical and public health literature through May 2020. Structured terms were used to search four databases identifying articles that related to CJ stigma. Included articles were in English, examined CJ stigma and had people with CJ involvement as subjects. The studies without health outcomes were excluded. Quantitative and qualitative studies were reviewed and assessed for bias. Results were synthesized into a systematic review.

The search yielded 25 studies relating to CJ stigma and health. Three stigma domains were described in the literature: perceived or enacted, internalized and anticipated stigma. Tenuous evidence linked CJ stigma to health directly (psychological symptoms) and indirectly (social isolation, health care utilization, high-risk behaviors and housing or employment). Multiple stigmatized identities may interact to affect health and health care utilization.

Few studies examined CJ stigma and health. Articles used various measures of CJ stigma, but psychometric properties for instruments were not presented. Prospective studies with standard validated measures are needed.

Understanding whether and how CJ stigma affects health and health care utilization will be critical for developing health-promoting interventions for people with CJ involvement. Practical interventions could target stigma-related psychological distress or reduce health care providers’ stigmatizing behaviors.

This was the first systematic review of CJ stigma and health. By providing a summary of the current evidence and identifying consistent findings and gaps in the literature, this review provides direction for future research and highlights implications for policy and practice.

This paper aims to report on an investigation to understand factors influencing students learning approaches in the discipline of auditing.

By using the Approaches and Study Skills Inventory for Students research instrument the learning approaches of students in auditing at a South African residential university were measured on both undergraduate and postgraduate levels. This was followed by focus group discussions to obtain a deeper understanding of the factors that influenced the ways their audit studies were approached.

The results revealed a contrasting view with that presented in the literature, in that senior students were more inclined to adopt a surface approach. This could be attributed to learning environment dimensions such as the teaching and assessment practices as well as students’ perceptions of the workload. Further statistical analysis revealed that gender and race influenced students’ learning approaches at specific levels.

The data are drawn from audit students at a residential university in South Africa; the findings of the study may thus not be generalisable beyond that context.

The study extends the existing student learning literature by adding perspectives from the discipline auditing. It could stimulate educators’ scholarly interest in pedagogic research which could contribute to curriculum and teaching method changes that equip audit educators to promote deep learning.

Employer-sponsored family-friendly events are designed to boost engagement and encourage retention by building family members’ identification with the organization. These events are usually targeted at employees with dependent children, but LinkedIn’s more inclusive “Bring in Your Parents” (BIYP) initiative aims to introduce employees’ parents to the daily work of their adult children. This study evaluates the impact of BIYP on the attitudes and behavioral intentions of participating employees and their parents.

Repeated-measures surveys were conducted among participating employees and parents in six organizations in six countries (UK, Ireland, France, Brazil, Mexico and Colombia). These were followed by in-person interviews with participating employees (UK) and phone interviews with HR managers (Brazil, Canada, France, Spain, UK and USA).

Participation in BIYP increases employee engagement and parents’ instrumental and affective support for their children and for their children’s employers. Hosting BIYP is perceived to enhance corporate reputation among both internal and external stakeholders.

BIYP serves the dual function of building employee engagement and creating new parental brand ambassadors for participating organizations. BIYP can be an effective tool for employers to engage members of staff not traditionally included in organizational family-friendly events and may be particularly useful for firms with a high proportion of younger workers in tech-savvy jobs.

This evaluation of a new workplace initiative demonstrates measurable effects on important employee attitudes and behavioral intentions.

The purpose of this paper is to explore how stakeholders in the food and nutrition field construct and conceptualise “appropriate” national dietary advice.

In total, 40 voluntarily written stakeholder responses to updated official dietary guidelines in Sweden were analysed thematically. The analysis explored the logics and arguments employed by authorities, interest organisations, industry and private stakeholders in attempting to influence the formulation of dietary guidelines.

Two main themes were identified: the centrality of anchoring advice scientifically and modes of getting the message across to the public. Stakeholders expressed a view of effective health communication as that which is nutritionally and quantitatively oriented and which optimises individuals’ capacities to take action for their own health. Their responses did not offer alternative framings of how healthy eating could be practiced but rather conveyed an understanding of dietary guidelines as documents that provide simplified answers to complex questions.

Policymakers should be aware of industrial actors’ potential vested interests and actively seek out other stakeholders representing communities and citizen interests. The next step should be to question the extent to which it is ethical to publish dietary advice that represents a simplified way of conceptualising behavioural change, and thereby places responsibility for health on the individual.

This research provides a stakeholder perspective on the concept of dietary advice and is among the first to investigate referral responses to dietary guidelines.

This paper reports on how prospective users may be involved in the design of entertaining educational computer games. The paper illustrates an approach, which combines traditional Participatory Design methods in an applicable way for this type of design. Results illuminate the users’ important contribution during game development, especially when intended for a specific target group. Unless prospective members of the target group are consulted it is difficult to foresee opinions of game content, aesthetics and the overall game experience of the users ‐ aspects very much included or at least related to the theoretical concept of intrinsic motivation. Whereas pedagogical experts can contribute with learning content, the users are the ones who can state what is actually fun or not. Users’ participation during the design process enables development of games that are directed to the learners and their expectations. The researchers collaborated with a multimedia design team in development of an educational web‐based computer game, developed for the Swedish Broadcasting Corporation.

The purpose of this study is to examine and discuss whether women executives in the hospitality industry in Hong Kong adopt a feminine, masculine or gender-neutral approach to leadership.

This study focuses on women with positional power in senior-level leadership roles within the hospitality and tourism industry in Hong Kong. A qualitative approach was taken to capture the multiple dimensions of these female executive’s leadership orientations. The participants included 24 women executives.

Participants’ representations show that women have a multitude of leadership styles that operate on three continua. Not all women executives display leadership orientations that adhere to their indigenous culture values. Individual differences or differences related to the organizational culture are still relevant.

A low number of women in leadership positions in Hong Kong limited the selection process of participants. There might be a selection bias based on that the participants volunteered to participate in the research study and some declined. Findings are based on participants’ memory to reflect on their leadership styles.

Because of the traditional and conventional definitions of leadership, women leaders might feel that they should behave in a masculine way to be taken seriously as a leader. There is a need to understand whether women executives today manage to defeat these stereotypes and comfortably display a feminine approach to leadership. A culture that values and leverages feminine approaches in addition to masculine approaches is likely to have higher engagement and retention of women.

The purpose of this paper is to establish a core serials list for “Single doctoral”, Carnegie classification universities offering Doctor of Education (EdD) programs in educational leadership based on a sample of six institutions over a six-year period.

A citation analysis was used using a descriptive research design. The population was all dissertations accepted for the award of the EdD degree in Educational Leadership from 2005 to 2010 at six peer institutions. From this population, 20 dissertations from each institution were randomly selected during the period under study. Data were extracted from the title pages and reference lists. Extracted data were analyzed using descriptive statistics. Serial titles were ranked according to a frequency-weighted index formula, which recorded the serial titles cited by the greatest percentage of students.

It was found that the serials with the highest frequency weight depended, in part, on the period studied. The findings also showed that 84.2 per cent of the serial citations were represented by four Library of Congress classification areas: education (L); social sciences (H); medicine (R) and philosophy, psychology and religion (B). In addition, it was found that EdD students cited serials aged 10 years or less more than other sources of information materials.

While other citation analyses of dissertations have been done, including some that compare dissertations at more than one institution, the author could find no other study of EdD dissertations, specifically, across a nationwide group of peer institutions. Further, the author could find no other citation analysis covering as many as six continuous years, which made a difference in the most frequently cited serial titles.

Occupational stress is common in the workplace and leads to various negative outcomes such as burnout, turnover, and medical problems. Although occupational stress is associated with negative connotations, it also can foster workplace resiliency. Workplace resiliency involves the ability to recover quickly in the face of adversity. Emotionally laborious jobs, or jobs in which employees must modify, manage, or regulate their emotions as part of their work role, are inherently stressful. Thus, such jobs, while stress-inducing, may also offer employees opportunities to become more resilient at work. Currently, display rules, rules encouraging the suppression and expression of certain emotions, dictate workplace emotions and thus, interactions. Ultimately, display rule adherence makes it difficult for employees engaging in emotional labor to build resilience. In this chapter, the authors detail how and when emotional labor encounters lead to episodic and prolonged workplace resilience. Specifically, the authors outline instances in which employees engaging in emotional labor can create and sustain workplace resiliency by not deploying an acting strategy and instead, breaking character. The authors further discuss individual and organizational factors that may impact this process as well such as personality and organizational culture that serve as potential boundary conditions to workplace resilience capacity. The authors conclude with implications for both researchers and practitioners.