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To understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs.

Following a qualitative approach, this study took place in a teacher education institution where a LS was carried out during the last semester of the academic year with the participation of two prospective teachers, a teacher educator, a cooperating teacher and a researcher.

The results suggest that prospective teachers may develop PCK when they participate in LS, regarding lesson planning (goals and lesson plan), task design, students' difficulties and solving strategies, whole-class discussions and observation of student learning. This development occurs through the engagement in LS activities that allow prospective teachers to deepen their knowledge.

This study investigates how the development of prospective teachers' PCK occurs during LS, providing knowledge about how different activities of the LS help develop different aspects of PCK.

The study critically evaluates the theory of International Financial Reporting Standards (IFRS) implementation in an attempt to provide directions for future research. Using the extensive structured review of literature using the Scopus database tool, the study reviewed 79 articles, and in particular the topic-related 57 articles were analysed. Nine journals contribute to 51% of articles (29 of 57 articles). In particular, the three journals published 15 articles: Critical Perspectives on Accounting (7), Accounting, Organizations and Society (4), and Journal of Applied Accounting Research (4). In total, 83% (47 of 57) of the articles were published 2009–2018. A total of 1,168 citations were found from 45 articles since 12 articles were without citations. The highest cited authors were Ball (2006) – 410 citations, Kothari, Ramanna, and Skinner (2010) – 135 citations, and Napier (1989) – 85 citations. In particular, five theories have been used widely: institutional theory (13), accounting theory (6), agency theory (3), positive accounting theory (3), and process theory (2). Future studies’ focus could be on theory implications in IFRS adoption/implementation studies in a country or a group of countries’ experience. Future studies could also focus on various theories rather depending on a single theory (i.e. institutional theory).

Louisiana State University (LSU)’s Office of Strategic Initiatives (OSI) is an award-winning office devoted to developing effective, educational approaches that incorporate guidance and exploration, increase students’ academic standing, and support measures to improve the institution’s diversity, predominantly in science, technology, engineering, and mathematics (STEM) departments. Through the incorporation of three main factors, Mentoring, Education, and Research, OSI has developed a holistic development model that offers students strategies to overcome those factors that affect their persistence in STEM. OSI houses several programs with a diverse population of students ranging from the high school to doctoral levels. Although varied in student population, these programs unite under the holistic development model to provide support and opportunities to students at each critical educational juncture. OSI’s holistic approach has successfully supported over 135 high school, 560 undergraduate, and 100 graduate students. Of the 560 undergraduate students served, 51% were underrepresented minorities and 55% were women. The undergraduate initiatives have garnered 445 bachelor’s degrees, with 395 degrees from STEM disciplines, and an impressive overall graduation rate ranging from 64% to 84%. Through all of the remarkable work performed in OSI, the greatest accomplishment has been the capacity to offer students from mixed backgrounds tools and strategies to thrive at any point in their academic career.

Career resilience (CR) is an increasingly important, but under-researched aspect of modern careers. The purpose of this paper is to examine the mediating effect of CR on the relationships between personality factors, career self-evaluations and modern career orientation and the outcome of career satisfaction (CS). The authors hypothesized that CR would be positively associated with the “big-5” personality factors, career self-evaluations (self-efficacy and external locus of control) and modern career orientations (protean and boundaryless orientations) and that CR would mediate those variables’ relationships with CS.

The participants in the study were 1,988 employed managers and professionals. Structural equation modeling was used to test the proposed relationships and mediation model.

CR mediated the relationships between CS and emotional stability, conscientiousness, emotional stability, openness to experience, internal work locus of control, career self-efficacy and protean career attitudes. Contrary to expectations, being values-driven was negatively associated with CR, producing a negative net indirect effect on CS.

The study extends previous work concerning CR by examining the role of CR as a mediator between various psychological career factors and CS (i.e. subjective career success). An important issue is whether CR is a unique construct relative to psychological resilience. The results suggest that this may be the case, but direct comparison between the two constructs is required to answer the question definitively.

Strengthening CR through career development interventions can have important impacts on CS, particularly for those individuals who are values-driven or have boundaryless mindsets and preferences for organizational mobility.

This is the first study to examine the relationship between CR and “new career” attitudes (i.e. boundaryless and protean career orientations), which have been the topic of much research. The authors contribute to the career success research by linking CR and modern career orientation to CS and demonstrating that CR mediates the relationships between career-related psychological factors (personality, self-evaluation and modern career orientation) and CS.

This paper critically examines how female students at a Finnish business school understand gender in management.

The analysis is based on female students' learning diaries from a basic management course.

The findings show how students respond to the topic of gender inequality through a neoliberal postfeminist discourse. The students' discourse is structured around three discursive moves: (1) rejecting “excessive” feminism, (2) articulating self-reliant professional futures and (3) producing idealized role models through successfully integrating masculinity and femininity.

This article contributes to current understanding of the role of postfeminist sensibilities in shaping student participation in the management profession. Awareness of students' responses to gender-equality initiatives offers management educators insight into the inclusion of equality topics in teaching in ways that support equal gender socialization in the management profession.

Recent research on immersive experiences in online environments for higher education has attributed a fundamental role to two distinct yet connected psychological phenomena: the feelings of being virtually present in the education environment, often simply called presence, and peak episodes of flow. The authors conceptually delimitate these two psychological facets of e-learners’ experiences and examine their interplay. The authors show how flow episodes are elicited by students’ sense of control over the online education environment, their attention being focussed on the learning tasks, and their feelings of being physically placed in the online education setting. Also, the interactivity created by the online education environment evokes an e-learner’s imagery, which in turn triggers presence feelings and episodes of flow. The authors further show that, although presence and flow are triggered by some common antecedents, they differ in the object of the individual’s immersion, and that presence feelings facilitate flow. Moreover, the authors provide practical recommendations for higher education institutions, policy makers and the academic and information and communication technology community involved in e-learning, to make sure e-learner experiences reach their fullest potential.

Early models of the functional distribution of income assume constant labor productivity among all individuals. Not until human capital theory developed did scholars take into account how productivity varied across workers. According to early human capital models, this variation came about because each individual invested differently in education and training. Those acquiring greater amounts of schooling and on-the-job training earned more. However, these models neglected why one person would get training while another would not. One explanation is individual heterogeneity. Some individuals are smarter, some seek risk, some have time preferences for the future over the present, some simply are lucky by being in the right place at the right time, and some are motivated by the pay incentives of the jobs they are in. This volume contains 10 chapters, each dealing with an aspect of earnings. Of these, the first three deal directly with earnings distribution, the next four with job design and remuneration, the next two with discrimination, and the final chapter with wage rigidities in the labor market.

This paper aims to seek to contribute to current debates about the effectiveness of different types of gender equality interventions in the academic context. This paper presents an argument for the need to move beyond an individual-structural dichotomy in how such interventions are perceived.

The paper draws on an action-research case-study, the Through the Glass Ceiling project, to challenge the idea that “individual”/single-actor interventions serve only to reinforce underlying inequalities by attempting to “fix the women”.

It is suggested that actions that support women in their careers have the potential to achieve a degree of transformation at individual, cultural and structural levels when such actions are designed with an understanding of how individuals embody the gendered and gendering social structures and values that are constantly being produced and reproduced within society and academia. The case study highlights the benefits of supporting individuals as gendered actors in gendering institutions and of facilitating the development of critical gender awareness, suggesting that such interventions are most effective when undertaken as part of an integrated institutional equality agenda.

By calling attention to the ongoing mutual construction of actors and practices in organizations, this paper seeks to make both a conceptual contribution to how we understand the (re)production and potential transformation of gender relations in academia and to influence wider policy dialogues on diversity at work.