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The purpose of this paper is to investigate diversity management in an under-researched country by merging theoretical insights developed in the Western literature with cultural aspects of a traditionally homogeneous country, South Korea.

This study integrates theory and research on why diversity can have either a positive (i.e. the information/decision-making paradigm) or a negative (i.e. the social categorization paradigm) effect on performance with different diversity perspectives (i.e. integration-and-learning, access-and-legitimacy, and discrimination-and-fairness). This study develops a model of when and how gender diversity affects organization performance and test the model with a sample of 177 South Korean organizations.

This study finds that gender diversity is negatively related to organization performance in South Korea. This study also finds that the effect of gender diversity is contingent on organizational diversity perspectives. Organizations with high gender diversity perform better to the extent that they have a discrimination-fairness perspective, but not a business-oriented perspective. On the other hand, a discrimination-fairness perspective is unrelated to performance for organizations that are low in gender diversity.

Although gender diversity in the South Korean workplace continues to increase, the relationship between gender diversity and organization performance has rarely been studied in the aspect of Korea’s traditionally homogeneous culture. This study highlights the importance of cultural-contingencies in understanding the consequences of diversity.

Early in the 20th century, many began to voice growing concern over such issues as infant mortality, childhood diseases, and child labor (Anastasiow & Nucci, 1994). At this time, physicians, child advocates, and the general public began to speak out about social concerns regarding children, including those living in orphanages and those with mental illness or intellectual disabilities. These concerns came about at a time when psychologists studying young children began to accept that a child's intelligence was impacted by both genetic and environmental factors (Hunt, 1961). Prior to this point, experts believed a child's IQ was set at birth with little that could be done to influence it over time. Although we were beginning to better understand the importance of environmental influences on young children, at this point, most children with disabilities such as intellectual disabilities, cerebral palsy, and epilepsy were institutionalized rather than treated. On the other hand, children who were deaf or blind were more likely to be treated, but were typically sent away to “schools” and were segregated from their families and peers while receiving treatment and education.

This study aims to ascertain the personal characteristics of a group of successful academic entrepreneurs in a South African university enterprise and the prevalent barriers and enablers to their entrepreneurial endeavour.

The authors used a Delphi process to identify and rank the characteristics, enablers, barriers and behaviours of entrepreneurial academics, with a Nominal Group Technique applied to establish challenges they encounter managing their enterprise and to propose solutions.

Perseverance, resilience and innovation are critical personal characteristics, while collaborative networks, efficient research infrastructure and established research competence are essential for success. The university’s support for entrepreneurship is a significant enabler, with unnecessary bureaucracy and poor access to project and general enterprise funding an impediment. Successful academic entrepreneurs have strong leadership, and effective management and communication skills.

The main limitation is the small study participant group drawn from a single university enterprise, which complicates generalisability. The study supported the use of Krueger’s (2009) entrepreneurial intentions model for low- and middle-income country (LMIC) academic entrepreneur investigation but proposed the inclusion of mitigators to entrepreneurial activation to recognise contextual deficiencies and challenges.

Skills-deficient LMIC universities should extensively and directly support their entrepreneurial academics to overcome their contextual deficiencies and challenging environment.

This study contributes to addressing the paucity of academic entrepreneur research in LMIC contexts by identifying LMIC-specific factors that inhibit the entrepreneur’s movement from entrepreneurial intention to entrepreneurial action.

The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups.

The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding.

This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants.

The study suggests using the ELA heuristic for instruction, which includes moving students beyond generating and weaving by asking them to do their own interpretive work of curation. This potential roadmap for instruction avoids a deficit mindset for students by recommending low-stakes opportunities that meet students where they are as they build their capacity for interpretive moves.

The findings help the field to gain an understanding of what novices and experts do when they read literary text, including both strategies and processes. This study also provide an ELA heuristic that has instructional implications. This study adds to the body of knowledge for disciplinary literacy in ELA in both theoretical and practical ways.

To implement and assess an intervention designed to promote gender equity and organizational change within STEM departments in two Colleges at a single Research High university. Department climate impacts the retention and success of women faculty.

A survey was administered both before and after the department intervention in order to capture departmental change on variables that measure a positive climate for female faculty.

Across all of the science and engineering departments, levels of Collective Efficacy toward Gender Equity significantly increased while levels of Conflict significantly decreased after the department facilitation. In the science departments, the level of Vicarious Experience of Gender Equity among faculty significantly increased while in the engineering departments levels of faculty Dependence significantly decreased. There was a statistically significant decrease in Optimism about Gender Equity among the science faculty.

Organizational change within universities has been documented as slow and labor intensive. Departmental climate, particularly interactions with colleagues, remains an area wherein women continue to feel excluded. The departmental intervention resulted in measurable improvements in key aspects of climate critical to women’s success (e.g., reductions in conflict and dependence; increases in collective efficacy) as well as more realistic view of the effort needed to attain gender equity (decrease in Optimism).

The emergence of gender-nonconforming behavior in a child presents an opportunity and, often, significant pressure for parents to question the gender beliefs they have taken for granted. The purpose of this research is to examine how parents of gender-diverse youth respond to such pressures and ultimately come to understand and support their children’s gender identity.

This research is guided by Ridgeway’s theoretical concept of gender as a primary frame for coordinating social life. Using in-depth interviews with 36 supportive parents of gender-diverse children, the author details the process by which parents developed a critical consciousness of gender and subsequently adopted trans-affirming beliefs in response to their children’s gender-nonconformity.

Findings illustrate the power of gender as a primary frame for organizing life within the family as well as the circumstances under which hegemonic gender beliefs can be disrupted and alternative beliefs can be formed. The analysis shows that the process of making space for gender diversity within the home, which is taken on almost exclusively by mothers, invokes competing maternal mandates of raising “proper” children versus modeling selfless devotion to children’s happiness and well-being. As mothers navigate these conflicting requirements to create greater gender freedom for their children, they reinforce and perpetuate gender stereotypes that cast women as natural caregivers. Ironically, the work of intensive mothering is also the mechanism through which women come to develop alternative gender beliefs that they then use to expand gender possibilities for their children.

This issue of Retail Insights focuses on the subject of branding. There are a number of retail reports that offer valuable insights into current trends in branding. Professor Leslie de Chernatony analyses UK consumers’ attitudes towards brand extensions in a survey commissioned by Ventura. The Brand Finance Report for 1999 provides interesting reading on brand values and the overall performance of companies last year. In addition, there are a collection of shorter reports on various new branding issues and abstracts of articles on the topic.

This study is a follow-up of inpatients diagnosed with severe depression/melancholia between 1956 and 1969. During this period, all inpatients at the Department of Psychiatry, University Hospital, Lund, were rated on a multidimensional diagnostic schedule on discharge. There were 471 patients born from 1920 onward. In the present follow-up, 2006 to 2010, 169 survivors could be traced. They were asked to participate in the study involving a telephone interview, in which a structured life chart was used. Of the patients contacted, 16 were ill or confused and 3 did not remember ever being depressed, leaving 150 who could participate. Seventy-five of these agreed to participate in the study. Long-term course of depression was evaluated by cluster analysis and compared to background variables, such as heredity for depression, perceived parental rearing behaviour, and treatment of index depressive episode. Using a cluster analysis the patients could be separated into six clusters describing the course: i) single or few episodes followed by long-lasting remission; ii) single or few episodes followed by long-lasting remission, although shorter; iii) single or few episodes followed by late recurrence; iv) single or few episodes, but more frequently ill, followed by late recurrence; v) several episodes followed by lasting remission; vi) chronic course of episodes. Remission or recurrence could therefore occur even after more than a decade. In summary, there was a short-term course with or without recurrence or a chronic course with or without late remission. Heredity for depression was significantly related to a chronic course with or without late remission.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.