Richard A. Bernardi and David F. Bean
This research is a 6-year extension of Bernardi's (2005) initial ranking of the top ethics authors in accounting; it also represents a broadening of the scope of the original data…
Abstract
This research is a 6-year extension of Bernardi's (2005) initial ranking of the top ethics authors in accounting; it also represents a broadening of the scope of the original data into accounting's top-40 journals. While Bernardi only considered publications in business-ethics journals in his initial ranking, we developed a methodology to identify ethics articles in accounting's top-40 journals. The purpose of this research is to provide a more complete list of accounting's ethics authors for use by authors, administrators, and other stakeholders. In this study, 26 business-ethics and accounting's top-40 journals were analyzed for a 23-year period between 1986 through 2008. Our data indicate that 16.8 percent of the 4,680 colleagues with either a PhD or DBA who teach accounting at North American institutions had authored/coauthored one ethics article and only 6.3 percent had authored/coauthored more than one ethics article in the 66 journals we examined. Consequently, 83.2 percent of the PhDs and DBAs in accounting had not authored/coauthored even one ethics article.
Patricia Gooding, Rebecca Crook, Melissa Westwood and Sarah Peters
Understanding ways to foster wellbeing in postgraduate-research students (PGRs) requires focus especially with respect to positive relationship formation with supervisory teams…
Abstract
Purpose
Understanding ways to foster wellbeing in postgraduate-research students (PGRs) requires focus especially with respect to positive relationship formation with supervisory teams. Hence, the purpose of this study was to explore six different ways of nurturing wellbeing; perceptions of positive relationships with supervisory teams; and interactions between these factors.
Design/methodology/approach
In total, 155 PGRs completed questionnaires at baseline and six months. The predictor variables were six ways of nurturing wellbeing; the outcome variable was psychological wellbeing appraisals overall; and the moderator variables were positive perceptions of relationships with key staff.
Findings
The most effective ways of nurturing wellbeing were Noticing and Being Aware; Discovering and Learning; Connecting with Others; and Being Healthy and Safe. Over time, Noticing and Being Aware predicted psychological wellbeing appraisals overall. Positive relationships with supervisors, co-supervisors and work peers were associated with wellbeing appraisals. Furthermore, positive relationships with co-supervisors most convincingly strengthened the relationships between wellbeing appraisals and Noticing and Being Healthy cross-sectionally, and Giving longitudinally.
Research limitations/implications
It is concerning that PGRs are often overlooked when developing policies and strategies to combat mental health problems. Rather than simply focusing on diminishing mental health problems, the current work evidences ways of optimizing positive aspects of PGR experiences by actively nurturing wellbeing in tandem with enhancing relationships with supervisory team members. However, such initiatives have to be an investment at institutional, as well as individual levels.
Originality/value
Examining the interactions between nurturing positive wellbeing in PGRs and positive relationships with supervisory team members is under-researched.
Details
Keywords
Patricia Gooding, Rebecca Crook, Melissa Westwood, Claire Faichnie and Sarah Peters
This study aims to examine the following across a six-month period in post-graduate research (PGR) students: mental health and well-being; the effect of academic pressures on…
Abstract
Purpose
This study aims to examine the following across a six-month period in post-graduate research (PGR) students: mental health and well-being; the effect of academic pressures on depression, anxiety and well-being; and the extent to which psychological resilience buffered against academic pressures.
Design/methodology/approach
This was a longitudinal questionnaire study with predictor variables of six types of academic pressure, outcome variables of depression, anxiety and well-being, and a moderator of resilience.
Findings
Well-being significantly worsened across the six-month timeframe, but levels of depression and anxiety remained relatively stable. Negative perceptions of academic challenges at baseline significantly predicted anxiety, but not depression or well-being, six months later. Negative appraisals of relationships with supervisors, other university staff and work peers were not predictors of anxiety. Social support resilience which was present at baseline buffered the relationship between perceived academic challenges and anxiety.
Practical implications
Higher education institutions have a duty of care towards PGR students, many of whom struggle with the escalating interactions between mental health problems and academic pressures. Actively nurturing psychological resilience related to social support is key at the level of individual students and the PGR community but more broadly at an institutional level.
Originality/value
To the best of the authors’ knowledge, this is the first study to examine the effects of negative perceptions of multiple facets of academic life on depression, anxiety and well-being longitudinally. Additionally, it is the first study to investigate, and demonstrate, the extent to which psychological resilience can lessen the relationship between academic challenges and anxiety over time.
Details
Keywords
Ethan McGuirk and Patricia Frazer
The prevalence of mental health (MH) issues amongst post-secondary students is on the rise. This study aims to assess if a student’s mental well-being (MWB) is impacted by a range…
Abstract
Purpose
The prevalence of mental health (MH) issues amongst post-secondary students is on the rise. This study aims to assess if a student’s mental well-being (MWB) is impacted by a range of predictors such as gender, education level, mental health literacy (MHL) and the post-secondary campus climate.
Design/methodology/approach
A correlational, cross-sectional design was implemented amongst a student population (N = 100). A questionnaire was administered electronically to participants’. Levels of MWB, campus climate and MHL were evaluated alongside a number of demographics.
Findings
Campus climate was a significant predictor of student MWB. Gender differences were discovered amongst MHL levels. MHL was found to be significantly associated with the level of education.
Originality/value
This study is one of few evaluating the relationship between MWB, MHL and the post-secondary campus climate. Based on these findings, the post-secondary campus may predict student MWB, therefore can be possibly augmented to assist students. Additionally, MHL interventions should focus on education level and gender-specific cohorts to enhance student MWB.
Details
Keywords
Various philosophers and thinkers have discussed the importance of thinking and philosophising about the concept of ‘place’. A necessary structure of human experience, place is…
Abstract
Various philosophers and thinkers have discussed the importance of thinking and philosophising about the concept of ‘place’. A necessary structure of human experience, place is vital to the very foundation of human experience. More than the geography or arrangement of places, place is a concept that moulds human experience and contributes to understanding oneself and the world. Place has also been used to explain political motivations and issues such as citizenship, diaspora and migration. Despite its importance, place has not been problematised enough and has been neglected in studies of intersectionality. For instance, the role and influence of place in a person's diversity wheel and the interlocking web of oppressive structures have been reduced to either racial, class or gender categories. As a result, current critical theories fall short in drawing up the effects of place on intersectionality. This chapter, therefore, proposes the need to develop a critical place theory. It highlights the role that place-aspects play in the oppression and marginalisation of individuals. Moreover, it also examines the relatively new concept of placism as an analytical framework that can be used to explain varying oppressive placial structures.
Details
Keywords
This paper aims to present the case of a semester-long study-abroad education class in Italy. This course explored place-based methods that classroom teachers (K-12) might use to…
Abstract
Purpose
This paper aims to present the case of a semester-long study-abroad education class in Italy. This course explored place-based methods that classroom teachers (K-12) might use to connect students’ outdoor surroundings to extend the lessons they learn in school about environmental sustainability. The experience of the university instructor and students outlined in this paper highlights the promise of place-based education to provide a potent approach for conveying principles of education for sustainable development (ESD).
Design/methodology/approach
An American university course enacted the approaches of place-based education and learning outdoors (harnessing student curiosity, building community partnerships, etc.) to investigate the natural and civic systems at work in the city of Florence. The participants deepened their understanding about the natural environment, economic health and well-being of inhabitants and compared the findings about local sustainable resource management to international settings. Through a deliberate practice framework, the students designed classroom lessons.
Findings
This discussion of university students’ work in an education course illuminates the possibilities for place-based applications in elementary and secondary schools. The pedagogical principles applied in this course also highlight the multidisciplinary strengths of ESD.
Originality/value
This paper provides an inside look at choices educators must make to provide relevance in classrooms, to connect the curriculum content that is standardized by governments with the systemic dilemmas that challenge communities. The author details the pedestrian topics that the university students examined during the semester. These lessons show that place-based inquiry situated in the outdoors can present clear lessons about sustainable development. An international comparative perspective can enhance learners’ perspectives about local surroundings.
Details
Keywords
WHEN The Crock of Gold was first published in London in 1912, this extraordinary prose‐fantasy, described by a reviewer in The Times as ‘an inspired medley of topsy‐turvydom’, was…
Abstract
WHEN The Crock of Gold was first published in London in 1912, this extraordinary prose‐fantasy, described by a reviewer in The Times as ‘an inspired medley of topsy‐turvydom’, was hailed as a veritable masterpiece from the hands of a new poet of the same school with Yeats and Synge. That poet was, of course, James Stephens, the poet whom Sean O'Casey would later refer to as ‘the jesting poet with a radiant star in's coxcomb’, and to whom he dedicated, in 1949, his favourite play, Cock‐a‐Doodle Dandy. The reviewer in Punch at the time likened The Crock of Gold to ‘a fairy fantasy, elvish, grotesque, realistic, allegorical, humorous, satirical, idealistic, and poetical by turns … and very beautiful’.