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Minority areas, with their cultural distinctiveness and a strong tendency to cultivate and preserve cultural identities, can offer guests special added value as tourist destinations. This study seeks to address whether and to what extent locals and guests of tourist areas populated by minority populations perceive and are aware of the uniqueness, variety and potential of the minority in a region.

Research has already been developed that analyses the inter‐relations between the local population and tourism, but is scarce regarding national minorities and tourism. This paper pursues a new research field focusing on the potential of tourist destinations that offer specialised characteristics due to their cultural, ethnic or minority populations. The authors carried out an empirical study using quantitative, standardised questionnaires in 2008 in two minority areas: South Tyrol, Italy (which has a Ladin minority population) as well as Transylvania, Romania (which has a German and Hungarian minority population). The South Tyrol situation is doubly unusual, because the Ladin minority population is a minority within the German minority region in Italy.

The study shows that ethnic minority populations can definitely offer added value for holidaymakers in tourist destinations. The special interest and attraction of these types of holiday stay for guests is explained, above all, by the varied cuisine and the locals' proficiency in languages (South Tyrol) as well as the specific architecture and the more extensive cultural offerings (Transylvania). In Transylvania no significant differences and in South Tyrol significant differences in the perception of the special cultural situation by locals and guests have been observed.

This study was confined to 250 interviewees per group and study region, due to budget restrictions. Compared to the volume of research on native population and tourism, research on minorities and tourist activities is quite new. Therefore this research paper provides only an exploratory study and could be developed further.

The paper shows that ethnic minorities, with their customs and traditions, languages and architectural styles, can definitely offer added value for holidaymakers.

With a focus on the position of EU mobile workers in the Dutch meat industry, this article discusses the multi-level State efforts to enhance protection of workers who experienced limited protection of existing State and private enforcement institutions. The COVID-19 pandemic, with virus outbreaks at Dutch meat plants, fuelled public and political will to structurally improve these workers' precarious work and living conditions. Yet, the process of policy change is slow. The authors show it is the gradual transformation in the institutional environment that the State needs to counter to become more protective for EU mobile workers.

Using the gradual institutional change approach and the concept of State ignorance, the authors examine State responses drawing on interviews with expert stakeholders in the public and private domain, public administration records and newspaper articles.

Through knowledge creation, boosted social dialogue mechanisms, enhanced enforcement capacity and new housing legislation, the Dutch State focuses on countering gradual institutional change through which existing institutions lost their effectiveness as protectors of EU mobile workers. The organization of work is, nevertheless, not (yet) fundamentally addressed with tighter public legislation.

The findings contribute to a more nuanced understanding of the role of the State as multifaceted actor in institutional change processes towards increased protection for EU mobile workers.

The purpose of this study is to explore the reasons why international accounting students in higher education in Australia do not accept leadership roles in academic teams, considering the importance employers attach to leadership and teamwork graduate attributes.

Adopting the Keating et al. (2014) ready, willing and able (RWA) leadership framework, this qualitative study uses a narrative textual approach to analyse the data from responses to open-ended questions recorded in interviews with a sample of Master of Professional Accounting (MPA) students (N = 12) undertaking leadership-in-team roles in a management and cost Accounting unit (N = 110) within an Australian higher education accounting program.

The results of this study suggest that a lack of past work experience disadvantages accounting students in being ‘ready’ to adopt leadership roles in teams. Self-interested behaviour results in students not being ‘willing’ to adopt leadership roles. Students perceive business simulation and work-integrated learning activities to hold the potential to improve their ‘ability’ to lead.

The study offers a conceptual schema for student leadership development, suggesting that accounting curricula in higher education should include the assessment of scaffolded leadership development activities. Mentorship roles in academic teams should also be explored.

To the authors’ knowledge, this is the first application of the RWA framework to explore accounting students’ predisposition to accepting leadership roles in teams. Informed by the student narrative, the authors offer a future focused RWA schema as a practical guide for educators to embed leadership development in the accounting curriculum.

The purpose of this paper is to explore engagement of flexpatriates on rotational and regular field assignments in the energy industry, theoretically grounded in the “Four Fundamental Pillars of Engagement”.

In an exploratory case study within a global organisation in the energy industry, in a post-merger/acquisition integration stage, the authors interviewed 24 rotational and regular field assignees of seven different nationalities, residing at nine different global locations.

The results of the case study show that the following newly identified drivers within the “Four Fundamental Pillars of Engagement” are crucial for engagement of flexpatriate rotational and regular field assignees in the energy industry: information, communication and technology; training, learning and growth; support from colleagues and line managers (“capacity to engage”); job ownership/control; respect, recognition and appreciation (“reason to engage”); freedom to be creative and innovative; pride and promises; client satisfaction (“freedom to engage”); alignment between the organisation and the individual (“alignment to engage”), especially in a post-merger and acquisition (M&A) organisational context during a downturn in the oil and gas industry.

The case study focused on rotational assignees from one particular organisation in the energy industry, which restricts the generalisability of the findings on engagement of rotational assignees to other organisations, industries and geographies.

Organisations in the energy industry that actively promote engagement of rotational assignees, especially during the post-M&A integration stage and economic turmoil, will strengthen their sustainable global competitive advantage.

The contribution of this paper is that it presents a refinement and expansion of the drivers of engagement within the “Four Fundamental Pillars of Engagement”, conceptualised in an international post-M&A organisational context during a downturn in the oil and gas industry.

There exist a number of approaches that attempt to explain the occupational choices of youth from different perspectives. The social cognitive theory and the self-efficacy approach, to name the most influential, emphasize the centrality of cognitive abilities of individuals in making a career choice, and look at professional orientation primarily through the lenses of micro factors. This chapter extends existing approaches by accentuating the importance of cultural traditions and stereotypes for occupational choices.

This chapter uses official statistical data ranging from the rise of the USSR to the present day. These have been collected by the Federal State Statistics Service (Rosstat) and were partly retrieved from archives.

After a review of extant theoretical frames pertinent to career choices, this chapter suggests a theory of occupational choices through the lenses of gender, thus deploying Sandra L. Bem’s (1973, 1981) framework on gender schema. Proposing a theoretical model that links micro and macro factors, the chapter then demonstrates how the approach functions in the Russian post-socialist context.

The novelty consists of incorporation of sociocultural aspects of occupational choices, thus allowing a scope for comparative research. Additionally, the proposed model of gendered career choices can be employed for explaining differences within sexes. Besides, the model argues that not primarily intelligence but often external factors shape career choices.

Wine bottles compete for consumers’ attention in the shelf during the decisive moment of choice. This study aims to explore the role that visual attention to wine labels has on the purchase decision and the mediating role of quality perceptions and desire on such purchase behaviours. Wine awards and consumption situation are used as moderators..

The study was conducted in Portugal and 36 individuals participated in a 2 × 2 within subjects design (awarded/not awarded × self-consumption/social-consumption). For each scenario, individuals’ attention, perceptions of quality, desire and purchase intentions were recorded.

Data from eye-tracking shows that, during the purchase process, the amount of attention given to a bottle is determinant of individuals’ purchase intentions, a relationship that increases in significance for bottles with awards and for when consumers are buying wine for a consumption situation involving a social environment. In addition, both quality perceptions and desire are confirmed to positively influence wines’ purchase intentions.

By using an eye monitoring method, this paper brings new insights into the wine industry by highlighting the impact that wines’ labels and different consumption situations have on individuals’ attention and purchase intention. Wine producers and retailers may benefit from the insights provided by the current study to refine their communication strategies by either highlighting product characteristics and pictorial elements, as it is the case of the awards, or communicating about their products for different consumption situations.

The aim of the paper is to share the experience of multi‐national, funded research practice and to explore some of the issues related to conducting such studies in forensic practice. The BEST Index is a normative forensic risk assessment instrument that can be implemented through the different levels of security. It benefits the patient as it is a structured assessment instrument for assessing, planning, implementing and evaluating care in the context of risk assessment. A large‐scale, five‐country EU‐funded study was conducted to validate the instrument and to develop educational tools. Some published description of research experience exists but does not cover the issues for people new to high‐level research studies or the partnership working that is required to make multi‐national, multi‐lingual studies work to the benefit of the patient. Many issues arose during the study and those considered important to deal with, and the actions taken, are described, including ethical issues, management and organisational issues, and ‘the long haul’. Being new to research and coming straight in to this kind of large‐scale clinical research requires preparation and thought.

The concept of an American Dream was interrogated during a service-learning partnership between university students and a multilingual, racially diverse class of sixth graders. The one-on-one service-learning partnerships were at the heart of the semester-long project and sought horizontalidad, or non-authoritarian democratic communication and shared knowledge creation. The paper aims to discuss these issues.

This project leveraged the arts and humanities within the context of social studies education to promote youth civic engagement. This project used Photovoice methodology in which all participants took photos and wrote about their American Dream. Participants then shared their photography and writing at three public gallery events in the community in an effort to educate others about their perspectives, experiences, and hopes regarding the American Dream.

Findings from the reciprocally minded partnership centered on the sixth-grade students taking a collective approach to the American Dream. Specifically, they noted their commitment to their families and desire to support others, with some sixth graders even sharing a commitment to promoting social justice. Some participants demonstrated a “we consciousness,” or a collective approach to social justice.

The study provides insights into how educators can engage middle school students in democratic practice as active citizens in a service-learning partnership. Through a service-learning themed project about the American Dream, middle school students were able to share their voices and experiences with the larger community via a project rooted in horizontalidad.

Tracing the development of a parallel-engaged pedagogy of care that extended and adapted the critical and transformative pedagogies of Freire, De Sousa Santos and hooks to the South African context. The development of this transformative pedagogy addresses the local conditions of an architectural design studio at a postcolonial, post-Apartheid and post “Fees must Fall” protests South African university. This pedagogy used practice-based design research to build a more conscious, critical and careful design practice in both students and educators.

The pedagogy was developed through participatory action research, over five years, from 2019 to 2023 including two years of the COVID-19 pandemic. Parallel and active engagement of students and educators within a nurturing and caring environment evolved from year to year, through a conscious and critical reflection on the process. Student surveys, reflective essays and focus groups unearth the impact of the parallel-engaged pedagogy of care.

The parallel-engaged pedagogy of care was shown to support and scaffold students becoming more conscious, critical and careful in their design practices validating diverse lived experiences as generative for design and important for social justice and transformative equity.

The parallel-engaged pedagogy of care is part of a global shift to more transformative pedagogies that address student diversity and decoloniality.

Through dismantling traditional hierarchical teaching modes, the pedagogy is more student-led, agile and adaptable. Through centring and demonstrating care in the pedagogy, students are encouraged to develop both self-care and care in their design practice. This is especially critical in the South African context where the cultural capital of the institution, with its roots in colonial and Apartheid education differs from that of the majority of students of colour.