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Using a sample of 446 secondary students who had participated in a vocational education and training in school (VETiS) program, compares the experiences and perceptions of students who had undertaken a work placement with those who had not. Shows that students who had participated in work placement enjoyed the VETiS experience more than those who had not, and that the work placement had assisted them in their decision whether to stay at school or not. A factor analysis of results showed a factor associated with self‐confidence about employability, and a factor associated with assistance in achieving specific post‐school employment. Students who had completed a work placement were significantly higher on both these factors than students who had not. Results are consistent with other research in the field, and it is argued that the work placement experience plays a considerable part in developing student agency in the decisions and the journey that they make in their transition from school to work.

The aim of this study is to investigate the potential effects of corporate governance and financial characteristics on the extent of corporate social responsibility (CSR) disclosure focusing on the US companies.

The sample consists of 366 companies from the Fortune 500 list for 2011. The environmental, social and governance disclosure score calculated by Bloomberg is used as a proxy for the extent of CSR disclosure. Multiple regression analysis was developed to identify factors that affect the extent of CSR disclosure.

Results show that company and board size is significantly and positively related to the extent of CSR disclosure, and companies with Chief Executive Officer (CEO) duality characteristics publish less information on their CSR disclosure, while there are significant differences between different industries and the extent of CSR disclosure.

The research is based only on the presence or the absence of CSR disclosure without receiving the quality aspect of the CSR disclosure which could lead to misinterpretation. The results should not be generalized as the sample was based on large-size US companies for 2011.

This study extends the scope of previous studies by introducing new independent and dependent variables. It contributes to the understanding of determinants of CSR disclosure to improve the implementation of disclosure guidelines.

The ecological footprint represents a simple way to assess the amount of materials consumed and waste produced by a given entity. The approach has been applied to countries, towns, households, and more recently university campuses. One of the challenges of using the ecological footprint at a university is the difficulty of determining how large the footprint should be. The authors have developed a calculator specific to the needs of a university campus, and applied it to the University of Toronto at Mississauga (UTM). Rather than focus on the overall size, the purpose of this paper is to instead create several scenarios to help communicate the relative impacts of alternative actions.

An ecological footprint calculator appropriate to the campus was developed and applied to UTM. Three scenarios were then created: on‐campus electricity generation versus electricity purchased from the grid, current commuting patterns versus those expected if a student bus pass is adopted, and use of virgin office paper versus recycled office paper.

The results of the calculator suggest that energy consumption represents the largest component of UTM's footprint, followed by commuting to campus.

The relative benefits of on‐campus electricity generation, increasing public transit use, and the adoption of recycled paper are all highlighted through the scenario calculations.

This paper presents a way to avoid the difficulty of determining how large a university's footprint should be through the use of an alternative scenario method, which provides an easy way to communicate the impacts of consumption decisions to a campus' community.

The purpose of this paper is to present a retrospective of the career life of Michael Driver, from the time of his Princeton graduate studies and early faculty years at Purdue University through the over three decades he spent at USC.

The history and development of his theoretical and research interests are presented, as well as the many contributions he made to both management consulting and the education of MBA students. His 1970s role in the founding and development of the Careers Division of the Academy of Management and his contributions to career research are highlighted and illuminate one of the critical periods in the renewal of the field. His orientation towards complexity and integration stand out as characteristics that positively impact theory building and research.

Michael Driver's career life was one of depth, scope, growth, and continuity. As a humanist, he would want us to not only continue our pursuits to better understand the complexities of human behavior, but to integrate them into something more meaningful.

This retrospective provides insight into the history and development of Mike Driver's theoretical and research interests and underscores his many contributions. The essay also highlights the history of career studies during the renewal period of the 1970s and 1980s. Hopefully, Mike Driver's legacy will inspire younger scholars to extend the field and carry it forward.

The dementias are important disorders of ageing which result in cognitive and functional decline, behaviour change, increasing dependency and premature death. Alzheimer's disease and other dementias are at least as prevalent in older people with learning disabilities as in the general population. In addition, people with Down's syndrome have high rates of early onset Alzheimer's disease. Assessment of dementia in people with learning disabilities is confounded by pre‐existing cognitive and functional impairments and high rates of comorbid disorders. This paper discusses assessment of dementia in people with learning disabilities from a clinical perspective, with reference to the current evidence base.

Research on nonschool settings suggests young people benefit from digital multimodal composition. Less is known about how digital composing can support students as they interpret required literary class texts. To understand the potential benefits and challenges of digitally composing for literary analysis, design interviews with two high school students were conducted to examine their processes as they designed digital multimodal compositions to interpret Anglo-Saxon poems. Grounded in the social semiotic theory of multimodality, this study aims to examine how students engaged in literary analysis and interpretive digital composition within secondary ELA.

Qualitative classroom data were collected through digital means over a six-week period: a whole-class student survey, focal student semistructured design interviews, emails, field notes, analytic memos and student-created digital artifacts.

Students’ print-based literary engagements and digital multimodal composition processes were mutually shaped. Additionally, digital multimodal composition offered entry points into challenging print-based literary texts, resulting in understandings enacted across multiple forms of mediation.

The study focused on one cycle of multimodal composition. Additional studies of students’ digital multimodal composition processes in ELA classrooms over time could be beneficial to the field.

The study identifies an approach to digital multimodal composition that may help teachers address and integrate core disciplinary objectives.

This study contributes to scholarship concerned with how “new” technologies and “old” literacies co-exist in contexts requiring students to engage in expanded communication modes alongside specific academic literacies.

This paper reports the findings of a study examining the impact of one teacher preparation program on the current practices of its graduates and documents the ways the program focused on equity and social justice in preparing educators who see themselves as agents for transforming schools. This paper aims to identify program elements that can be transformative in the preparation of antiracist teachers.

This study examined the stories of nine program alumni who shared preservice education experiences and reflections on current practices. Interview data, videotaped and transcribed verbatim, included the teachers’ reflections and perceptions of their preparation program and descriptions of current practices and areas to which they each attribute success as educators. Data were analyzed through inductive analysis.

Two thematic categories were identified: pedagogical experiences and foundational experiences. Pedagogical experiences were field experiences across multiple districts and schools, preparation for culturally relevant pedagogy and focus on building relationships with students and families. Foundational experiences included mindsets of examining self, conversations over time and truths about racism and inequity.

This study has clear implications for how programs prepare teachers for antiracism, social justice and educational equity. This paper should inform policy and practice in teacher education.

This study offers hope and guidance for teacher preparation programs and demonstrates that teacher education can and must be a leading contributor to an antiracist society.

The purpose of this paper is to investigate the vital determinants on the extent of corporate social responsibility (CSR) disclosure in a US context. The selected variables are CEO duality, the presence of women in the board, greenhouse gas (GHG) emissions, emission reduction initiatives, company's risk premium, financial leverage and industry's profile.

The environmental, social and governance (ESG) disclosure score is used as a proxy for the extent of CSR disclosure calculated by Bloomberg. The influence of plausible variables on the ESG disclosure score and its sub-categories was examined by using the least squares dummy variable model (LSDV) incorporating 100 companies listed on Standard & Poor's 500 Index for the period 2009-2012.

The results show that the emission reduction initiatives and GHG emissions influence positively the extent of ESG score. In addition, slight differences exist concerning the determinants of different types of disclosures. Furthermore, it is illustrated that a company's industrial profile seems to have differences among the extent of the different types of disclosure.

The sample of companies is based on the US companies incorporating only large-sized ones.

The study extends previous studies with the inclusion of both traditional and innovative determinants of the CSR disclosure in USA taking into account four years of corporate data. A third party rating approach was adopted in order to calculate the extent of CSR disclosure. Finally, both the shareholders’ and the investors’ attitudes in relation to CSR disclosure are presented.

Discussions about conflict at work generally tend to revolve around examples of overt industrial action, taken against an employer by a group of well‐organised employees. As the service sector becomes increasingly prominent within the UK, this model is no longer adequate – if it ever was – since much action is covert and individualistic in nature. Moreover, managers themselves may also engage in activities designed to defy or subvert central policy initiatives. This monograph is concerned with an analysis of such activities in a night‐club environment, and is based on six years research during which one of the authors worked as an employee for a large service sector organisation. It illustrates graphically the way in which employees resisted management instructions, or sought to “get even” with individuals who had alienated them. The implications which this research suggests for improving systems of management in an environment such as this are assessed.

Insight has grown that for an organization to learn and change successfully, forgetting and unlearning are required. The purpose of this paper is to summarize the relevant existing body of empirical research on forgetting and unlearning, to encourage research using a greater variety of methods and to contribute to a more complementary body of empirical work by using designs and instruments with a stronger reference to previous studies.

As the number of theoretical papers clearly exceeds the number of empirical papers, the present paper deals with the main insights based on the empirical state of research on unlearning and forgetting. So far, these empirical results have shown relationships between unlearning and other organizational outcomes such as innovation on an organizational level, but many of the other proposed relationships have not been investigated. The authors presents suggestion to apply a larger variety of qualitative, quantitative and mixed methods in organizational research.

Unlearning and forgetting research can benefit both from more diverse theoretical questions addressed in research and from a more complementary body of empirical work that applies methods, designs and instruments that refer to previous research designs and results. To understand and manage unlearning and forgetting, empirical work should relate to and expand upon previous empirical work to form a more coherent understanding of empirical results.

The paper presents a variety of research designs and methods that can be applied within the research context of understanding the nature of organizational forgetting and unlearning. Additionally, it illustrates the potential for different methods, such as experience sampling methods, which capture the temporal aspects of forgetting and unlearning.