Search results

This research explores the experiences of self-identified queer victims of intimate partner violence, their personal encounters with violence-response organizations, and the extent to which their gender/sexual identity impacted their willingness to disclose their abuse.

Eleven respondents were recruited from online queer social networking sites and were interviewed via e-mail or Skype.

All respondents identified as gender variant or had an abusive partner who identified as gender variant. All study participants reported having experienced physical abuse. Several reported sexual and emotional abuse. Respondents reported a reluctance to seek institutional support and intervention. Several respondents were unable to recognize abuse as abuse until much later. When asked about whether or not they sought intervention, most respondents in this study described a sort of isolation, where they perceived that they were facing prejudice and stigmatization, and risked being dismissed and delegitimized. Several respondents sensed that there simply were no organizations that were sensitized and available to queer-identified victims. Even if they had pursued help from existing institutions, several respondents communicated a doubt that they could truly be of service, since these institutions likely operated with heteronormative narratives and practices. Collectively, the respondents in this study describe experiences as victims of IPV that are clearly mediated by homophobia and cissism.

We emphasize the need for an “intersectional awareness” in scholarship and organizing surrounding IPV. We critique the state’s gender-based practices of violence intervention and propose alternative possibilities for more inclusive intervention and organizing on behalf of queer victims of violence.

The body of literature that exists on IPV among LGBTQ persons is small, and much of this literature is focused on how patterns of IPV differ from heterosexual violence. In exploring IPV among self-identified queer victims, we depart from most research on IPV in that our analysis is not so much concerned with the gender or sex assignment of the victim, but rather the gendered context in which the violence is playing out.

The idea that a significant portion of what consumers do, feel, and think is driven by automatic (or “implicit”) cognitive processes has sparked a wave of interest in the development of assessment tools that (attempt to) capture cognitive processes under automaticity conditions (also known as “implicit measures”). However, as more and more implicit measures are developed, it is becoming increasingly difficult for consumer scientists and marketing professionals to select the most appropriate tool for a specific research question. We therefore present a systematic overview of the criteria that can be used to evaluate and compare different implicit measures, including their structural characteristics, the extent to which (and the way in which) they qualify as “implicit,” as well as more practical considerations such as ease of implementation and the user experience of the respondents. As an example, we apply these criteria to four implicit measures that are (or have the potential to become) popular in marketing research (i.e., the implicit association test, the evaluative priming task, the affect misattribution procedure, and the propositional evaluation paradigm).

The implications arising from the underrepresentation of women and inequality of female participation in leadership and senior management positions continues to challenge many sectors of the economy and transportation, including commercial aviation. Although concerted efforts have been made to introduce initiatives encouraging women into senior leadership roles, change is slow and women remain underrepresented on Senior Management Teams (SMTs) and the Executive Committees of commercial airlines and airports. Globally, and prior to the COVID pandemic, only 3 per cent of airline CEOs were women whilst women held 8 per cent of airline CFO posts and 3 per cent of COO posts (Silk, 2019).

Air transport’s apparent inability to recruit and retain women in top leadership positions poses a serious challenge to the sector and the global economy as a whole. This chapter argues that lack of gender diversity will inevitably hinder the expansion of the sector and pose a significant challenge by failing to capitalise on the skill set of women. The aim of this chapter is to examine women’s representation and progression within the UK aviation sector with a particular focus on airports.

Multidimensional fit (MDF) has been coined as “elusive” and relevant to an individual’s social identity and self-concept, unfolding over time as individuals assess their fit relative to Person-Organization, Person-Vocation, Person-Job, and Person-Team Fit. In this chapter, the literature as it relates to the refugee employment journey, MDF, and HRM practices that facilitate or inhibit MDF is reviewed. Furthermore, in this study, the process-oriented view of the refuge path highlights the complexity of their experience, noting an array of antecedents as they relate to country, host country and individual differences, interventions through NGOs, refugee resettlement agencies, and organizations, as well as the less explored entrepreneurial path. These diverse paths and the process of finding fit, and the obstacles refugees face, are viewed through the lens of shocks and reassessment of MDF throughout their journey. Finally, the study’s outcomes illustrate individual wellbeing factors, organizational level benefits, as well as community level benefits to MDF.

Strong evidence has shown that increased agricultural productivity and opened international trade are required to maintain and enhance food security. The multilateral trading system has been unable to keep trade open for one subset of agricultural products – those that use biotechnology in production. This chapter assesses whether preferential trade agreements can represent potential alternative sources of trade rules for dealing with trade in the products of biotechnology. This chapter analyzes and compares three case studies of preferential trade agreements (Canada-EU Comprehensive Economic and Trade Agreement, EU-US Transatlantic Trade and Investment Partnership, and Trans-Pacific Partnership), by focusing on negotiations pertaining to products of biotechnology. The three preferential trade agreements have shown little inventiveness in their attempts to put in place rules of trade for the products of modern agricultural biotechnology and have established forums where only issues can be discussed. They are forums to talk and talk without any means to force closure on negotiations. Given the inability to deal with the issue of biotechnology at the WTO or other multilateral forums, the recent and current negotiations of major preferential agreements represent the second best alternative which still needs to be analyzed and still needs to be understood by policy makers, academics, and the population at large. This chapter represents a first step in that direction.

This introductory chapter develops the overall research focus and the aim of the present special issue ‘Gender segregation in vocational education’. Against the backdrop of strong horizontal gender segregation in vocational education and training (VET), we ask how institutional arrangements affect gendered (self-)selection into VET, and to what extent the patterns of the latter vary by context and over time. In order to expand our knowledge about the impact of educational offers and policies on gendered educational pathways and gender segregation in the labour market, we have gathered comparative quantitative studies that analyse the relationship between national variations in the organization of VET and cross-national differences in educational and occupational gender segregation from an institutional perspective. Following a review of the core literature within the field of gender segregation in VET, this introduction presents a discussion of education system classifications and institutional level mechanisms based on the contributions made in this volume. We then discuss gendered educational choices at the individual level, with particular emphasis on variation across the life course. Finally, we conclude our introductory chapter by commenting on the main contributions of the volume as a whole, as well as addressing suggestions for further research.

To provide an in-depth survey and review of innovation in library and information services (LIS) and to identify future trends in innovative research and its practical application in the field.

An in-depth review and summation of relevant literature over the last twenty years, along with an analysis and summary of the other papers in the volume.

Innovation in library and information work varies between the evolutionary and the discontinuous. A taxonomy of innovatory approaches to development and provision in the sector is provided, along with a detailed listing of the key elements of successful and not-so-successful innovative practice.

The work is dependent on existing literature rather than direct empirical work. However, because it draws together all major aspects of the topic, it has the potential to be used as a springboard for further generic studies and also specific programmes of work.

The need for innovation in LIS will be ever more pressing. The present chapter provides a necessary and rigorous overview of the necessary elements required for success in this area. It will be useful as a reference tool for intending researchers in library and information provision in a wide range of environments.

Because the chapter brings together a substantial body of information on the topic of innovation, it provides a comprehensive study of major developments and likely future trends in the field.

This study examines the effectiveness of instruction in accounting ethics as measured by the impact of that instruction on the incidence of student plagiarism in a college writing assignment.

This study avoids the potential problems inherent in measuring Machiavellianism via a psychological questionnaire by using a “reverse methodology,” whereby Machiavellianism is assessed directly from behavior.

The results support past research suggesting that traditional collegiate ethical education may not affect students’ ethical choices. The findings also suggest that increasing penalties for ethical failures may be an effective means of deterring students and business professionals from engaging in inappropriate activities.

This study supports the use of a behavioral measure of Machivellianism as a means of evaluating the effectiveness of alternative instructional methods in ethics. This behavioral approach is superior to the traditional questionnaire methodology because Machivellianism is judged based on actual behavior rather than having students respond to hypothetical and often stereotyped ethical cases, whereby the student can provide an artificial response that will be viewed favorably by the evaluator.

The findings suggest that higher education needs to recognize the relevance of factors beyond mere ethical education when preparing students for the ethical challenges they will face in the business world.

This paper employs a unique “reverse methodology” to measure Machiavellianism. This reverse methodology has greater external validity in quasi-experimental ethical studies because the results can be extrapolated to real-world scenarios where there is a cost to behaving ethically.

In revisiting the very first ethnographic research the author ever completed has ‘unearthed’ a significant project that speaks to policy makers, educators and teachers with a greater impact than it did when written and shelved over a decade ago. This insider’s journey in reclaiming teaching, conducted within a public high school in Australia, captures the author’s experiences of daily events and is intertwined with the narratives of other teachers interviewed. This ethnography occurred during the implementation of a ‘School Development Plan’ that was sweeping swiftly though the institution. The execution of this plan was unreservedly implemented with little, if any, consultation, explanation or collaboration with the teachers on site. Even though it had been anticipated, and indeed encouraged to publish from this nascent thesis, it did not happen. In reaching for it once again off the shelf, dusty and neglected, was the discovery of a ‘lost thing’. This was a recommendation ‘found’ on the final pages of the thesis; that if one should choose to partake in a similar journey in reclaiming teaching, then they would be wise to garner the support of significant ‘others’. Throughout this chapter, the author finds her own silenced voice (no longer a nom de plume) and the voices of her neglected colleagues to ‘speak back’ to neoliberal policy practice with renewed confidence and clarity. It is the teachers’ voices within their collective ‘present’ that this ethnography unifies and provides transforming nexus points and dialogic spaces to discover, and also maintain hope, possibility, trust, respect and relationships in teaching.

Despite the now sizable body of research documenting the importance of emotions and emotion regulation in the workplace, there is relatively little research investigating methods for improving emotional well-being in organizations. Moreover, well-being interventions that have been historically predominant in psychology are deficient in a variety of ways. In light of these deficits, researchers in other areas of psychology have begun to investigate the role of self-guided activities in enhancing the positive aspects of emotional well-being and emotion regulation. The purpose of this chapter is to provide an overview of self-guided activities and interventions. To this end, we provide a review and discussion of various theoretical ideas and specific interventions that have been, or could be, adapted into self-guided activities to boost emotions and emotional regulation skills in the workplace. The chapter is meant to provide practical guidance to employers, organizations, and individual employees interested in using self-guided activities to improve well-being and emotion regulation at work.