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This chapter discusses the findings of a qualitative study conducted on the US–Mexico border to investigate preservice bilingual teachers’ understandings of the effective practices needed to teach content in bilingual classrooms. Specifically, participants’ understandings of teaching language through content to emergent bilinguals and the role of academic language in a content methods course taught in Spanish for preservice bilingual teachers were explored. The results of the study show that preservice bilingual teachers struggled to internalize how to develop language objectives that embed the four language domains as well as the three levels of academic language into their content lessons. Although participants emphasized vocabulary development, they integrated multiple scaffolding strategies to support emergent bilinguals. Moreover, although preservice bilingual teachers struggled with standard Spanish, they used translanguaging to navigate the discourse of education in their content lessons. The use of academic Spanish was also evident in participants’ planning of instruction. The authors contend that bilingual teacher preparation would benefit from the implementation of a dynamic bilingual curriculum that: (a) incorporates sustained opportunities across coursework for preservice bilingual teachers to strengthen their understanding of content teaching and academic language development for emergent bilinguals; (b) values preservice bilingual teachers’ language varieties, develops metalinguistic awareness, and fosters the ability to navigate between language registers for teaching and learning; and (c) values translanguaging as a pedagogical strategy that provides access to content and language development.

This chapter reflects upon the trajectory of research in the geography of tourism in Spain. It begins with a review, including the evolution of the main topics present in the subdiscipline, with a special focus on developments since the 1990s. This is followed by an analysis of the current role and potential impact of academic tourism geography and a discussion on the recent growth in the publication of research results in international journals. Of importance are the institutional factors that explain the increasing recognition of research on the geography of tourism in Spain. Finally, the chapter discusses the hegemony of positivist approaches pivoting on land use, local and regional development, impact analysis, and landscape transformation, as well as the emerging links between Spanish tourism geography and the international mainstream schools of thought.

The purpose of this research is to illuminate the processes that give rise to gendered career pathways in Spanish academia, tracing how individuals might move from academic “passion” to academic “consecration” in a setting in which both visible and veiled discrimination persist. By examining academics' testimony, the paper aims to explore the production and reproduction of complex dynamics of power and gender inequalities through informal processes.

Qualitative study, drawing on semi‐structured interviews with 33 academics (16 female and 17 male) working in academic departments of psychology (17) and engineering (16) in three Madrid universities.

Although the percentage of professors in Spanish universities who are female is relatively high, compared to many European countries, this quantitative feminization does not appear to be associated with clear institutionalization of formal gender equality policies or the elimination of tacit discriminatory practices. Despite recent measures to reform the recruitment patterns in Spanish universities towards a more meritocratic model, the tradition of a sistema endogámico (an “inbreeding” system) persists, under which appointments are frequently made on the basis of internal (departmental) networks. This was found to operate to the disadvantage of women in both disciplines studied.

Despite the limitations inherent in a small‐scale study, this paper is likely to help not only to increase awareness of gender bias, but also to contribute to the reevaluation of the current university culture in Spain which, through its ostensibly gender‐neutral recruitment practices rooted in internal networks, constrains women's career opportunities.

This paper aims to further the understanding about the relationship between work–life conflict and possible barriers to career progression due to the perception of anticipated work–life conflict, considering the unbounded nature of academic work through features such as its intensity, flexibility and perception of organizational support.

The model was tested using survey data from academics in a public university in the south of Spain. Hierarchical regression analyses were used to test the hypotheses.

The results reveal that current work–life conflict, job intensity and perception of support have a direct effect on the anticipation of work–life conflict in the event of progression in academic careers. The flexibility that academics enjoy is not sufficient to prevent the expected conflict. Academics' age is relevant, but gender or having childcare responsibilities have no significant effect of the anticipation of conflict.

This study addresses the gap in the literature on anticipated work–life conflict, expanding the focus to nonfamily commitments in unbounded jobs such as academic posts. The authors are not aware of any other study that focuses on the anticipation of work–life conflict in the case of career advancement among current employees with professional experience or accurate knowledge of what job they will be doing instead of students. Work–life balance should not be restricted to women with caring responsibilities, as conflict is no longer only related to gender roles.

This paper not only explores existing work–life conflict but also empirically analyzes anticipated work–life conflict in unbounded careers such as academia. It represents a significant contribution in an underresearched field and may lead to future research in other settings.

The purpose of this paper is to investigate the relationship between a challenging dimension of organizational citizenship behavior (OCB) and self-regulatory focus in an academic work setting. Job performance indicators were included to assess the nomological validity of regulatory focus measures.

Data were collected using a questionnaire conducted with 251 Spanish academic workers. The data were analyzed using structural equation modeling.

Results reveal the existence of positive relationships between promotion focus and two of the outcomes: change-oriented OCB and research-oriented performance-enhancement intention. On the other hand, prevention focus had only a significant relationship with teacher-oriented performance-enhancement intention.

The limitations of this research are twofold: on the one hand, further research should overcome the methodological limitations related with data gathering, looking for third-party measures of performance and favoring longitudinal data collection designs. On the other hand, more research is needed on the malleability of regulatory focus, defining models when prevention and promotion focus act as mediating variables.

Individuals with high levels of promotion focus will put their efforts on the tasks which are more valued in the processes of tenure, promotion and compensation. On the other hand, individuals with high levels of prevention focus will tend to meet the minimum of requirements and accomplish salient job duties. That can be taken into account when defining human resource policies, giving a high weight in the assessment of tenure and promotion programs to the tasks where the organization wants their promotion focus individuals to center their attention.

This paper is one of the first efforts of validating the Regulatory Focus at Work Scale in organizational and academic contexts different from the initial validation study. The study also contributes to research on the antecedents of change-oriented OCBs, and defines new measures of intentions to perform in specific working activities.

The purpose of this study is firstly to analyze whether the determining factors of the entrepreneurial intention of academics are the same for men and women and test whether their degree of importance varies depending on gender, and secondly to test whether the lesser entrepreneurial intention of women detected in previous studies is because of the lesser presence of the determining factors of entrepreneurial intention among women or, on the contrary, is determined by the existence of implicit barriers that do not depend on these factors.

After conducting a survey on a sample of 1,178 academics, the results of a linear regression model confirm the hypothesis that female academics have less of an entrepreneurial intention.

Moreover, through the Blinder–Oaxaca decomposition, it is observed that this lesser female entrepreneurial behavior is not because of the absence of any of the factors considered as determinants of entrepreneurial intention, but instead is related to the existence of implicit barriers for women that influence their entrepreneurial intention.

To the best of the authors’ knowledge, this is the first time that a study of this nature has been conducted internationally. Unlike other studies on academic entrepreneurship, the authors do not restrict the sample to one or two universities but rather aim the study at all universities in Spain and, therefore, at all academics from all branches of knowledge.

The purpose of this paper is to draw from an adapted model of the Theory of Planned Behaviour and from existing models of entrepreneurial intention (EI) to analyse the role of gender on academics’ perceptions concerning the commercialisation of their research results. In particular, the authors explore differences in perceptions arising from diverse cognitions, such as attitudes towards entrepreneurial activities, the influence of close social groups and opportunity recognition self-efficacy.

A questionnaire was addressed to 500 Spanish academics who have headed research projects with public funding in technology-related areas, and the results were subjected to multigroup structural equation analysis (LISREL) to determine the extent and nature of the differences within this group.

The results obtained show that the influence of close social groups is perceived differently by men and women, particularly as regards the support received for academics’ attitudes and perceptions of control over the development of EI.

The aim is to better understand the world facing academics and the influences on their intention to commercialise research outcomes. An understanding of these issues offers the opportunity to design appropriate government interventions to assist academic entrepreneurs undertaking a business venture.

This paper considers an under-researched area that of female entrepreneurship in academia, traditionally considered a male-dominated activity. Helpful information is provided on gender differences in the academic context.

Purpose – To highlight and discuss a framework for promoting effective classroom assessment practice that supports the language and literacy development of English Learners (ELs).

Design/methodology/approach – Though it includes some practical recommendations, it primarily synthesizes the work found in theoretical books on EL assessment.

Findings – Provides information on the main issues teachers need to consider for engagement in effective assessment practices at the classroom levels, with particular attention to classroom-based assessment. It highlights the need for considering a multiliteracies approach.

Research limitations/implications – It focuses on ELs in the U.S. K-12 system, therefore, it does not encompass all the possible types of ELs. It does not focus on high-stakes testing.

Practical implications – A very useful source of information for both preservice and in-service teachers of ELs.

Originality/value – This chapter offers an overview of essential elements involved in the assessment of special populations of students as is the case of ELs in U.S. public schools.

The purpose of this paper is twofold. First is the validation of a scale to measure the servant leadership of the university leaders. Second is to analyze how servant leadership affects the career satisfaction and life satisfaction of the academics.

Using a survey of 148 academics at universities located in Spain collected in May 2018, a couple of models were conducted using structural equation model techniques: a confirmatory factor analysis of second order in order to assess the leadership scale and a mediation model to assess how servant leadership impacts on the life satisfaction through career satisfaction.

Results reveal that leadership is a multi-dimensional construct having dimensions namely: behaving ethically, development, emotional healing, empowerment, pioneering, relationship building and wisdom. The total effect of servant leadership on life satisfaction is null due to a competitive mediation of career satisfaction.

Research on servant leadership has primarily focused on business organizations through extensive search in peer-reviewed databases the authors could not find a scale to measure servant leadership behavior in higher education. Additionally, the study assesses the role of career satisfaction as mediator between servant leadership and life satisfaction. Existing research has called for further research into both career and life satisfaction. Life satisfaction research has been criticized on the grounds that it has mainly overlooked the work/organizational settings. Moreover, the authors could only find little research into life satisfaction in higher education, that too in context of students.