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This paper aims to review the practitioner‐based teaching model for the MSc in Information and Library Management (ILM) at the University of the West of England (UWE). With input from students, practitioners and academics it considers the advantages and disadvantages of this approach and questions whether this is indeed the way forward for LIS education.

A case study approach is used with views gained from students, practitioners and academic staff involved in the course. These views were gained from a combination of informal focus groups, informal interviews and a short e‐mail questionnaire asking current students their views on practitioner involvement in the course.

Findings reveal a model of practitioner‐based learning on the MSc ILM at UWE, which is meeting student and employer needs in terms of the skills they require in their future roles. Findings also raise questions as to how one can best ensure the involvement of practitioners in the future of the course; whether practitioner input is needed from a broader range of roles outside the library and information service; and how one can best maintain a balance of academic and practical skills.

The study suggests that more thought may be needed on securing practitioner involvement in the development and delivery of LIS education and further consideration on whether some of that involvement should be from a wider range of roles.

The paper identifies the need to consider how to best ensure the ongoing involvement of practitioners in LIS education, particularly those outside academic libraries, whilst maintaining the balance of academic rigour. It is valuable to those involved in designing and delivering course content and to those thinking about getting involved.

Touch is one of the fundamental ways that we communicate and relate to people, particularly those who are closest to us. Yet sadly, many people, especially those who are old and have lost loved ones, may go for years without feeling the touch of another person. Started in the US, the M Technique® is being used in a variety of care settings to calm, soothe and reassure patients. Jane Buckle explains how it works and the benefits it gives to people with dementia.

This study aims to understand the experiences of professional paid carers providing community support to people with intellectual disability “at risk of admission”. This study explores factors that were helpful or lacking in terms of the support the carers received from NHS health services during this time.

This study conducted semi-structured interview with eight participants. Thematic analysis was used to analyse the data.

Three main themes and ten subthemes were identified. The first main theme was “support systems” that were available or lacking for the client and their carers. The second main theme was “training and supervision” available to the carers and their team when the individual they supported needed additional support. The third theme was “change” clients encountered which included changes in the environment as well as changes because of COVID-19 pandemic.

To the best of the authors’ knowledge, this is the first study on experiences of carers during specifically high stress periods, such as when the clients they are supporting are at risk of hospital admission.

This paper aims to offer an innovative approach to reflecting on research and practice around doctoral study and supervision. In the opening section of the paper, the authors discuss the idea that academic development as a doctoral candidate is concerned with how researchers write themselves into being as certain kinds of researchers, and how, in doing so, they become a character, like their supervisors, in the “figured world” of their research. This process of “becoming” can, the authors argue, be nurtured or hindered by different kinds of supervision practices.

With regard to the authors’ own experiences of doctoral supervision, the paper explores how their use of post-qualitative practices and methodologies encouraged new forms of intersubjectivity and academic development as their supervisory relationship advanced alongside the thesis itself.

The authors present the script of an ethnodrama (Saldana, 2111) which they wrote and performed on a number of occasions, as an alternative way of expressing their experiences of being in a relationship as doctoral supervisor and supervisor.

This choice of ethnodrama emerged out of a frustration with what the authors felt were increasingly predictable ways of discussing and reflecting upon the philosophy, content and assessment methods of postgraduate research and supervision across the educational disciplines.

The authors hope that their exploration of the imaginative spaces created through doctoral supervision will encourage other postgraduates and their supervisors to experiment with working creatively across interdisciplinary spaces and creating radical and even risky ways of mediating and sharing postgraduate teaching and learning relationships.

Transitions to and within university studies can be associated with heightened distress in students. This study focusses on the less studied transition from a bachelor’s to a master’s degree. During a master’s degree, study requirements and autonomy increase compared to bachelor’s studies. The present study examines how students’ experiences of study-related burnout, their approaches to learning and their experiences of the teaching and learning environment (TLE) change during this transition. Moreover, the study examines how approaches to learning and the TLE can affect study-related burnout.

Questionnaire data were collected from 335 university students across two timepoints (bachelor’s degree graduation and the second term of their master’s degree).

The results show that students’ overall experience of study-related burnout increases, as does their unreflective learning, characterised by struggling with a fragmented knowledge base. Interestingly, students’ experiences of the TLE seem to have an effect on study-related burnout in both master’s and bachelor’s degree programmes, irrespective of learning approaches. These effects are also dependent on the degree of context.

The study implies that students’ experiences of study-related burnout could be mitigated by developing TLE factors during both bachelor’s and master’s degree programmes. Practical implications are considered for degree programme development, higher education learning environments and student support.

Adopting agency theory, the purpose of this study is to explore the impact of ownership structure and board of directors’ composition on the extent of tax avoidance strategies.

The sample included all of the Jordanian first market companies listed on the Amman Stock Exchange from 2012 to 2017, comprising 348 observations.

The main finding of the paper is that tax avoidance is negatively related to managerial and institution ownership structures, which reduces the usage of tax avoidance strategies. Foreign ownership, however, has a positive relation that increases the likelihood of adopting tax avoidance strategies.

This study has policy implications for policymakers in relation to designing future tax systems to reduce the possibility of engaging in tax avoidance practices.

To the best of the authors’ knowledge, this study is the first of its kind that investigates the effects of the managerial, foreign and institutional ownership classes and board composition on tax avoidance for Jordanian listed companies.

This paper attempts to contribute to an expanding body of literature that critically engages with both the theory and practice of market segmentation. Through the theoretical lens of liminality and its implicit elements, the notion of boundary creation inherent in age‐based market segmentation of the youth market is explored.

Using empirical data collected as part of a longitudinal study on liminal consumers, marketing's attempt at laying down parameters and constructing borders is presented as a strategic exacerbation of liminal zones already replete with tension and ambiguity.

It is concluded that theoretical consideration of this data highlights the fluidity and porous nature of such constructed boundaries, rendering attempts at creating discernable, knowable segments, potentially futile. Thus by critically viewing this segment, not just as a marketing demographic, but as a liminal zone, an alternative consideration of the theory and practice of age segmentation is presented.

The longitudinal study spanned a period from midway through the participants' final months of primary education and early stages of secondary education. Research that focused on their completion of a year in secondary education would perhaps have yielded further insights.

This research offers tangible insights into the social worlds of a burgeoning market segment, albeit a liminal one, offering actionable realities based on the inextricable intertwining of their consumption practices and lived experiences.

Rather than view children as socio‐cultural non‐descripts who are of interest to marketers purely for their ability to be located along a continuum of cognitive development, this research aims to understand and explore the specific intricasies of the tweens' mediation of their liminal world using consumption practices

Consumption practices emerged that highlighted the attempted resolution and mediation of such tensions while also pointing to the clear mutability and ambiguity of supposed borders between child, tween and teen segmented groups. Age‐segmentation, conceptualised by marketers as a strategic creation of borders so as to enhance product offerings little reflects the realities of how age is perceived, experienced and acted out by those categorised within the margins and parameters of targeted marketing. By viewing this segment, not just as a marketing demographic but as a liminal zone where liminars “elude or slip through the network of classifications that normally locate states and positions in cultural space”, an alternative consideration of the theory and practice of age‐segmentation is presented.

This qualitative study explores, through the lens of Schein's (1978) career anchor theory, the internal career perceptions (self-perceived values, challenges and capabilities) of local surf workers in the highly internationalized sector of surf tourism in Nicaragua.

Semi-structured interviews were carried out with 22 local surf tourism workers. Participant experiences were analyzed using thematic analysis to distinguish their career anchor orientations.

The results indicate the sustained value and instrumentality of Schein's original career anchor theory, specifically in terms of the interconnectedness of dominant and supporting anchors and the relevance of anchor groupings for workers in non-standard working environments. The anchors of lifestyle, entrepreneurial creativity, and security and stability were closely interrelated and complementary, as participants from this context were ultimately striving for security and stability.

Future research should consider more explicitly the role of the socio-political, environmental or economic context in shaping the internal career self-concepts and experiences of workers.

This study sheds light on the internal career drivers — the unique dilemmas, challenges, passions and motives — of local workers in a resource-constrained environment. Managers, business owners and other economic actors stand to gain important insights into the realities of workers they employ, but do not intimately understand. Such insights could be generalizable to a variety of work settings in which there are high material, social or cultural constraints.

Non-standard work contexts and local worker voices are both thematically underrepresented in the careers scholarship. Research on these topics can contribute to broader discussions of sustainability, sustainable development goals and decolonial perspectives in social science scholarship. Bringing local workers from the Global South into view means turning scholarly attention towards less-visible “others” working alongside those having received the lion's share of academic discussion, i.e. expatriate workers on a global assignment or self-initiated expatriates, most often from the Global North.

This is one of the first studies to explore the career anchors of local workers in the Global South in a non-standard, non-bureaucratic vocational setting. The study sheds light on local workers' career decisions, an often-neglected perspective within international human resource management.