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Many services struggle with the dilemma of providing quality residential services to people with learning disability who present behaviours which challenge services. In the last year, one such service in North Yorkshire has begun to develop a more systematic and structured way of approaching this. The introduction of a weekly timetable which incorporates all the service and service user requirements, backed up by training, external professional help and management attention, has seen a decrease in behaviours which challenge, increases in team members' skills and confidence, and increased service user participation both in the house and in the community. This paper describes how this process began and the results for service users, staff and the organisation.

This paper explores working mothers’ coping strategies concerning paid and unpaid work in Chile and Argentina during the Covid-19 pandemic. The paper aimed to understand the influence of cultural norms on motherhood and neoliberal workplace practices on mothers’ sensemaking processes and coping strategies. This study focuses on mothers living in Chile and Argentina where governments established mandatory lockdowns between March and September 2020. Drawing on the notion of neoliberal motherhood, women’s demands were analyzed when paid work and mothering duties collide in time and space.

Open-ended interviews were conducted with 17 women in Chile and Argentina. All interviewees had at least 1 child below the age of 6 and were working from home during the lockdown.

Neoliberal workplace demands, and disadvantageous government policies greatly heightened the dual burdens of working mothers. Women were expected to fulfill the discourses of the neoliberal worker and the good mother, while also adopting additional strategies in the wake of the lockdown. The data highlights mothers’ strategies to cope with care and work duties by adjusting to new routines involving their partners, relatives and the wider community.

The generalizability of the results is limited by the small sample of 17 interviewees, all from middle to middle-upper class. The changing scenario due to Covid-19 makes the collected data not sufficient to grasp the impact of the pandemic, as during the interviews (December 2020 and January 2021) the process was still ongoing.

Organizations should assess their role in the management of paid and unpaid work for both genders, as the neoliberal discourse views the worker as masculine, full-time, always available and productive, ignoring women’s additional care duties outside of the workplace.

The Covid-19 pandemic provides a unique opportunity to reflect on care work and gender, collective versus individual responses to care and work demands and the idea of organizing.

The purpose of this paper is to investigate group work perceptions of international and domestic accounting students. Although prior studies have demonstrated differences between domestic and international students in terms of their generic skill development, the present study explores this development via the use of a group work assessment task and offers practical suggestions for accounting instructors.

This paper utilises non-parametric tests (Mann-Whitney) and a thematic analysis to identify differences between the two accounting student cohorts.

The findings reveal that international accounting students were more optimistic about participating in group work and enjoyed higher levels of perceived generic skill development arising from the group work activity. However, domestic students gained more in terms of discipline-specific content knowledge while language barriers between the two cohorts were viewed as an obstacle to effective group work.

This study is based on the data collected from a single university and would benefit with replication at other institutions. For accounting educators of similar cohorts, suggestions are given as to how group work activities can be incorporated into an effective teaching practice.

The study contributes to the existing literature by examining differences between international and domestic accounting students’ attitudes of group work and their perceived generic skill development.