Search results

Argues from the point of view of the executive search professional that in this era of the global economy, individuals in the workplace should think proactively about their skills sets and experiences. Suggests that an awareness of the changing world of work and a proactive approach will enable individuals to be more flexible in meeting demands from the marketplace. Argues that in order to survive and flourish in the face of rapid organizational change, individuals will need to demonstrate an entrepreneurial attitude and a willingness to take risks. Proposes a number of ways in which individuals may begin to adopt this entrepreneurial attitude and take increasing responsibility for their own work lives.

With limited intracultural ethical research in evidence this paper contributes to the theoretical discussion of expatriate ethical acculturation. Of particular interest to this study are the ethical attitudes of subcultural groups, particularly managers, who because of overseas assignment or immigration, are operating outside their usual national location. Research was undertaken to investigate whether ethical divergence or convergence, through acculturation, exists with ex patriate managers, and over what time period. Two locations, Hong Kong and Canada, were chosen for comparative study and the results indicated an interesting dichotomy. Ethical convergence, the adopting of host country ethical values, is evident with Hong Kong Chinese expatriate managers in Canada but did not occur with North American expatriates in Hong Kong. For the expatriate Chinese manager the research findings indicate that Hong Kong Chinese managers now residing in Canada develop a unique set of ethical attitudes that are significantly different from those of local managers in Hong Kong yet also significantly different from the attitudes held by local Canadian managers. A subtle form of ethical convergence is occurring. No significant relationship was found between ethical acculturation and the length of time being an expatriate Hong Kong Chinese manager in Canada except on two issues. For these issues the longer the time spent in Canada the greater the rise in ethical attitudes. A heterogeneous group of expatriate managers in Hong Kong was also evaluated and while predicate similarities existed between expatriates from China and Macau, statistically significant differences in ethical perceptions were found between the general population of expatriate managers (i.e. American, Australasian, British etc.,) and local Hong Kong Chinese managers.

The purpose of this paper is to examine the implementation and adaptation of group Triple P, an evidence-based parenting intervention developed in Australia, for a Latina population living in the USA.

Mothers with pre-school age children participated in the programme, which was offered by a community mental health agency. The final study sample consisted of 174 Latina mothers.

Participation in group Triple P was associated with clinically significant improvements in maternal mental health, parenting styles, and child behaviour problems. Additionally, mothers reported high levels of satisfaction with the programme.

Triple P is a promising intervention for Latina caregivers who are concerned about the behaviour of their young children. It can be implemented successfully into community-based mental health care systems.

This is the first study to examine the applicability of Triple P to Latina caregivers.

Higher education institutions (HEIs) are participants in and creators of internationalization, which the COVID-19 pandemic significantly interrupted and altered. The research presented here examines ways the COVID-19 pandemic impacted, impacts, and will impact prior, contemporary, and future internationalization in higher education worldwide. The themes of (1) leadership and policy, (2) mobility and experience, and (3) learning technology guide the discussion and suggest provocative questions arising from a review of the chapters in this volume. The authors also propose a framework for examining the COVID-19 pandemic’s effects on higher education internationalization, which considers the intersection between time (pre-, peri-, and post-pandemic) and level of activity (micro, meso, and macro).

This paper is intended as an overview and think piece, contributing to literature identifying accounting’s impact in making things knowable. Critical accounting research has always sought alternative ways of understanding the discipline and the legacy is extended here by considering pathways forward. Accounting continually impacts public policy in what it privileges for selecting and in what it silences and neglects. Given that humans are meaning-making we have choices, and this essay interrogates accounting techniques operating as façades while disguising social impacts. Promoting qualitative accounting research that reimagines these complexities and considers moral contexts is the substance of this essay, for advancing the public interest in accounting.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐second to be published in Reference Services Review, includes items in English published in 1995. After 21 years, the title of this review of the literature has been changed from “Library Orientation and Instruction” to “Library Instruction and Information Literacy,” to indicate the growing trend of moving to information skills instruction.

The evolving COVID-19 pandemic has made multidimensional impacts on tertiary education, research, and skills development. Yet, no area of academic activity has been more disrupted than the international dimension. These effects are even more pronounced in Africa considering pre-existing challenges, dependence on Northern expertise and resource asymmetries. The scale of the pandemic demands global action, further highlighting the importance of internationalization and “third mission” activities to advance training, research, and innovation to address major STEM challenges. This chapter focuses on the internationalization experiences of the Skills for Employability program, a five-year (2016–2021), $8.5 million project supported by Global Affairs Canada and Mastercard Foundation to advance STEM education and skills development across Francophone Africa. By using the SFE program as a case study, the authors apply an international and comparative lens to critically examine the programmatic shifts which have taken place since the closure of in-person academic activities and suspension of international travel. A key element of this inquiry will be to unpack the institutional shifts which took place as a result of the network-wide lockdown, specific responses and strategies employed, as well as adaptive internationalization measures taken in response to COVID-19.