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Authenticity has been studied from a variety of disciplinary perspectives, leading to a rich but confused literature. This study, a review, aims to compare the psychology and sociology/tourism definitions of authenticity to clarify the concept. From a psychological perspective, authenticity is a mental appraisal of an object or experience as valued leading to feelings and summative judgements (such as satisfaction or perceived value). In objective authenticity, a person values the object due to belief in an expert’s opinion, constructive authenticity relies on socially constructed values, while existential authenticity is based on one’s self-identity. The resultant achievement of a valued goal, such as seeing a valued object, leads to feelings of pleasure. Sociological definitions are similar but based on different theoretical antecedent causes of constructed and existential authenticity. The paper further discusses the use of theory in tourism and the project to develop tourism as a discipline. This project is considered unlikely to be successful and in turn, as argued, it is more useful to apply theory from other disciplines in a multidisciplinary manner. The results emphasise that it is necessary for tourism researchers to understand the origins and development of the concepts they use and their various definitions.

This study investigated factors that impacted the mental health and burnout among kindergarten, primary and secondary school teachers in Thailand and presented a comprehensive intervention program to improve their wellbeing.

This cross-sectional survey study included 267 teachers from five public schools in Thailand. The survey instruments included the Depression, Anxiety and Stress Scale and the Maslach Burnout Inventory for Educators Survey, along with data on demographics, health behaviors, finances, professional work, relationships and resilience.

For teacher mental health, results indicated that family economics status, relationship quality and resilience were significant predictors of depression (R² = 0.19); family economics status, classroom size and resilience significantly predicted anxiety (R² = 0.13); family economics status, gender, sleep and resilience significantly predicted stress (R² = 0.20). For teacher burnout, relationship quality and age were significant predictors of emotional exhaustion (R² = 0.15); relationship quality and drinking significantly predicted depersonalization (R² = 0.06); resilience and number of teaching hours significantly predicted personal accomplishment (R² = 0.28).

Besides providing an in-depth examination of mental health and burnout among teachers, this is the first study in Thailand to propose a comprehensive Teacher Wellness Program. This program recommends personal and professional development plans that public health personnel and school administrators could utilize to improve mental health and reduce burnout among teachers.

Building on work that explores the relationship between individual beliefs and ability to recognize discrimination (e.g., Kaiser and Major, 2006), we examine how an adherence to beliefs about gender essentialism, gender egalitarianism, and meritocracy shape one’s interpretation of an illegal act of sexual harassment involving a male supervisor and female subordinate. We also consider whether the role of the gendered culture of engineering (Faulkner, 2009) matters for this relationship. Specifically, we conducted an online survey-experiment asking individuals to report their beliefs about gender and meritocracy and subsequently to evaluate a fictitious but illegal act of sexual harassment in one of two university research settings: an engineering department, a male-dominated setting whose culture is documented as being unwelcoming to women (Hatmaker, 2013; Seron, Silbey, Cech, and Rubineau, 2018), and an ambiguous research setting. We find evidence that the stronger one’s adherence to gender egalitarian beliefs, the greater one’s ability to detect inappropriate behavior and sexual harassment while gender essentialist beliefs play no role in their detection. The stronger one’s adherence to merit beliefs, the less likely they are to view an illegal interaction as either inappropriate or as sexual harassment. We account for respondent knowledge of sexual harassment and their socio-demographic characteristics, finding that the former is more often associated with the detection of inappropriate behavior and sexual harassment at work. We close with a discussion of the transferability of results and policy implications of our findings.

Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best-practices in higher education. The paper aims to discuss this issue.

This is Part 2 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs, and the experiences of the two programs during implementation.

The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of a closed-loop assessment of learning outcomes process will take several years to complete.

This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.

CEOs’ (chief executive officer) term of office may explain discretionary accruals as a result of opportunistic behavior arising during certain periods of the term of office. Therefore, CEOs, in their early years of office, have incentives to report results that meet market expectations. In turn, CEOs in their senior year may be motivated to use discretionary accruals to gain private benefits. In this scenario, corporate governance mechanisms play an important role in monitoring relationships. Hence, the purpose of this study is to verify the influence of monitoring mechanisms on the relationship between CEOs’ term of office and discretionary accruals.

Descriptive statistics, multiple cross-sectional regression to estimate the accruals and regression of panel data to test the hypotheses were used. The sample comprised 195 companies listed on BM&FBovespa.

The results indicated that CEOs’ long term of office has a negative impact on the level of discretionary accruals, and thus, Brazilian CEOs with a longer term of office tend to establish a certain reputation in the stock market. On the other hand, it is concluded that CEOs’ intentions, in the first years of term, are positively related to the use of accruals and that the monitoring mechanisms can minimize these CEOs’ opportunistic practices.

The results broaden the literature on corporate governance, pointing that different systems of variable remuneration may influence CEOs’ willingness to manage results in their last year of term.