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This paper analyzes the welfare implications of the unequal distribution of wealth amongst the social and religious groups by studying the segregation of these groups across different occupations.

The authors use measures suggested by Alonso-Villar and Río (2017) and del Río and Alonso-Villar (2018) to compute the well-being of social groups (based on caste system prevalent in the Indian subcontinent) and religious groups due to their segregation across different regions (urban and rural) and occupations and social welfare loss of the society due to the segregation. Here social groups comprise of ST: Scheduled Tribe, SC: Scheduled Caste, OBC: Other Backward Caste and Others: other remaining castes; while, religious groups comprise of followers of Hinduism, Islam, Christianity and other religious groups.

The result shows that SC and ST groups are worse; while, the “others” group is better off due to the segregation of social groups across both regions and occupation. Similarly, in the case of religious groups, the analysis reveals that followers of Christianity are better off due to the segregation across region and occupation. It further shows that followers of Hinduism are negatively impacted while followers of Islam and other religious groups were better off due to the segregation across the regions.

Various researchers have studied the wealth inequality and unequal distribution in India over the years but did not dive further into the welfare implications of segregation of social and religious groups from wealth perspectives in India.

The purpose of this paper is to establish and compare the provision of information literacy (IL) skills to university students both at undergraduate and graduate levels in South Africa (SA) and the United Arab Emirates (UAE). This could in turn inform the development of appropriate/suitable IL programmes to support teaching and learning.

A review of available scholarly papers is performed for information collection.

The findings can identify variations in IL provision within and across disciplines, deficiencies in local current and ongoing research.

It must be noted that this is a review and conclusions from it are expected to reveal areas that require more in-depth study.

The study’s contribution to the field of IL lies in its revelation of what is understood by IL provision and how the ACRL standards are used to guide practice in the two different regions of the world.

The study is the first of its kind which compares IL practices at university libraries in SA and the UAE. It will assist policymakers and librarians in the development of appropriate IL programmes in support of teaching and learning.

This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.

This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.

The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.

This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

The paper attempts to answer the question as to the determinants of the typical size configuration of firms in Central Europe's hospitality industry. In discussing the historically fragmented character of hospitality and tourism and the associated conduct and performance characters of this industry, the paper presents different possible growth scenarios and/or possibilities for the hotel accommodation sector including internationalisation. In the concluding section of the paper the consequences of the twin forces ofglobalisation and heightened competition and a quickened pace of technological change are analyzed with respect to the industry's pattern of growth and development.

The purpose of this paper is to investigate the levels of the job satisfaction of teachers at historically disadvantaged secondary schools and to determine the correlation effects among job satisfaction dimensions as they relate to these teachers.

A quantitative survey design using Spector’s Job Satisfaction Survey was used, with 1,035 teachers from 30 secondary schools in the Sedibeng and Johannesburg South districts of the Gauteng Department of Education in the Gauteng Province of South Africa. Overall, 738 usable questionnaires were returned.

Teachers at well-performing, historically disadvantaged schools experience ambivalent job satisfaction levels. For this reason, they indicate satisfaction with supervision, co-workers and the nature of work; ambivalence with promotion, contingent rewards and communication; and no satisfaction with pay and operating conditions. Correlations between job satisfaction dimensions are significant. Their correlations indicate relationships that range between moderate and strong. While mostly indicating relationships of no practical effect, most of Herzberg’s hygiene factors are projected as strong moderating factors of job dissatisfaction as seen in relationships between dimensions reflecting hygiene factors and total job satisfaction.

This study pioneers the discourse on teacher job satisfaction at historically disadvantaged secondary schools, which still experience apartheid legacies: poor socio-economic conditions of their communities in South Africa. Strikingly, they consistently perform well in the National Senior Certificate – the basic education exit point. Lessons for educational management and policy practice can be learnt from these secondary schools, including lessons for underperforming schools’ leadership.

The purpose of this paper is to evaluate the literature on whole school approaches to increasing resilience in pupils. This is pertinent with the increase in children and young people’s mental health needs creating extra pressure on schools to foster young people’s ability to withstand stress and adversity. Whilst previous research works have considered the ways in which schools support their pupils, the extent to which resilience has been reliably measured has varied. Recently, several validated resilience measures have been developed which allows for potentially more robust research to take place. This systematic review therefore summarises and critiques the literature exploring whole school approaches to resilience development only where a validated measure has been used. In total, 11 studies were reviewed and demonstrate that there is a trend between school factors and pupil resilience. The importance of supportive relationships with both peers and staff in school is highlighted in several studies as well as the positive effect of including a robust health promoting school’s agenda situated within local communities. However, the number of limitations identified within the current literature suggests that this review is not able to offer clear recommendations to schools. This review will, however, be helpful to schools, local authorities and the government in allowing them to take more of a critical stance in understanding resilience within a school context.

A total of 11 critically evaluated studies were reviewed and demonstrate that there is a trend between school factors and pupil resilience.

The importance of supportive relationships with both peers and staff in school is highlighted in several studies as well as the positive effect of including a robust health promoting school’s agenda situated within local communities.

However, the number of limitations identified within the current literature suggests that this review is not able to offer clear recommendations to schools. There are no studies in the UK using validated resiliency questionnaires as part of their evaluation and this is a limitation to the literature.

This review will, however, be helpful to schools, local authorities and the government in allowing them to take more of a critical stance in understanding resilience within a school context. This is particularly relevant when considering the needs of evaluation before the implementation of new school programmes.

This paper aims to establish the level of use of the electronic resources at the University of Venda, which is one of the previously disadvantaged universities in South Africa. It identifies the different electronic resources used at the university, determines the level of awareness and training in the use of these resources and suggests ways in which electronic resources may be enhanced. The rapid changes in the information and communication technology (ICTs) have influenced service delivery in academic libraries in terms of how information is gathered, accessed, retrieved and used. Hence, electronic resources are invaluable research tools in academic libraries in the twenty-first century.

A qualitative research methodology was adopted, and semi-structured interviews were conducted with each participant to get in-depth information. The target population was all third-year students registered with the School of Human and Social Sciences at the University of Venda. The third year undergraduate students from this particular school where chosen because statistics revealed that these students where ranked among the top in the use of computers.

The findings revealed that the level of usage of these resources by undergraduate students is elementary and limited to SABINET and EBSCO host. Undergraduate student’s level of awareness of the different electronic resources is low. They confused electronic resources to Web-based internet sources. It also revealed that the level of awareness and training in the use of these resources is still generic, as training is mostly a once off orientation at the first year.

This paper focuses on third year undergraduate students who were using computers because the researchers were interested in finding out whether students using computers were also using electronic resources. It excluded other profiles such as age, gender and computer usage behaviour of electronic resources.

Adequate use and knowledge of electronic resources at universities is instrumental towards realisation of the country’s ICT Strategy and the outcome-based education (OBE) model of teaching movement. Suggestions are made to the university, the university library, university librarians and the Library Association of South Africa on how to enhance the use of electronic resources.

It establishes the level of use of electronic resources in one of South African historically disadvantaged universities, a point of contact to other previously South African disadvantaged universities and make suggestions on how electronic resources may be enhanced. It adds to the body of knowledge on the use of electronic resources in academic libraries in South African universities.

The purpose of this paper is to examine credit usage by beginning farmers and ranchers (BFR). BFR credit usage is stratified by location (state) and by socially disadvantaged farmer and rancher (SDFR, also known as historically underserved) status. SDFR groups are defined to include women; individuals with Hispanic, Latino or Spanish Origin; individuals who identify as American Indian or Alaskan Native, Black or African American, Asian, Native Hawaiian or other Pacific Islander. Non-SDFR is defined as individuals who identify as non-Hispanic, White men.

The US Department of Agriculture’s Census of Agriculture, Agricultural Resource Management Survey (ARMS) is linked with Farm Service Agency (FSA) loan program administrative data to estimate shares of BFR operations using FSA credit. Census data provided information on population changes in total farms and BFR operations from 2012 to 2017 which are compared by SDFR status.

Results reveal differences among BFR operations active in agricultural credit markets by SDFR status and state. BFR were more common among SDFR groups as well as in regions where farms tend to be smaller, such as the Northeast, compared to a more highly agricultural upper Midwest. Among BFR, non-SDFR are more likely to utilize credit than SDFR, however, FSA appeared to be crucial in enabling BFR and especially beginning SDFR groups to access loans.

The results are timely and of keen interest to researchers, industry and policymakers and are expected to assist in developing and adjusting policies to effectively promote and improve BFR success in general and for beginning SDFR groups.

Business simulation games (BSGs) are gaining popularity in higher education as tools for entrepreneurial education. However, there are challenges in using BSGs for large classes of students in historically disadvantaged institutions (HDIs). The challenges include limited resources and digital literacy skills.

The living standards measure (LSM) indicates socioeconomic status by measuring the degree of urbanisation, access to services and possession of assets, such as mobile phones. This research investigated the impact of students' living standards on their intention to use BSGs, as there is limited research.

This study used positivism and added LSM to the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Quantitative data from 224 third-year information system students at an HDI were collected through an online survey. Structured Equation Modelling was used to analyse the data.

Results indicated that performance expectancy and social influence significantly influenced the intention to use BSGs. However, the relationship between effort expectancy and behavioural intention facilitating conditions was not significant. The introduction of LSM as a moderator for the relationships between all variables and behavioural intention also proved to be insignificant.

The result was unexpected, as we posited that a lower LSM would affect students' intention to use BSGs. This was not proven in this study and could be related to students accessing campus resources. However, during times when access to campus is restricted, such as protest action, the result may change for students with lower LSM.

The purpose of this article is to investigate the communicative constitution of organizational inclusion and/or exclusion through humorous acts at the expense of members of minorities and/or historically disadvantaged groups.

Semistructured interviews with 84 employees in Austria and Germany dealing with their experiences regarding diversity and inclusion (D&I) at work were conducted and analyzed in two steps. First, a thematic text analysis was performed to structure the content and identify relevant themes and anecdotes for further analysis. Second, a ventriloquial analysis sought to identify the physically absent yet present voices in these anecdotes.

The interviews revealed that jokes and quips mostly target colleagues of observable foreign origin. The analysis further identified three themes that show that disparaging humor can simultaneously reinforce inclusion/exclusion across hierarchies and create boundaries within teams – but in different ways. The findings also indicate that above all prejudices “participate” in such events and that in most cases the collective is invoked to increase the joke's “authority”.

This research is the first one that investigates humor in the context of D&I through a communicative constitution of organization (CCO) lens, which facilitates studying the constitutive character of humorous communication in terms of inclusion and exclusion. Moreover, this is one of the first empirical humor studies to draw on established theory-driven concepts of inclusion-exclusion in its analysis.