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A key obstacle to women’s advancement to managerial roles and leadership positions is the stereotype of the “good” manager, which is characterized by masculine traits. Although this gendered managerial stereotype has been very persistent over the past decades, Powell et al. (2021) recently showed that business students in the USA reported a decreased preference for masculine leadership traits and an increased preference for feminine leadership traits, resulting in a so-called “androgynous” manager profile that contains both masculine and feminine characteristics. This study aims to replicate Powell et al.’s (2021) findings among an older sample of working adults in The Netherlands.

The present study tests for changes in the managerial stereotype in a sample of 5,542 Dutch employees across 2005, 2010 and 2020.

In line with Powell et al. (2021), the results confirm employees’ decreased preference for masculine and increased preference for feminine leadership traits in 2020 compared to 2005. Nevertheless, Dutch employees still favored masculine over feminine leadership traits in 2020, contrary to the findings by Powell et al. (2021).

These observed changes in the managerial stereotype could prove to be an important step forward for women’s advancement to management and leadership positions.

With the present study, the authors demonstrate cross-cultural generalizability and conclude that the stereotype of a “good manager” is not only changing among US business students but also among working adults in The Netherlands. Overall, this study strengthens the observation that the stereotype of a “good manager” is becoming less gendered.

Unlike other populations, entrepreneurs may be unable to fully escape from job-related stress due to their financial and/or psychological connection to their ventures. The authors argue that stress is a universal, intangible variable that profoundly influences the entrepreneurial process. In the present review, the authors critically synthesize past literature to evaluate the substantive body of research on stress in entrepreneurship and assess the impact of stress on individuals’ well-being. The authors find that entrepreneurial stress stems from role conflict or overload, issues related to business operations, and concerns from life outside the venture. Further, stress may result in changes to personal satisfaction and psychological well-being, contingent upon an individual’s stress tolerance, coping strategies, or recovery practices. The entrepreneurial process, from creation to exit, is comprised of several transition periods, all of which are uniquely stressful. The authors explore the implications of our findings by discussing stressors that may manifest during each stage of the entrepreneurial process. Therefore, the authors respond to calls for more dynamic investigation of entrepreneurial stress while also highlighting the need for more research into stressors associated with specific entrepreneurial activities.

New librarians rarely feel fully prepared for academic library instruction. This could be attributed to many factors in both Master of Library and Information Science programs and work environments. Imposter syndrome or imposter phenomenon is a common way this insecurity manifests. Imposter phenomenon, first defined in 1978, is an individual’s feeling that they will be exposed as a fraud, regardless of how qualified or knowledgeable they actually are. Throughout the first year as new instruction librarians, the authors tracked their experiences with instruction and the imposter phenomenon. This paper aims to illuminate how imposter phenomenon impacts library instruction, provide suggestions for individual librarians and identify what academic libraries can do institutionally to mitigate feelings of fraudulence among their employees.

This paper outlines the history and symptoms of imposter phenomenon, focusing on its presence in libraries. The authors draw on existing literature in psychology and library science, their own experience and a survey of 172 librarians. Suggestions for best practices for easing imposter phenomenon are then discussed based on the experiences of the authors and survey respondents.

This paper suggests several ways to ease the feelings of imposter phenomenon among those employed in academic libraries.

This paper is based on the authors’ experiences, as well as a survey of 172 librarians. The survey was self-selecting, so the results may be skewed, but the themes apparent throughout the responses indicate that imposter phenomenon in libraries is pervasive and warrants further research.

The recommendations presented in this paper will provide new librarians and library administrators with concrete ways to identify and ameliorate imposter phenomenon among new instruction librarians.

Though imposter phenomenon has gained popular attention in wider society, extant research has not sufficiently addressed its role in the realm of academic library instruction. Given that most MLIS programs focus on theory rather than practice, finding ways to give new instruction librarians confidence in their positions is an area of research that warrants more exploration.

Written by a librarian and history professor, the purpose of this paper is to describe a collaborative, primary source literacy project and report its effectiveness in teaching undergraduates to critically analyze information and develop primary source literacy.

The methodology used included a research project with 24 undergraduates and a pre- and post-survey. The research project and student survey incorporated principles from the “Guidelines for Primary Source Literacy”, published in 2017 by the ACRL’s Rare Books and Manuscripts Section and the Society of American Archivists. The paper offers research and practical implications for librarians and instructors interested in strategies to teach information literacy. For instance, the paper includes a review of literature on “archival intelligence” or “primary source literacy” and describes the 2017 Guidelines for Primary Source Literacy.

Socially, the paper includes implications for how to create an inclusive learning experience for students with mechanisms such as a scaffolded assignment, hands-on instruction, imposter syndrome awareness and a no-Google policy.

Given that this is one of the first articles to document how practitioners are incorporating the new 2017 Guidelines, this is sure to be an original and valuable essay.

This chapter is an autoethnographic account of my working-class background into the lonely world of academia. It shares a small glimpse into my life journey from an intersectionality lens of being British born, of Pakistani heritage and a Muslim male. Thus, my working-class identity is one of several challenging identities amalgamated into one and silently interchangeable. This chapter is a rare occurrence to view my world from an introspective position. It shares the heavy constraints and challenges those of us who come from marginalised groups face daily. You will read how I cannot sever integral parts of myself which are deeply infused with the academic I am becoming. All of which I have struggled to maintain both personally and professionally. Subsequently, this chapter shares the complexity of these identities, my constant negotiation of them and my ongoing adaptation of now being uncomfortably viewed as middle-class.

In this chapter, the author builds from foundational scholarship which suggests that service-learning yields positive outcomes for students, faculty, and community partners. The author first suggests that service-learning can be a vehicle for humanizing community partners as well as students, faculty, and course content, then describes a program evaluation context wherein community partners would benefit from a humanizing service-learning experience. The author then introduces the field of program evaluation and the foundational documents espoused by the American Evaluation Association, and looks at the organizational structure of the Department of Organizational Leadership, Policy, and Development at the University of Minnesota – Twin Cities, which houses the Evaluation Studies specialization. Next, the author presents a foundational program evaluation course, discussing its emphasis on service-learning and on humanizing the students, community partners, and course content, and introducing the textbooks, readings, and activities used to bring the experience to life. The author concludes by looking at opportunities and challenges to integrating program evaluation into a departmental core at other universities.

Purpose – To analyse the patterns of deception that take place at five different levels of intimacy: fleeting encounters between strangers, performance teams and their audiences, competitive game play between teammates, intimate partners, and individual selfhood.

Approach – Symbolic interactionist and dramaturgical theories are applied alongside Simmel's dialectical model of social relations.

Findings – Symbolic interactionist theories posit that deception can be socially good, regardless of whether it is morally right or wrong, because of its facilitative effects on interaction order. While applicable to the tactful ‘polite fictions’ that characterise some routine encounters in everyday life, this model of pragmatic rationality becomes complicated when we analyse its deployment in more intimate forms of social relationship. Drawing on Simmel's dialectic of fascination and fear, I suggest that the relative influence of these factors shifts as intimacy increases: cautious reserve gives way to trust, excitement and risk taking, experienced through both collusive deception and honesty. This culminates in the Goffmanesque ‘transceiver’, an agent who can take the view of both fraudster and victim simultaneously, viewing the social drama from both perspectives; fear, suspicion and cynicism then paradoxically re-emerge. The consequences of transceivership are explored in relation to self-deception, through the example of academic impostordom.

Originality and value – The paper critically explores the limitations of SI and dramaturgy for understanding more intimate forms of deception, while arguing that Simmelian ideas can be usefully applied to augment the theories and compensate for these effects.