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The purpose of this paper is to contribute to the practice of information literacy by showing the role that extensive collaboration plays in a graduate off‐campus cohort program.

A case study of an innovative project that uses a collaborative approach to information literacy embedded into an off‐campus graduate cohort program offered in the field of graduate education.

In this paper, it is not stated or implied that the traditional library or librarian will be irrelevant to higher education in the twenty‐first century. Nor, however, is it suggested that the collaboration between (for example) librarian and graduate education programs that is necessary to stave off such obsolescence takes place inevitably. It is known that the literature and classroom observations to date clearly demonstrate that existing collaborative efforts between these two entities have been successful in benefiting graduate students. However, this model needs to become more pervasive in practice to take the profession effectively into the twenty‐first century.

This project was limited to one graduate program in the College of Education. However, it does have implications for other graduate programs as well as for undergraduate programs.

The results of this collaborative project indicate techniques and practices by means of which students will improve both information literacy and critical analysis skills.

This paper supports the idea that collaboration between librarians and graduate faculty members is an essential factor in enhancing an information literacy program at the university level.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

This paper poses the question of whether the mainstream feminist movement in the United States, in concentrating its efforts on achieving gender parity in the existing workplace, is selling women short. In it, I argue that contemporary U.S. feminism has not adequately theorized the problems with the relatively unregulated market system in the United States. That failure has contributed to a situation in which women’s participation in the labor market is mistakenly equated with liberation, and in which other far-ranging effects of the market system on women’s lives inside and outside of work – many of them negative – are overlooked. To theorize the effects of the market system on women’s lives in a more nuanced manner, I borrow from the insights of earlier Marxist and socialist feminists. I then use this more nuanced perspective to outline an agenda for feminism, which I call “market-cautious feminism,” that seeks to regulate the market to serve women’s interests.

The hiring of women of colour faculty is not without unwritten presuppositions. The authors are expected to tolerate racism and to draw from cultural experience in catering to students of colour or when it fulfils institutional needs such as bringing ‘colour’ to all-white committees. Yet, the normative profile of university teachers demands detachment with a focus on high output in terms of students and publications. In the light of this, commitment to social justice seems to be in (certain) disagreements with mainstream interpretations of the academic profession. Women of colour professors are redefining educational leadership. This chapter addresses its effect on emotional wellbeing together with techniques and strategies to strengthen emotional resilience.

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation are key to success in online contexts, but the rapid transition to remote learning left many students without the necessary support to develop these skills. Much of the existing literature on self-regulation and resiliency focuses on cognitive processes and strategies such as goal orientation, time management, and mindset. However, the added stress and trauma of learning in the context of a global pandemic highlighted the many other factors relevant to students’ development of these skills. Drawing from the literature, the authors explore evidence-informed teaching practices to foster self-regulation and resiliency, highlight the power and privilege of being able to be resilient, advocate for the development of pedagogies of kindness, and emphasize the “how” of implementing techniques to best support students. The authors provide evidence-informed suggestions with the goal of assisting instructors and students during times of high stress, while acknowledging their limitations in addressing structural inequalities highlighted by the COVID-19 pandemic. Nonetheless, the authors argue that evidence-informed techniques and compassionate pedagogies adopted during a period of upheaval remain applicable to future in-person and online pedagogies.

To explore how Critical Management Studies can be used to frame a strategy to effect change and promote diversity and inclusion in organizations.

Drawing on the experience gained from a large multi-sector action research project aimed at promoting equality, diversity and inclusion in organizations, this chapter proposes a multilayer [Critical] Ecological Model.

While early critical theorists were committed to effecting change, the rise of post-modern critical theory eroded the ground on which to stand, widening the gap between theory and practice. Secondly, the chapter asserts the importance of linking empirical research and critical theory in order to advance equality seeking projects. Thirdly, the chapter provides a [Critical] Ecological model that bridges theory and action in Critical Management Studies, based partly on experience from a large community-based research project. The need for a multifaceted approach to advance equality and inclusion emerged as a way to bridge ideological differences among actors and academics committed to effecting social change.

By addressing directly the challenges of theoretical rifts as well as differences in research focused on micro, meso and macro levels, the chapter builds a framework to allow different stakeholders – scholars, practitioners, activists and change agents across sectors – to take action in advancing inclusion and equality as well as an understanding of interactions between levels.

While sharing similar goals, many approaches to change are fragmented on the level of analysis and by underlying paradigms. This chapter is unique in its focus on ways to bridge theory and practice and to develop a framework for action that accommodates equality seeking theorists and activists working on several levels.

The purpose of this study is to examine the impact of psychological climate perceptions on the employee’s intent to comply with the organization’s whistle-blower policies. This study also endeavors to add evidence to the debate concerning the effectiveness of implementing anti-retaliation measures to improve whistle-blowing behavior. Survey results show that psychological climate perceptions of fairness and commitment to the organization influence the employee’s attitude toward whistle-blower policies, perception of how important others within the organization view the act of whistle-blowing and the employee’s intent to blow the whistle. The results of this study also suggest that anti-retaliation measures used by government policy makers and organizations to improve whistle-blowing behavior may not be an effective strategy. This manuscript discusses the implications of the findings on whistle-blowing behavior and the debate concerning anti-retaliation measures.

Some time ago, a writer in these columns entered a plea for a series of reprints of notable books which had been allowed to drop entirely out of print, and certain lists of such works were printed. So far nothing seems to have come of this useful suggestion, and no publisher has had the enterprise to experiment with a few issues on the lines laid down. Instead, every British publisher is engaged in the old, old game of reprinting edition after edition of the same old classics, and venturing no further than the limits of this or that hundred “best books.” The result is that we find publishers tumbling over each other in their eagerness to produce editions of the same hackneyed classics, each slightly different from its fellow in some trifle of price, shape, size, binding or editorial annotation. The book‐shops are filled with these rival reprints, and gradually, because of a craze for over‐daintiness, their stocks are beginning to look more and more like those of the stationers who deal largely in pocket‐books and diaries. Dainty little editions of Shakespeare, Scott, Dickens, Bunyan, and similar chestnuts, abound in every variety of limp leather and gilt‐edged prettiness, and all of them are warranted to survive about half‐a‐dozen readings before their dainty beauty fades, and they are ready for the waste‐paper basket. The leading idea of most of the publishers of these delicate editions seems to be that books are no longer intended to be kept on shelves, but should be carried about like watches or toothpicks. Waistcoat‐pocket dictionaries, fountain‐pen‐pocket editions of “Don Quixote,” and breeches‐pocket editions of the London Directory are all the rage, and people are urged to buy this or that dainty classic with binding designed by Blank, R.A., not because it is a good serviceable edition of a great literary classic, but because it forms such a pretty ornament for the pocket. The sixpenny reprint has been done to death, and now the shilling and two‐shilling net edition of the book possessed by everybody is beginning to go the same way. The literature of England is one of its chief treasures, and we are never weary of boasting of its power, extent, and variety. And our leading publishers, to prove the truth of the boast, keep on multiplying the same limited selection of books in the same way, while hundreds, equally good, are neglected. It never seems to occur to the diligent publishers who issue their trumpery little editions of Shakespeare, printed on thin paper, bound in limp leather, and edited to death by some learned scholar, whose notes smother the original text, that the masterpieces of some other author would come as an absolute novelty, and be hailed as a relief from the never‐ending stock classic. Public Libraries and students of literature are compelled to buy at a great comparative cost such of the older, out‐of‐print hooks as they may desire to possess, while in many cases they are unable to Vol. IV. No. 44, February, 1902.