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The purpose of this paper is to describe the use of Simone de Beauvoir's feminist existentialist philosophy in an empirical research study concerned with the career choices of women professional accountants.

A theoretical framework, based on de Beauvoir's philosophy, is developed. It is argued that her feminist philosophy provides an appropriate theoretical lens for the study of careers. The challenges encountered in developing this approach together with their resolution are described.

The theoretical framework informs the analysis and critique of the stories of career told by 13 women chartered accountants. Multiple meanings for the oft‐reported categories for leaving public accounting surface, extending the women‐in‐accounting literature.

The use of a structured tool may obscure certain aspects of career or unduly highlight other aspects. The framework should be used in future studies of the careers of women professionals, e.g. lawyers and minority groups, such as men of colour to assess its contribution beyond the current study.

The generated insights can be used by the accounting firms to develop alternative human resources policies and practices in an effort to retain women accountants and by the profession in assessing the nature of the work.

The development of a research methodology incorporating individual voices, the role of personal agency in career and feminist existentialism, all of which are often absent from the research concerned with women accountants provides a more in‐depth understanding of careers and a way forward for further research on the subject.

Preservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to literary encounters in secondary schools have been New Criticism – particularly the practice of close reading – and Rosenblatt's transactional theory, both of which have been expanded through critical theorizing along the way. Elucidated by data produced in iterative experiments with Frost's “The Road Not Taken,” the authors reconceptualize the reader, the text, and close reading through the critical posthuman theory of reading with love as a generative way of thinking outside of the habitual practices of European humanisms.

In “thinking with” (Jackson and Mazzei, 2023) desiring-machines, affect, Man and critical posthuman theory, this post qualitative inquiry maps how the “The Road Not Taken” worked when students plugged into it iteratively in processes of reading with love, an affirmative and creative series of experiments with literature.

This study mapped how respect for authority, the battle of good v evil, individualism and meritocracy operated as desiring-machines that channeled most participants’ initial readings of “The Road Not Taken.” In subsequent experiments with the poem, the authors demonstrate that reading with love as a critical posthuman process of reading invites participants to exceed the logics of recognition and representation, add or invent additional ways of being and relating to the world and thereby produce the possibility to transform a world toward greater inclusivity and equity.

The authors reconceptualize the categories of “the reader” and “the text” from Rosenblatt’s transactional theory within practices of reading with love, which they situate within a critical posthuman theory. They eschew separating efferent and aesthetic reading stances while also recuperating practices of “close reading,” historically associated with the New Critics, by demonstrating the generativity of critically valenced “close reading” within a Deleuzian process of reading with love.

The purpose of this paper is to focus on the work of those with societal privilege in the practice of inclusion. It outlines the experience of privilege, obstacles raised by the study of women in cross-race relationships, and offers guidance for those with privilege in how to use it in relationships and organizational inclusion efforts.

The paper takes lessons from varied literatures about privilege, social justice, and organizational inclusion/diversity and applies them to the work of inclusion for those privileged by race in the USA.

The paper offers guidance to those with race privilege in the USA. It suggests ways to problematize privilege, how to become a social justice ally, reframe what white means, develop awareness about race dynamics, use empathy cautiously, create a “third culture,” balance multiple identities, and acknowledge numerous power differentials.

Given the specific contexts and social identities chosen here, the conclusions may not generalize. Therefore, researchers are encouraged to extend the experience, obstacles and guidance for those with other kinds of privilege in other contexts.

Because of global demographics, organizations have incorporated a wide range of workforce diversity and now need to maximize practices of inclusion so talent can be fully utilized. This paper provides specific practices that can cause those with privilege to create a truly inclusive environment.

There is very little exploration about the role of those with societal privilege in the definitions and practices of inclusion. This paper's contribution is to outline the work to be done by those privileged.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

This paper aims to engage nine women English teachers in exploring their personal memories centered around the perception of their raced, classed and gendered teacher bodies, and led them to conceptualize teaching as invasion.

The process of collective memory work (CMW), a qualitative feminist research method, was used to structure collaborative sessions for the nine women English teachers. In these sessions, the group took up the CMW process as the memories were written, read, analyzed and theorized together.

The analyses of two memories from our group's work builds understanding of how the use of new materialism and a conceptualization of emotions as social, collective and agentic, can expand the understanding of the teacher bodies and disrupt normalizing narratives of teaching and learning. The post-humanist concept of intra-action leads one to better understand the boundaries in the teacher – student relationships that is built/invaded, and to see the ways materials, humans, emotions and discourses are entangled in the teaching encounters.

This study demonstrates how sustained and collective research methodologies like CMW can open space for teachers to more fully explore their identities, encounters and relationships. Further, unpacking everyday classroom moments (through the framework of literacy-as-event) can yield deep and critical understanding of how bodies, emotions and non-human objects all become entangled when teaching becomes an act of invasion.

The purpose of this paper is to describe processes of learning from personal experiences of mental distress when mental health service users participate in occupational therapy education with tutors and students who have also had experiences of mental distress.

A post-structural theoretical perspective was applied to stories which emerged from the research process. Semi-structured group and individual interviews were used with three service users, three students and three tutors (including the author) who had all had, at some time in their lives, experiences of mental distress.

Stories based on previously hidden personal experiences of mental distress began to shift dominant understandings. Further, as educators, service users challenged whose authority it is to speak about mental distress and permitted different narrative positions for students and tutors. However, technologies of power and technologies of self of powerful discourses in professional education continued to disqualify and exclude personal knowledges. Learning from stories requires a critical approach to storytelling to expose how hidden power relations maintain some knowledges as dominant. Further, learning requires narrative work, which was often hidden and unaccounted for, to navigate complex and contradictory positions in learning.

Although storytelling based on personal experience can help develop a skilled and healthy mental health workforce, its impact will be limited without changes in classrooms, courses and higher education which support learning at the margins of personal/professional and personal/political learning.

Learning from stories of mental distress requires conditions which take account of the hidden practices which operate in mental health professional education.

The purpose of this paper is to investigate what causes a firm to choose between a business segment and a geographic segment as a primary segment for its segmental information disclosure. It seeks to examine Malaysian firms' experiences as they disclose segmental information under the new accounting standard known as FRS 114, Segment Reporting.

The paper involves 374 Malaysian public‐listed companies which disclosed segmental information in their 2006 annual reports. Four hypotheses are developed to examine the influence of these five factors, namely the size of the company, listing status, financial leverage, financial performance, and industrial membership. The non‐parametric test is employed to test the formulated hypotheses.

The results reveal two important outcomes: first, size of company, financial performance, and industrial membership are significantly associated with the choice of a primary segment; and financial leverage of a company and listing status are not significantly associated with the choice of a primary segment.

The limited number in the sample and inherent segmental reporting problems present limitations.

The paper implies extensive auditing work as the new standard requires more extensive disclosure for the primary segment, although the standard allows the adoption of primary segment reporting at management's discretion.

The paper's value lies in determining what motivates a company to disclose a business segment or a geographic segment as its primary segmental reporting basis.

This paper aims to draw attention to a unique paradox concerning doing an autoethnography as a PhD. On the one hand, a student may feel a pull towards revealing a vulnerable, intimate, autoethnographic self, yet on the other hand she may be pushed away from this because the oral/viva voce examination process may deny the student anonymity. Through the telling of this tale the complexities concerning self‐disclosure and student autoethnography reveal are explored.

The tale is autoethnographic: a fictionalised account based on real events and co‐constructed from substantial field notes, personal diaries, e‐mails, and reports.

This paper contributes to relational ethics concerned with self‐disclosure and the “I” of a reveal, and highlight the possibilities for developing Medford's notion of mindful slippage as a strategy for removing highly personal and possibly harmful elements within student autoethnography.

The paper provides a preliminary theoretical framework that has not been empirically tested and is situated within “introspective” autoethnographic research.

The paper takes an innovative approach to autoethnography, addressing ethical value systems specifically within a PhD context.