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This study investigates the perceptions and challenges faced by academic library professionals in utilising infographics as a communication tool. It aims to understand how infographics are perceived in libraries, their effectiveness in conveying information and the obstacles encountered during implementation.

The research employed a descriptive survey design, collecting data through a closed-ended questionnaire distributed electronically to 144 library and information science professionals. Stratified random sampling was used to ensure representation from various types of libraries. Pilot testing was conducted to validate the questionnaire, and data analysis was performed using statistical software.

Library professionals perceive infographics as valuable tools for conveying complex concepts quickly, promoting library events and appealingly presenting resources. They also believe that infographics simplify complex information and enhance the user experience. However, challenges include lacking design skills and resources, difficulty finding relevant data, integrating infographics into traditional library services and time constraints.

This study provides unique insights into the role of infographics in library communication, highlighting both their positive perceptions and critical challenges. It offers recommendations for enhancing the use of infographics, including training for library professionals, improved data management and integration into traditional library services. The study also suggests promoting best practices and exploring emerging technologies like 3D interactive infographics.

The purpose of this study is to review the work–life balance (WLB) among academics. Academics are the pillars of higher education institutions’ (HEIs) mission to provide quality education to students and the community, supporting socioeconomic development. Most academics today are overworked and overburdened with duties, forcing them to work longer hours on weekends and at odd hours. This eventually affects their work–life balance and causes boundary conflicts between work and personal life.

This study proposes a bibliometric analysis to investigate the underlying knowledge structure of this phenomenon by uncovering the past and present themes and predicting future trends of WLB in academia. This review adopts two analyses (bibliographic coupling and co-word analysis), presenting the knowledge structure network. A total of 307 journal publications were retrieved from the Web of Science (WoS) database, revealing significant clusters and themes.

Findings identified central themes, including the issue of women in academia, predictors and the impact of WLB in academia.

Implications towards research and practice relevant to scholars and practitioners are discussed, particularly in balancing academics, professional work and personal life.

This study presents a state-of-the-art bibliometric analysis by uncovering the knowledge structure of academics’ work–life balance in HEIs.

Taiwan promotes social enterprises with the Social Enterprise Action Plan and Social Innovation Action Plan, focusing on solving social problems and achieving sustainable development goals. This study aims to clarify the impetus for the above policies and determines whether the relevant policy tools can achieve the established policy goals.

This study adopts the in-depth interview method and uses the “social impact investment framework” constructed by OEDC and Dunn’s definition of public policy stakeholders to select 22 respondents, who were divided into three groups.

Taiwan’s decision-making in social enterprise policy is mainly driven by the pressure of youth unemployment and the 318-student movement. Intrinsic motivation strategies popularized the concept of social enterprise. Various strategies are used to break the limitations and diversify the organization, trigger more diverse social investments, broaden the goals of investment and complete the social enterprise ecosystem through these. Taiwan’s social enterprise policies are consistent with the global trend of “replacing subsidies with investment.”

This study shows that social enterprises generate mutual benefits between investors and social enterprises, that is, achieve free matching through external mechanisms. This study fills the gaps in Oliver’s “behavioral cube” framework of policy instruments. A “behavioral four-dimensional matrix” composed of nudge, shove, budge and reciprocity is proposed to complete the framework for social enterprise policy analysis tools.

This article explores in a qualitative manner the motivations of women entrepreneurs who start and run ethnic food businesses in London.

Our approach is qualitative and deploys phenomenographical analysis of interview narratives around categories of motivation.

We find that women ethnic food entrepreneurs are driven by a combination of desire for self-actualisation, identity-maintenance and community considerations. We demonstrate that women ethnic food entrepreneurs often go against the logic of the market, and they do so not because they lack other options, but for reasons that have to do with their (self-)identification as women and professionals, their prerogatives as mothers and daughters, their ethnic heritage, their emplacement in urban and global communities and their need to contribute. Our findings enrich understanding of female-led ethnic food entrepreneurship not as a demanding, overall unproductive undertaking for women with no other options, but as a realm of inspiration, community engagement and female-led innovation.

Our main contributions are the qualitative interrogation of perceptions and experiences of identity and difference in urban entrepreneurship from the point of view of our interviewees; providing concrete empirical evidence for it through our sample and proposing an approach to thinking women-led ethnic food entrepreneurship as a vehicle for translating urban superdiversity into social interactions across barriers of difference. We speak to the field of women entrepreneurship studies but specifically to the understudied realm of women-led food entrepreneurship, and to the cross-disciplinary field of (im)migrant entrepreneurship.

This paper aims to examine the skills expected by employers and the skills demonstrated by accounting graduates with data from 160 employers of accounting graduates in Ghana. From the perspective of employers, the authors compare the expected skills to the skills demonstrated by accounting graduates and identify any significant gaps.

One-way analysis of variance, T-tests and factor analysis are used to test significant gaps that exist between expected and demonstrated skills by employers and accounting graduates using survey questionnaires and purposive sampling.

The results reveal that there are significant gaps between the expected skills of employers and the demonstrated skills of accounting graduates. The authors find generic skills to be more expected by employers, while technical skills are demonstrated most by accounting graduates. The top five skills expected by employers are: business ethics and integrity; problem solving and decision analysis; written communication skills; learning skills; and application of accounting principles.

The study focuses only on organizations that use fresh accounting graduates in Ghana. Further studies may consider other business-related fields like finance, human resource management and marketing.

The study provides insights on standards that serve as benchmarks for the conduct of accounting graduates as well as the development of accounting curriculum in Ghana. Accounting education should incorporate work-integrated learning as part of their curriculum to enable accounting graduates to solve problems and make decisions through a practical application of accounting principles, standards and concepts, especially in conducting audit and writing reports.

This study fills the gap in the literature on accounting education from employers’ perspectives in a developing country. It conducts a comparative analysis between the most important skills required by employers and the ones demonstrated by accounting graduates to provide insights on standards that should serve as benchmarks for the development of the accounting curriculum from an emerging economy perspective.

We examined skill building techniques and changes over the course of a semester with pre and post-test data collection after implementing experiential learning assignments.

The Schutte Self-Report Emotional Intelligence Test (SEEIT) was used to measure emotional intelligence among students who interned for a 16-week period.

We found a significant difference using a paired samples t-test in SSEIT scores between the pre (M = 126.6, SD = 4.3) and the post-internship (M = 133.8, SD = 5.7) scores. t(5) = -5.61, p = 0.002. Students had an overall increase in mean scores over the course of one semester.

This was a pilot study that we completed to determine applicability of internship and increasing emotional intelligence. Overall, we saw an increase in EI in pre and post-test comparisons. This was a pilot study, so more research is needed on this topic.

Students were placed in situations during the internship process to help facilitate real world problems and were required to apply applicable textbook knowledge, develop theory-based activities and report their findings. Students worked with various age groups and learned how to work with a variety of populations including faculty, teachers, children and parents on a regular basis and this process contributed to their experience and potentially increased emotional intelligence over a 16-week period.

This research addresses the importance of emotional intelligence (EI) in career readiness and its role in potentially mitigating burnout in psychological professions.

This is important to those in the field of psychology and child development and family studies because it addresses concerns with the shortage of skilled and prepared workers.