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The purpose of this paper is to analyse the effect of an increase in the relative supply of immigrants on natives’ task reallocation, with a focus on Germany. Specifically, it investigates whether natives, as a response to increased immigration, re-specialise in communication-intensive occupations, where they arguably have a comparative advantage due to language proficiency.

The analysis uses regional data from the German Labour Force Survey between 2002 and 2014. To derive data on job tasks requirements, it employs the US Department of Labor’s O*NET database, the results of which are tested through a sensitivity analysis using the European Working Condition Survey and the Programme for the International Assessment of Adult Competencies data sets.

The paper finds that indeed German workers respond to increasing immigration by shifting their task supply and providing more communication relative to manual tasks. Importantly, the decrease in the supply of communication tasks is stronger and more robust than the increase in the supply of manual tasks, pointing to a potential displacement effect taking place between natives and immigrants, alongside task reallocation. This would suggest that countries with relatively more rigid labour markets are less responsive to immigration shocks. Moreover, it suggests that labour market rigidity can minimise the gains from immigration and exacerbate employment effects.

The paper not only investigates task reallocation as a result of immigration in a different institutional context and labour market functioning, but the results feed into broader policy and scholarly discussions on the effects of immigration, including questions about how the institutional context affects labour market adjustment to immigration, worker occupational mobility in a more rigid labour markets and the fine balance needed between flexibility and rigidity.

The purpose of this paper is to present the stylised facts of over-education among European graduates over time (1998–2013), paying special attention to the measurement issues.

The authors use two different sources, the Programme for the International Assessment of Adult Competencies 2012, and the European Union Labour Force Survey 1998–2013, with two different aims. The authors employ the first one to make a detailed analysis of the different forms of measuring over-education and its implications in terms of the result obtained. The analysis of the second one responds to studying the evolution and characteristics of over-education in Europe.

In the first place, the paper provides evidence of the high level of sensitivity of the level of measured over-education to the type of methodology used. Such difference is even higher when the authors focus on skills vs educational mismatch. The work also shows how with all their shortcomings, the measures of over-education used in the analysis point to the existence of convergence in over-education levels among the European countries of the sample (only interrupted by the crisis), in a context of reduction of over-education rates in many countries.

Researchers should be particularly careful when estimating over-education, because of the strong implications in terms of the so different results obtained when choosing between competing methods.

The analysis abounds in the implications of the use of different methodologies of estimating over-education in terms of both size and ranking among European countries. The production of long-run and updated estimates of over-education for a large sample of countries is done using a homogenous database and different estimation methods.

This article presents a process of building a practice-driven research agenda for Quebrada de Humahuaca, a World Heritage cultural landscape in northern Argentina, developed under the framework of the Heritage Place Lab (2021–2022) led by the World Heritage Leadership Programme. The research agenda aims to improve the property's management and governance structures through an inclusive approach that considers the participation of all stakeholders and rights holders.

Through collaborative work, a step-by-step methodology was employed that included identifying the property's values and attributes, the involvement of different actors in its management and their specific roles, and the factors that might cause real or potential impacts. The systematisation and analysis of this information served to define research priorities and a practice-driven research agenda.

A range of conflicts and threats were identified, and the values and attributes that define the property were recognised. The collaborative process helped define research priorities and allowed the development of a preliminary research agenda, which, in the long term, can meet the needs of the property's World Heritage Management Unit.

The originality of this work lies in the collaborative work undertaken by the research and practice teams to define a new research agenda based on practical needs to improve the management and governance structures of the World Heritage property.

This paper describes the personal history and intellectual development of Morris B. Holbrook (MBH), a participant in the field of marketing academics in general and consumer research in particular.

The paper pursues an approach characterized by historical autoethnographic subjective personal introspection or HASPI.

The paper reports the personal history of MBH and – via HASPI – interprets various aspects of key participants and major themes that emerged over the course of his career.

The main implication is that every scholar in the field of marketing pursues a different light, follows a unique path, plays by idiosyncratic rules, and deserves individual attention, consideration, and respect … like a cat that carries its own leash.

In the case of MBH, like (say) a jazz musician, whatever value he might have depends on his originality.

Love has been a recurring theme through history and literature, and its relevance to health, well‐being and quality of life has been widely acknowledged. However, the scientific study of love has not yet reached people with learning disabilities. The study reported here was based on research with 376 people with learning disabilities in Spain, and aimed to analyse their appraisal of love, loving relationships and related issues (global evaluation, satisfaction, role of the family and self‐determination). A Likert‐type measure was developed, and the outcomes indicate that the measures have satisfactory psychometric characteristics. It is also evident that the theoretical model of love for people without disabilities can be applied to individuals with disabilities, and includes three key factors (‘commitment, stability and idealisation’, ‘passion and physiological arousal’ and ‘intimacy and romanticism’). It also indicates that the perceptions of love in people with learning disabilities are relatively idealised and influenced by context, and interference from family and self‐determination are key issues.

The purpose of this research is to contribute to a better understanding of deeper motivations and inhibitors of green consumer behavior in the context of emerging economies. Based on the findings, it aims to provide implications for marketers and policy making.

Based on an ethnographic approach, in‐depth interviews and observational data were used to study 15 Mexican families from four urban regions of Mexico with different incomes. Thematic analysis was used to develop and validate themes and codes.

The findings highlight three dominant themes related to uncertainty in the adoption of environmentally‐friendly behaviors: consumer confusion, trust and credibility, and compatibility. Overall, green behaviors seem to be ingrained in the traditional heritage of savings and frugality rather than based on strong environmental values. It is suggested that the factors that drive consumers from positive attitudes and intentions to the actual adoption of green behaviors are a combination of perceived personal benefits, decreased perceived risk and uncertainty, a sense of control over costs, and a decomposition and reconstruction of deeply embedded cultural values and practices.

Policy makers and marketers are advised to build on collaborative efforts in order to facilitate comprehension and adoption of environmentally‐friendly behaviors and green products. In order to construct modernity alongside environmental responsibility, it seems indispensable to provide affordable lower‐priced alternatives for the low‐income segments of the market which constitute the vast majority of the population in emerging economies.

Being one of very few available qualitative studies on green consumer behavior, this study delves into the tension between modernity and traditional heritage in the context of emerging economies.

The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns.

This paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices.

Current information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice.

There has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis.