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The purpose of this paper is to describe how religious symbols might impede employees’ motivational cultural intelligence (CQ) in some international contexts, and how multinational managers might employ this knowledge to respond in a manner that mitigates risks to knowledge sharing.

The paper uses several theories (e.g. CQ, social categorization, expectancy, and contact theories) to develop a conceptual model about the nature of the risk to employees’ motivational CQ. It then draws on models of acculturation to explore how multinational corporation managers might respond.

It is conjectured that the salience of religious-based value conflict, learned both vicariously and through direct experiences, will adversely impact motivational CQ, and that the introduction of religious symbols may exacerbate this relationship. A framework of possible interventions is offered, and each intervention approach is evaluated in terms of how it may mitigate or exacerbate the risks raised by the model.

The proposed model requires empirical validation.

Multinationals are advised how (and why) to treat the preservation of motivational CQ as central to any intervention in the conflict over religious symbols.

An uninformed response to controversy over religious symbols could impede knowledge sharing and potentially exacerbate broader societal tensions (UN Global Compact, 2013). Therefore, this paper addresses a clear socio-economic need.

Controversy over the use of religious symbols in the workplace has generated considerable international media attention, but has been neglected by cross-cultural management research.

The purpose of this conceptual paper is twofold. The first objective is to introduce a multi-stakeholder power perspective to the discourse on repatriate retention, which has, to date, treated issues of career agency without considering whether other stakeholders might be capable of responding constructively. The second objective of the paper is more prescriptive, conjecturing that social media, which has also been completely overlooked by the repatriation literature, has the potential to empower repatriation stakeholders.

Following a review of the literature on repatriate turnover, this paper uses Hardy and Leiba-O’Sullivan's (1998) framework on empowerment to examine the nature and significance of powerlessness on the part of key stakeholders in the repatriation process – repatriates, HQ managers, and HQ HR professionals. It uses the same framework to investigate how social media might help to empower these stakeholders.

The analysis finds that social media has the potential to empower repatriation stakeholders in four key ways: first, by triggering expatriates’ awareness of the need to proactively manage different aspects of their own impending repatriation; second, by providing access to supportive mentoring resources; third, by strengthening access to key HR and managerial decision-making arenas; and fourth, by enabling HQ managers and HR representatives to more judiciously direct potentially scarce organizational resources (including their own time) toward key repatriation supports.

Although this conceptual paper has no empirical data, it offers considerable value to the repatriation literature by introducing the topics of power and social media and explaining their relevance to repatriation (and indeed, to the field of international HRM).

Repatriate turnover is problematic, both for repatriates who would have liked to remain with the organization that sent them on assignment, and for the organizations that would like to have retained (and utilized) repatriates’ global competencies. Thus, the main practical implication of this paper is that it offers an innovative contemporary solution (e.g. the use of social media) to this problem of repatriate turnover.

The paper demonstrates that the topic of power has been completely neglected by the repatriation literature. Similarly, the topic of social media, has also been completely overlooked by the repatriation literature. This paper introduces these two topics to the repatriation literature, and, in so doing, broadens the understanding of constraints on repatriate agency as a means of repatriate retention, and offers innovative contemporary solutions (e.g. social media).

The study explored how information institutions can support the resilience of parents of adolescents affected by the Russia–Ukraine war. Ukrainian parents are facing major challenges of supporting their teenagers through a difficult developmental phase while also “buffering” their war-related hardships. By supporting parents, information institutions can also support children.

Fifteen parents were interviewed about mental health challenges and resources that are helpful and/or missing from their support systems. Recordings of participant narratives were analyzed using the qualitative thematic analysis technique.

The findings indicate that both teens and parents rely on internal resilience skills, family, friends and community resources to support themselves. However, a number of additional resources could be offered by information institutions, including content for (1) teens on developing skills in communication, interpersonal relationships, problem solving and academic pursuits; (2) parents on child development and opportunities in their host countries; both groups on (3) both groups on mental health first aid and safe spaces to meet peers. The study recommendations will be of interest to information professionals working with families, especially families affected by disasters.

The study relied on a small convenience sample of participants.

Study recommendations would be of interest to information professionals who develop and provide services to families affected by natural and manmade disasters.

Study recommendations improve understanding of the (potential) role of information institutions and libraries in strengthening family and community resilience.

The study offers a rare insight into experiences of war-affect families and provides evidence-driven recommendations for information institutions to support family and community resilience.

The study aimed to identify occupational stressors and measure experiences of clinical burn‐out among a group of mental health nurses and occupational therapists in a medium secure service. All the nursing staff (n=115) and occupational therapists (n=9) on three wards in a medium secure hospital were asked to partake in the study, and to complete a modified version of the Psychiatric Nurse Occupational Stress Scale (PNOSS), the Maslach Burnout Inventory (MBI) and a demographic questionnaire designed for the study.Results from the PNOSS revealed that organisational issues elicited the greatest stress and were most strongly related to high burn‐out scores, identified by the MBI. Limited resource and staff conflict were also associated with stress and burn‐out. Patient care had a relatively small impact. MBI findings were that a substantial proportion (54%) were experiencing high burn‐out in relation to emotional exhaustion.

This paper empirically examines whether the order of liability and preferred stock accounts presented on the balance sheet is consistent with how the stock market values their riskiness.

This paper measures a firm’s riskiness with idiosyncratic risk and employs the first-difference design to test the relation between idiosyncratic risk and the order of current liabilities, noncurrent liabilities and preferred stock, respectively. Further, the paper tests whether operating liabilities are viewed as riskier than financial liabilities. Finally, the authors partition their sample based on the degree of financial distress and investigate whether the results differ between the two subsamples.

The paper finds that current liabilities are viewed as riskier than noncurrent liabilities and preferred stock is viewed as less risky than current and noncurrent liabilities, consistent with the ordering on the balance sheet. Further, the paper finds that operating liabilities are viewed as riskier than financial liabilities. Finally, the authors find that total liabilities and preferred stock (redeemable and convertible classes) are viewed as riskier for distressed firms than for nondistressed firms.

The authors thoroughly investigate the riskiness of several classes of claims and document that the classification of liabilities and preferred stock classes is relevant to common stockholders for assessing their associated risk.

To share activities to support preservice secondary mathematics teachers’ (PSMTs) participation questioning discourse, which consists of (a) modeling and engaging students in mathematical discourse and activity, and (b) supporting and assessing students’ development of conceptual understanding.

PSMTs typically struggle to develop fluency in participation questioning discourse, despite having it modeled for them by expert teachers in mathematics education courses. Using Gee’s Discourse Theory to conceptualize this problem, we developed the iterative model of See it, Try it and Reflect on it (STaR) to create learning activities in a methods course that engage PSMTs in viewing and reflecting on videotaped mathematics lessons.

PSMTs increased their fluency in participation questioning discourse through viewing and reflecting on videotaped lessons using the STaR iterative model.

The STaR model is a promising framework that can be used to design learning activities to help preservice and inservice teachers acquire fluency in discipline-specific pedagogical Discourses.

This study examined the effect of professional identification on several job attitudes (i.e., job satisfaction, organizational commitment, and career satisfaction), and explored the moderating roles of gender and organizational tenure on these relationships. Informed by social identity theory, gender role theory, and organizational socialization theory, several hypotheses were developed and tested with a data set consisting of 309 salaried lawyers collected in Hong Kong. Regression analysis revealed that (1) professional identification had a significant positive effect on both job satisfaction and organizational commitment, (2) gender moderated the relationship between professional identification—job satisfaction and professional identification—organizational commitment, and (3) organizational tenure moderated the relationship between professional identification and job satisfaction as well as the relationship between professional identification and career satisfaction. Theoretical and practical implications are discussed.

This is a comparative case study of how three high school history teachers in the U.S.A. use art in their practice. The following research question was investigated: How do secondary history teachers incorporate the arts—paintings, music, poems, novels, and films—in their teaching of history and why? Data were collected from three sources: interviews, observations, and classroom materials. Grounded theory was utilized to analyze the data. Findings suggest these teachers use the arts as historical evidence roughly for three purposes: First, to teach the spirit of an age; second, to teach the history of ordinary people invisible in official historical records; and third, to teach, both with and without art, the process of writing history. Two of the three teachers, however, failed to teach historical thinking skills through art.