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This paper analyzes the ways in which accounting enables operations managers to enter and perform multiple roles in their interplay with organizational groups on the shop floor and in management, and the associated negotiations that operations managers have with “the self.”

Using field-based studies in a mining organization, the study draws on Goffman’s backstage–frontstage metaphor to analyze how operations managers enter and perform several roles with the aid of accounting.

The findings show that accounting legitimizes operations managers when they cross organizational boundaries, as accounting gives them an “entry ticket” that legitimizes their presence with the group. Accounting further allows operations managers to embrace more than one role by “putting on a mask” to become an outsider or insider in relation to a group. In performing their roles, operations managers exhibit varying attributes and knowledge. Accounting can thereby be withheld from, or shared with, organizational groups. The illusion of accounting as deterministic presented frontstage is not necessarily negotiated that way backstage. Rather, alternatives discussed backstage often become silenced in the frontstage performance. The study concludes that operations managers cross boundaries, embrace roles and exert agency as they navigate with accounting, enrolling it into their performance simultaneously as they backstage reflect upon accounting and its role for their everyday work.

This study relies on the frontstage/backstage metaphor to visualize the discrepancies in how accounting is enrolled into role performances and how seemingly categorical fronts do not necessarily share that dominant position backstage.

Political participation of young people has been examined, but there is a lack of research about how these participation forms are interpreted and what counts as participation for young people. The study aims to identify discourses of political participation in Hungary, where the COVID-19 restrictions during 2020–2021 have confined young people's everyday interactions and political activism to the online space for an extended period. The authors’ asteroid-effect hypothesis suggests that new discourses of political participation have become more widespread, which may have reinterpreted the previous dynamics between online and offline participation.

The authors analyse the results of six focus groups and eight interviews with young people conducted between 2021–2022 through discourse analysis.

The qualitative results show that to intellectualise the everyday discourses of youth political participation, extending its classical theories is worthwhile. While online participation has not emerged as a paramount, positive interpretational framework, a new discourse of political participation has emerged, making conversation a fundamental act.

While the results are limited to Hungarian youth, the strong appearance of participation as a communicative action can have consequences to theoretical approaches of political participation. The authors believe that COVID-19 restrictions had a significant role in this change, because family talks became more politicised.

Using the two waves of the India Time Use Survey, 1998–1999 and 2019, we document a 110-minute (30%) increase in average daily learning time. The largest offsetting decrease was in work time: 61 minutes. The composition of leisure changed, with television rising by 19 minutes, while talking fell by 10 minutes and games by 17 minutes. We then implement a Gelbach decomposition, showing that 68 minutes of the unconditional learning increase are predicted by demographic covariates. Of these predictors the most important are a child's state of residence and usual principal activity, which captures extensive-margin transitions into schooling.

Is more child participation always better for child rights advocacy? That is the question I examine, in this chapter, as I analyse advocacy for child rights in India that led to the adoption of the landmark Protection of Children from Sexual Offences Act, 2012 (the ‘POCSO Act’). Through ethnographic fieldwork with non-government organisations (NGOs) and a narrative analysis of interviews and awareness material, I tell the story of how a combination of adult-led but child-participatory advocacy brought about a new, de-tabooised way of talking about child sexual abuse. By applying the theoretical lens of ‘critical child rights studies’, I suggest how we can conceptualise a critical perspective on child participation in child rights advocacy. First, adults’ multiple and, at times, conflicting roles in children’s lives – as advocates, protectors, and abusers – needs to be recognised. Second, children should participate in advocacy activities where they can have meaningful influence and be part of the conversation. This may not necessarily occur in adult spaces, where their participation remains token. Finally, I argue that child participation should never turn into a responsibilisation of children.

The purpose of this study is to contribute to the literature on information elicitation. The authors investigated the impact of social influence strategies on eyewitness recall performance. Specifically, the authors examined the effect of social influence techniques (Cialdini, 2007) on recall performance (Experiment 1) and conducted a follow-up experiment to examine the incremental effect of social proof on the report everything cognitive interview mnemonic (Experiment 2).

Participants watched a video depicting vandalism (Experiment 1: N = 174) or a verbal altercation (Experiment 2: N = 128) and were asked to recall the witnessed event. Experiment 1: Participants were assigned randomly to one of six conditions: control (open-ended prompt), engage and explain (interview ground rules), consistency (signing an agreement to work diligently), reciprocity (given water and food), authority (told of interviewer’s training) and social proof (shown transcript from an exemplar participant). Experiment 2: The authors used a 2 (social proof: present, absent) × 2 (report everything: present, absent) between-participants design.

Across both experiments, participants exposed to the social proof tactic (i.e. compared to a model exemplar) spoke longer and recalled more correct details than participants not exposed to the social proof tactic. In Experiment 2, participants interviewed with the report everything mnemonic also spoke longer, recalled more correct details, more incorrect details and provided slightly more confabulations than those not interviewed with the report everything mnemonic.

The findings have practical value for police investigators and other professionals who conduct interviews (e.g. military personnel, doctors obtaining information from patients). Interviewers can incorporate social proof in their interviewing practices to help increase the amount and accuracy of information obtained.

The purpose of this research is to explore the experiences regarding diversity and inclusion in the professional context. The stories of female IT professionals included the discussion around enablers and blockers of career and development in IT and talking about worst and best daily experiences at the workplace.

This is a qualitative study that presents the findings from four focus groups with 50 participants – selected female IT professionals working in Poland. The IT professionals were taking part in the Women in Tech Summit in Warsaw in 2019. LEGO® SERIOUS PLAY® projective technique has been applied during the group interviews to help the participants express their experiences in a creative way.

The findings include conceptualization of the three main sources of inequalities: (1) Imbalance in rewards and recognition and performance visibility (2) Inability to build wider women-oriented strategic alliances and meaningful relationships around D&I and (3) Willingness but no practical mechanisms to contribute to the business value and being a part of meaningful activities and two concepts of how to improve employee experiences, namely: business strategizing based on daily meaningful experience and mentoring others and impacting business reality through creating professional alliances that matter and are recognized as business value generators as the key directions.

The research was conducted before the pandemic.

The research creates a practical conversational framework for managers giving directions on how to talk about diversity and inclusion in the workplace using a perspective of “daily interactions” and “everyday employee experiences”.

The emerged concepts help to direct the corporate discussions around Social Development Goal No. 5 – Gender Equality in a practical business dimension.

The originality is brought by (1) LEGO® SERIOUS PLAY® – the method of creative exploration used during the focused groups (2) social significance of gender equality in the technological roles and industries, especially in the context of reskilling approaches (3) Central and Eastern European perspective of the research.

Healthy and adaptive strategies for regulating emotions and coping with the demands of their jobs can help school-level leaders mitigate the factors and forces heightening the emotional aspects of their work, stave off the negative effects of work intensification and achieve wellness. As with most individuals in most professions, school-level leaders use several different strategies to manage their emotions and cope with the stresses associated with their work. Some of these coping strategies are associated with positive outcomes including situation selection and exercising autonomy over their workday, talking to colleagues, reappraisal, humour, controlled breathing, exercise and engaging in hobbies outside of work. However, even the most experienced and effective school-level leaders demonstrate a proclivity for engaging in coping strategies associated with maladaptive and negative outcomes. These maladaptive strategies include worrying about events over which they have little or no control, masking one's emotions using expressive suppression, using thought suppression to deal with symptoms of emotional exhaustion, distraction, manipulating the emotions of others as well as use of illegal or prescription drugs, alcohol and other forms of self-medication. This chapter concludes with a discussion of how there can be some overlap between these strategies in practice and how they are classified.

This paper investigates the digital information practices of Afro-Latino youth, focusing on their engagement with mental health content on TikTok. It aims to understand how racial and ethnic identity dimensions shape their information behaviors in digital spaces.

Employing qualitative methods, the study involved interviews with thirteen Afro-Latino teens. This exploratory approach, draws connections between Afro-Latino identity and information practices using three constructs: (i) typology of information practices, (ii) intersectionality, and (iii) assemblages.

The study reveals that Afro-Latino youth actively construct “information assemblages” and “algorithmic counterspaces” on TikTok, enabling them to engage with content that resonates with their identities. However, it also highlights the challenges posed by these spaces' temporary and algorithm-dependent nature in maintaining consistent engagement with mental health information.

The research is limited by its small sample size and focus on a single platform, which may affect generalizability. Future research should explore other platforms, and draw a deeper distinction between content creators and other users.

This paper underscores the need for designers and educators to prioritize the importance of algorithmic literacy and design affordances that empower users to transparently understand algorithmic functionality, so as to support on-going engagement with algorithmic counterspaces.

This research offers novel insights into the digital information practices of Afro-Latino youth, a typically underrepresented group in academic research. It introduces new concepts in information science and digital media studies, highlighting the importance of intersectional identities in digital information practices.