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Guiding college and university students through the process of becoming globally aware citizens has increasingly become a part of the higher education landscape in the United States. Student affairs administrators, alongside faculty, are charged to assist students in their journey toward global citizenry. Each is encouraged to do so without prescribed methods or plans imposed upon them. Written from the perspective of a student affairs administrator within an academic unit, this chapter affirms the importance of global citizenry and how concepts of global citizenry can be incorporated into student-centered academic advising. The literature presented is drawn from foundational research on academic advising and student development coupled with references to the leading entity regarding global citizenry – Oxfam International. In addition to the aforementioned scholarship, the author also includes narrative examples from her own professional experiences within higher education. This chapter concludes with concrete recommendations for ways to incorporate concepts of global citizenry into academic advising.

The purpose of this paper is to examine how the actions of the accounting profession, the state, universities, and academics have inhibited the development of South African accounting research.

A multiple history approach using traditional archival material and oral history is used.

Since the late nineteenth-century, a network of human and non-human actors has ensured that accounting education in South Africa retained a technical focus. By prescribing and detailing the accounting syllabuses required for university accreditation, the South African Institute of Chartered Accountants (SAICA) and its predecessors exercise direct control over accounting education. As a result, little appetite exists for a discipline based on academic enquiry or engagement with international scholars. While the SAICA claims to support accounting research, this support is conditional on its meeting the professional body’s particular view of scholarship.

The limitations associated with this research are that it focusses on one particular professional body in one jurisdiction. The South African situation provides a cautionary tale of how universities, particularly those in developing countries, should take care not to abdicate their responsibilities for the setting of syllabi or course content to professional bodies. Accounting academics, particularly those in a developing country currently experiencing major social, political, and economic problems, are in a prime position to engage in research that will benefit society as a whole.

Although actor network theory has been used in accounting research and in particular to explain accounting knowledge creation, the use of this particular theoretical lens to examine the construction of professional knowledge is limited. This study draws on Callon’s (1986) four moments to explain how various human actors including the accounting profession, the state, universities, and accounting academics, along with non-human actors such as accreditation, regulation, and transformation, have brought about South African academic disengagement with the discipline.

This paper chronicles Jill McKinnon's theoretical and methodological contributions to international accounting research generally and socio-cultural research specifically over a 25-year period, 1981–2006. The purposes are: (1) to apprise contemporary and future researchers in international accounting, working with a socio-cultural lens, of a major contributor and contribution to the historical origin and development of that lens; and (2) to revisit and reappraise McKinnon's identification of critical theoretical and methodological cautions to guide future research in international accounting.

The paper provides a historical narrative and contemporary appraisal of: (1) McKinnon's seminal doctoral research into the Japanese system of corporate reporting regulation using a holistic and dynamic socio-cultural model of social systems change; and (2) her contribution to the advancement of cross-cultural international accounting research including her critique of that research leading to the identification of cautions, the recognition and observance of which are critical to the development of contemporary and future research. The narrative is informed by historical context of time and space, and imbued and interwoven with the personal story of McKinnon both as human and humane.

McKinnon's research invoking holistic theoretical and methodological perspectives provides a continuing template and pathway to guide contemporary and future international accounting researchers and to shape the development of international accounting research. Her career, research and humanity leave a legacy distilled into four themes that serve as counsels for accounting research and researchers; eclecticism of world-view and method choice, rigour, holism and the importance of collegiality with and to the accounting research community.

The paper provides original insights into the personality, career development and research of an important contributor to international accounting research specifically and interdisciplinary research in accounting generally. The paper demonstrates empirically the importance of historical analysis, contextualized by time, space and person, in understanding and informing the present state of international accounting research and, hence, linking past, present and future.

The paper aims to propose a mediation moderated model to examine the influence of academic reliance on students' intellectual engagement.

Four hundred and seventy-one respondents who completed a self-reported questionnaire were chosen to participate in the study using a convenient sampling technique. The hypotheses were tested using PLSc.

Findings from the study reveal academic resilience and academic diligence positively predicts students' intellectual engagement. Academic diligence positively predicts students' intellectual engagement and further mediates the effect of academic resilience on intellectual engagement. Finally, learning support positively predicts intellectual engagement and further moderates the effect of the association between academic resilience and academic diligence on intellectual engagement.

This research shows that higher education administrators must establish effective and efficient policies that integrate students' academic resilience, academic diligence and learning assistance.

This paper is amongst the first to have tested a model including resilience, academic diligence, intellectual engagement and learning support in a university setup from a developing country perspective.

This study aims to determine whether different perceptions based on a learner’s characteristics of age, gender, ethnicity, and duration of stay in Australia provide an explanation of teaching performance evaluations. Perceptions determine interpersonal behaviour (including communication and motivation)and the way a learner believes that they are going to be assessed by the teacher. Thereby, this will impact on a student’s formal evaluation of teaching performance through a student survey of teaching (SST). This study considers the existence of ethnic and gender bias in postgraduate students undertaking accounting‐related courses. The study applies a combination of quantitative online and offline surveys which include SST data and additional questions identifying demographic data to demonstrate that a learner’s evaluation of teaching performance is influenced by the learner’s perceptions. Whilst there were no significant findings related to gender, we identified that students from certain ethnic backgrounds and citizenship, had different perceptions of a teacher’s performance. In addition we identified age and duration of stay in Australia as two demographic elements which were also statistically significant.

Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional program remains unclear.

The authors identified shared instructional leadership and instructional coherence, as two key variables describing the process of organizational learning and the outcome of agency risk reduction. The authors employed hierarchical linear modeling to test the hypothesis that shared leaderships positively predicts differences among schools in instructional coherence.

Based on a sample of 113 public high schools selected from a U.S. Midwestern state, the results confirm the hypothesis.

This study uses the existing theoretical and empirical findings to interpret the potential relationship between shared leadership and instructional coherence, and validates it through empirical data analysis. The findings expand the understanding of the shared leadership theory. Although the design of this study is strictly based on theoretical and empirical findings, and part of the purpose of the research is to find the reasons why shared leadership seems to be insignificant in some countries and regions, readers should still note that the sample source is American schools. The findings of this study are worth examining with different samples in future studies.

Since the direct relationship between shared leadership and student standardized test scores has been difficult to measure, and in some countries even negative, there is debate about the need for shared leadership. The difficulty of measurement is caused by the diversity of leadership subjects and the complexity of leadership tasks. This study finds out the direct object of shared leadership and the process of exerting its effects, which will expand the understanding of the positive meaning of shared leadership. This will help different countries and regions better identify and play the role of shared leadership.

Based on the combination of organizational learning theory, agency theory and shared leadership theory, the study modeled the process of collaborative organizational learning among principals and teachers. The study employed instructional coherence as a form of structured organizational learning that is a prerequisite for improvement in common measures of student learning such as standardized test scores. Do so provide practical guidance for educators seeking improvement through organizational learning.

This study aims to showcase the effect of gender in the field of library and information science.

Research and review articles published from 2005 through 2014 in The Electronic Library, a prominent journal in the field of Library and Information Science, were examined from the perspective of authors’ gender. Influence of gender was assessed with respect to at individual and collaborative levels, quality in terms of citedness and citation count, and receipt of research grants.

There has been an increase in the proportion of male authors over the years with a resulting decline in female authors. Male authors are more productive as teachers, while females contribute more as working professionals or while they peruse their academic/research programmes. Though the productivity in collaborative works has increased in all gender combinations, it is more prominent when authors of opposite gender team up. No significant difference is observed in the number of national or international works produced in different collaborative authorship patterns. There is no difference in the number of male and female authors in male–female collaborative works. Works sponsored by grants are produced more frequently in groups comprising male–female or male–male members. No significant difference is observed in the number of cited or uncited works produced in different authorship patterns. The number of citations to works is independent of the nature of gender-wise authorship patterns.

The study examines the status of women in research, specifically in the field of library and information science. The findings of the study are based on the contribution of the authors involved with the journal, “The Electronic Library”. Readers are encouraged to expand the study by including authors that contribute to other library and information science journals.

The study is first of its kind to highlight the involvement and observe the influence of female authors in the field of library and information science research.

The university context has changed considerably in recent years. This paper aims to identify career strategies that can be used by property academics in the property education, research and industry linkages spaces in this changing university environment. This is particularly relevant for early career researchers (ECRs), as they navigate developing their careers as the next generation of property academics.

This research is based on a thorough understanding and extensive experience of the university environment in the property area by the four authors. This depth of understanding is at a global level, with team members having extensive property academic experience over many years in Europe, the USA and Asia–Pacific.

Career strategies for property academics are identified that will ensure the next generation of property academics are suitably prepared for the challenges of being an academic in the changing university environment. This is particularly relevant for ECRs in property.

It is important to prepare the next generation of property academics to ensure the high quality of property graduates as they become the next generation of property professionals. Practical career strategies are identified for property academics to ensure that they have the necessary skills to develop their academic careers to empower the next generation of property professionals.

This paper is the first paper to specifically address the career strategies needed by property academics in universities today. This is a key issue for the property industry going forward at all levels to ensure the next generation of property academics are empowered to prepare the next generation of property professionals.

This study aims to build a framework of the influencing factors of construction workers' career promotion and identifies the critical determinants so as to propose suggestions for the government and enterprises to offer construction workers a path for career promotion.

In line with the theory of human resources, such as Herzberg's two-factor theory, this study constructs a theoretical framework that affects the career promotion of construction workers. Using evidence from Guangzhou city, valid data provided by 464 workers from 50 sites were collected by a questionnaire survey, and the significance test on the influencing factors of construction workers' career promotion was taken by binary logistic regression.

The overall career development of construction workers in Guangzhou is worrying. The binary logistic regression indicates that age, working years, type of work, career development awareness, legal awareness, professional mentality, vocational psychological training and career development path are critical factors that affect construction workers' career promotion.

This study for the first time explores the career promotion of frontline construction workers. Specifically, it identifies the critical factors that affect the career promotion of workers and thus lays a foundation for further research and the promotion and continuous and healthy development of the construction industry. Thus, this study is original and has theoretical and practical significance.

The purpose of this research is to explore the career routes and advancement procedures for both academic and support staff in English universities and the extent to which these might constitute barriers to progression.

The research was conducted in four universities, two pre‐1992 universities and two post‐1992 universities, based in one region of England. Secondary data were collected in the form of equality monitoring statistics and documentation relating to the universities' advancement procedures. Primary data were collected through 26 semi‐structured interviews with senior people involved in decision‐making about promotions. These included HR specialists and senior academics such as Deans, Pro Vice‐Chancellors and Vice‐Chancellors.

The research shows that women are now progressing well to the promoted lecturer grade, but that their careers stall beyond this level. Women's less developed research profile is the main impediment to them gaining professorial status. In “old” universities, the processes used for progression to some senior academic management roles are obscure and may operate as a form of indirect discrimination. There is some evidence that women adopt a version of the transformational leadership style, but it is not clear whether this helps or hinders their career progression. In addition, women are more reluctant than men to put themselves forward for advancement and they value work‐life balance.

This paper provides new evidence about the operation of advancement processes in universities. It points to specific areas where university HR processes and equality monitoring need to be improved. It also contributes to the debate about leadership/management and the extent to which women adopt a style which is different to that of men.