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The purpose of this study is to describe and explore from the perspectives of top‐level nurses holding the formal position of director of nursing their perceptions and interpretations of their experiences in the Irish healthcare system.

This paper presents some findings from a nation‐wide study, which is qualitative in approach using grounded theory methodology. Semi‐structured interviews were conducted with 50 directors of nursing representing general and psychiatric nursing.

The study in this paper was conducted in the context of a changing healthcare system, which emphasises the flattening of organisational pyramids. However, this study's findings indicate that, while structures might be changing, behaviours remain unaltered. In particular, the medicine nursing power base remains unchanged, while the power shift between nursing and general management continues to widen in favour of general management.

Research in this paper shows that directors of nursing who chose to participate in this study may have different perceptions of experiences from those who chose not to participate.

In the paper the reality is neither medicine nor general management, individually or collectively, are going to share or devolve power and influence to nursing. This study's findings indicate that nursing needs to confront this power imbalance. Nursing needs to take the first steps towards shattering the glass ceiling by really examining its own behaviours, in maintaining the status quo, in the traditional balance of power.

The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China.

This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies.

Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Dewey’s approaches as well as adapting others.

This paper foregrounds Tao Xingzhi’s agency in transforming some of Dewey’s ideas in the Chinese context and challenges studies that adopt an “impact-response” approach to Tao’s contribution, which suggest a one-way flow of knowledge from a “modern” West to a “traditional” China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Tao’s poetry, to gain new historical insights into Tao’s educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world.

In recent years, students have found careers in the tourism and hospitality (T&H) industry less attractive. Attracting and retaining young talents has become more challenging for the T&H industry in the post-pandemic era. To help solve the talent shortage problem, it is vital to understand how students perceive careers and what influences their career planning. The career construction theory indicates an integration between personal needs and career-related expectations. It provides a theoretical framework for the present study to understand what motivates students to begin their careers in the T&H industry. This study aims to empirically examine the relationship between students’ career adaptability and optimism and their effect on future career intentions.

An online survey was conducted in mainland China to investigate the interrelationships between career adaptability, career optimism and future career intention. A total of 492 valid responses were collected from students studying T&H.

The findings revealed that career optimism positively influences career adaptability and future career intention, respectively. Conversely, career adaptability is found to have a negative impact on future career intention. Moreover, career optimism has a mediating effect on the relationship between career adaptability and future career intention. The results would benefit educators in career counselling for students and industry practitioners to develop effective career management strategies for young talents in their respective organisations.

The application of career construction theory drawn from vocational psychology is suitable to provide knowledge and insights into the development of T&H career research. This study contributes to fill the knowledge gap concerning career adaptation, career optimism and future career intention.

近年来, 旅游和酒店行业领域的工作对于学生的吸引力下降。对于旅游和酒店行业, 吸引和留住人才变得更具有挑战性。为了解决人才短缺问题, 了解学生如何看待职业以及影响他们职业规划的因素至关重要。职业建构理论指出个人需求与职业相关期望相结合。它为本研究提供了一个理论框架, 以了解是什么促使学生在旅游和酒店业开始工作。本研究实证检验了大学生职业适应力与职业乐观度的关系及其对未来职业意向的影响。

本研究采用在线问卷调查的方式, 探讨职业适应力、职业乐观度与未来职业意向之间的相互关系。问卷对象为目前在中国学习旅游和酒店管理专业的本科学生。一共收集了492份有效回复。

研究发现, 职业乐观度对职业适应力和未来职业意向有正向影响。相反, 职业适应力对未来职业意向有负向影响。此外, 职业乐观度对职业适应力与未来职业意向之间的关系具有中介作用。研究结果将有助于教育机构和相关企业设计有效的职业策略, 帮助学生为未来的职业生涯做好准备, 并加强生涯辅导。

运用职业心理学的职业建构理论, 为旅游与酒店职业研究的发展提供了知识和见解。此外, 本研究填补了职业适应力、职业乐观度与未来职业意向之间关系的知识空白。

Se realizó una encuesta online en China continental para estudiar las interrelaciones entre la adaptabilidad laboral, optimismo laboral y la intención vocacional futura. Se recogieron 492 respuestas válidas de estudiantes de turismo y hostelería.

En los últimos años, las carreras de turismo y hostelería han resultado menos atractivas para los estudiantes. Atraer y retener a los jóvenes talentos es cada vez más difícil para la industria del turismo y la hostelería en la era postpandemia. Con el fin de contribuir a resolver el problema de la escasez de talentos, es crucial comprender cómo perciben los estudiantes las carreras profesionales y qué influye en su planificación profesional. La Teoría de la Construcción de la Carrera indica una integración entre las necesidades personales y las expectativas relacionadas con la carrera. Proporciona un marco teórico para el presente estudio con el fin de comprender qué motiva a los estudiantes a iniciar su carrera profesional en el sector del turismo y la hostelería. Se examina empíricamente la relación entre la adaptabilidad profesional y el optimismo de los estudiantes y su efecto en la intención vocacional futura.

Los resultados revelan que el optimismo profesional influye positivamente en la adaptabilidad profesional y en la intención profesional futura, respectivamente. Por el contrario, la adaptabilidad profesional influye negativamente en la intención vocacional futura. Además, el optimismo profesional tiene un efecto mediador en la relación entre la adaptabilidad profesional y la intención vocacional futura. Los resultados podrían beneficiar a los educadores en la orientación profesional de los estudiantes y a los profesionales de la industria en el desarrollo de estrategias eficaces de gestión de la carrera profesional de los jóvenes talentos en sus respectivas organizaciones.

La aplicación de la Teoría de la Construcción de la Carrera extraída de la psicología vocacional es adecuada para aportar conocimientos y perspectivas al desarrollo de la investigación sobre carreras profesionales en turismo y hostelería. Este estudio contribuye a llenar el vacío de conocimientos sobre la adaptación de la carrera profesional, el optimismo profesional y la intención de carrera futura.

This paper seeks to energise discussion around philosophical assumptions in entrepreneurship education (EE). Far from being abstract considerations, this paper underscores that philosophical assumptions – which are embodied in research products and inherited from others – have practical implications.

The study’s approach is to purposefully unsettle taken-for-granted assumptions implicit within 44 influential articles which have been said to reveal EE's Invisible College. The authors utilise three heuristic tools offered by problematisation – identifying paradigmatic assumptions, (re)conceptualising subject matter and making a reversal – to explore the implications of the meta-theoretical underpinnings of this body of work. The goal of this paper is not to find a definitive answer to the question “what is EE's underlying philosophy?” but rather ask, “what can we learn about philosophical assumptions by reconsidering this particular set of influential articles at a deep level?”

With some notable expectations, EE's Invisible College is a place where ideas about an external social reality accessible to the dispassionate researcher are implicitly accepted, where assumptions about the possibility of objective knowledge and the superiority of scientific methodology dominate and where functionalist research products reproduce the social status quo. Thus, whilst the EE research studied might appear diverse at a surface level (topics, research design, inter-disciplinary perspective), diversity is less apparent when considering the deeper, philosophical assumptions which underpin this body of work.

Revealing assumptions which are embodied within research products may prompt critical thinking about the practical implications of research philosophies in the field of EE. In considering the implications of philosophical assumptions, a connection is made between problems that are observed at surface level – from lack of legitimacy, criticality and taken for grantedness of the field – to the deeper hidden system of ideas which lies beneath. Having highlighted potential problems of these deeper assumptions, the paper concludes by posing questions in relation to the type of research that is pursued and legitimised in the field of EE, the socialisation of researchers and the implications for criticality in the field. Such issues illustrate that, far from philosophical assumptions being an abstract or unimportant concern, they are highly practical and have the power to constrain or empower action and the social impact of research.

People with dementia who feel included in decisions about their care show higher well‐being and positive adjustment to accepting care than those who feel their family make decisions for them (Bourgeois, 1991). Most carers want to involve the person with dementia in decision‐making and care arrangements, but many struggle because of the communication and cognitive problems associated with the condition. Research examined whether the Talking Mats framework could help people with dementia and their family carers feel more involved in decisions about managing their daily living. Eighteen couples (person with dementia and family carer) were asked to discuss how the person with dementia was managing their daily living activities using the Talking Mats framework (Condition A), and when having a typical conversation (Condition B). Each couple then completed a brief questionnaire separately to measure how involved they felt in both types of discussion. Both the person with dementia and their family carer felt more involved in discussions about managing daily living when using the Talking Mats framework than when having a typical conversation. Qualitative analysis of all discussions also offered insight into what people with dementia who are still living at home are managing in relation to their daily living. The study will contribute in a practical way to the current debate on how to involve people with dementia meaningfully in service planning. This will have implications for the organisation, delivery, and improvement of services to people with dementia.

While diversity, equity, inclusion, and belonging (DEIB) in the workplace means making space for all employees, it has unique implications for Indigenous employees who live and work in countries built on colonialism. Indigenous peoples represent diverse groups with unique and rich cultures that in general share values that are more holistic, spiritual, traditional, egalitarian, and other-oriented than non-Indigenous populations. Such distinct worldviews help explain why non-Indigenous organizations struggle to understand and accommodate Indigenous employees’ priorities and goal-oriented behavior. Creating equity, inclusivity, and belonging in the workplace for Indigenous employees requires more than implementing existing organizational practices with a new cultural awareness, it requires rethinking, reframing, and recreating organizational to facilitate a culture of trust. Re-examining organizational norms and assumptions with the ideas of relationship and responsibility that allow collaborative approaches to collective well-being and inclusivity is required. Creating inclusive workspaces requires that attention must be paid to both organizational (group-level) factors, such as organizational cultures of trust, and interpersonal (individual-level) factors, such as interpersonal trust. However, to build foundations of high-functioning and supportive organizational cultures and interpersonal trust that are sustainable, time and resources are necessary. Without this, the ability to reach the crucial result of engaging Indigenous employees and creating safe workplaces serves only to be performative and not meaningful in terms of action, longevity, and the overall well-being of Indigenous people in the workplace.

The purpose of this paper is to investigate the impact of the COVID-19 pandemic on doctoral education. Pandemics throughout history have generated new educational theories and practices, accelerated some trends and signalled the abrupt end of others. The unpredictable effects of the COVID-19 pandemic have particularly impacted upon First Nations and transcultural communities and People of Colour throughout the globe. A second significant recent global trend that occurred at the height of the pandemic was the reignited #BlackLivesMatter (#BLM) protest campaign. This campaign drew attention to the vast inequities faced by black, transcultural (migrant, refugee, culturally diverse and international) and Indigenous peoples and triggered rapid action in higher education institutions against racism and unconscious bias.

This conceptual paper draws upon postcolonial/decolonial theory to demonstrate how the COVID pandemic and #BLM movement prompts us to revitalise doctoral education.

These two issues have created renewed urgency around the need to decolonise higher education and a desire to transform the “business-as-usual” geopolitical power dynamics that continue to privilege Northern knowledge over culturally diverse knowledge systems from First Nations and transcultural contexts. A key site where special opportunities exist to effect this transformation lies in doctoral education. Doctoral education is a significant location of new knowledge creation and the development of the world’s future researchers.

Applying post/decolonial theory enables one to rethink how doctoral education should be changed to work towards greater decolonisation.

This study applies Santos’ ideas about “the sociologies of emergence” in the global South to think about how doctoral education should be reconstructed as a liberated zone of decolonisation and epistemic justice.

The more recent history of the National Health Service, especially the Hospital Service, has been in the nature of a lumbering from one crisis to another. From the moment of its inception it has proved far more costly than estimated and over‐administered, but in the early years, it had great promise and was efficient at ward level, which continued until more recent times. As costs increased and administration grew and grew, much of it serving no useful purpose, there appeared to be a need for reorganisation. In 1974, a three‐tier structure was introduced by the establishment of new area health authorities, the primary object of which was to facilitate — and cheapen — decision making; to give the district bodies and personnel easier access to “management”. It coincided with reorganisation of Local Government, which included the transfer of all the personal health services and abolition of the office of medical officer of health. At the time and in looking back, there was very little need for this and reviewing the progress and advances made in local government, medical officers of health who had advocated the transfer, mainly for reasons of their own status, would have achieved this and more by remainining in the local government service; the majority of health visitors appear to have reached the same conclusion. They constitute a profession within themselves and in truth do not have all that much in common with day‐to‐day nursing. The basic training and nursing qualification is most essential, however. It has been said that a person is only as good a health visitor as she is a nurse.

Purpose – In this chapter, we seek to explore the collective responsibilities undertaken by the family as a whole in maintaining familial bonds through meal consumption. We draw on work which examines the role of gift giving (Ruskola, 2005), sharing (Belk, 2010) and sacrifice (Miller, 1998) in consumption. We take an original approach which does not look at the family meal in isolation but rather focuses on the patterning of meals and the relationships between them.

Methodology – The ethnographic study draws on interviews with 18 families and follows up mealtime observations with 15 families.

Findings – The analysis reveals a mealtime patterning involving collective participation in saving (in the form of consuming ordinary and thrifty meals during the week) and spending (in consuming extraordinary meals at weekends). Even if in the women and mothers in the household tend to sacrifice themselves more than other family members, the consumption of thrifty or ordinary meals implies a process of sacrifice involving the entire family. In viewing the meal as gift, we also observe a process of reciprocity in operation with family members obliged to both share in, and contribute to, the meals that have been cooked for them.

Social implication – Our analysis reveals discordances between the aspirations of family members (which are arguably largely based on cultural ideals), and their everyday experiences of family mealtimes.

Originality/Value – The chapter show how these micro experiences of family mealtimes have implications for a macro understanding of the idealised and culturally loaded construct of the family meal.