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This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor’s role in supporting preservice teachers.

This conceptual paper draws together mentor-support practice wisdom and research literature from several relevant areas. It draws on constructive developmental theories and complex stage theory to reaffirm the intricate nature of mentor learning and development. This paper critiques the current utilitarian emphasis on mentoring as a way to improve student outcomes without first having clarity on how to improve mentoring itself.

We introduce the mentoring as emotional labour framework as a way to better understand the nature of mentoring within ITE and as a tool for developing more effective mentor supports. We present “exemplar cases”, which are amalgamations of field observations to illustrate aspects of the framework – however, we do not claim they provide evidence of the utility or accuracy of the framework.

Previous research and policy have tended to gloss over the skills required for effective mentoring, whereas this paper places the emotional labour of mentoring front and centre, explicitly conceptualising and describing the personal and interpersonal skills required in a way that aims to support and empower mentors to recognise existing strengths and areas of potential growth.

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the opportunities and benefits inter-school social capital networks might bring by exploring: (1) what inter-school networks are available internationally for primary and secondary schools, (2) the features and activities present within inter-school networks and (3) evidence of impact of inter-school network activities.

For this study, the authors employed a systematic review methodology. The review comprised the five stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA, 2021) protocol. The study findings derived from 111 research outputs (from a total of 1,221 originally identified).

The review highlights a number of different inter-school networks and their diverse purposes as well as key network features, such as the actors present in networks and the activities network participants engage with. At the same time, however, the authors only identify limited reliable evidence of the impact of inter-school networks.

The study fills a knowledge gap by exploring, for the first time, the presence, features of inter-school social capital networks available to school leaders as well as investigating the impact of these networks.

The use of interviews for data collection is prevalent in qualitative accounting research. This paper examines vignettes – sketches of hypothetical scenarios – as a promising complementary way to conduct interviews in qualitative accounting research.

The paper is based on our experiences designing and using vignettes in five separate qualitative accounting studies, which collectively involve over 200 interviews with various participants. It discusses the opportunities the use of vignettes in interviews offers to qualitative accounting research, as well as the challenges associated with designing and using vignettes. The paper also reflects on fellow researchers’ varied reactions during seminars, workshops, and the journal review process.

Vignettes emerge as a productive and engaging complementary way for accounting researchers to obtain additional insights and perspectives not usually accessible in semi-structured interviews. The paper also provides practical insights into developing, using and publishing qualitative accounting studies using vignettes, contributing an additional behind-the-scenes view of using qualitative research methods.

The aim of this paper is to increase awareness of vignettes as a complement to the standard qualitative accounting interview. It provides guidance on how vignettes might be used productively for studying rare, new, emerging, complex, or multi-period real-world accounting phenomena. It also discusses how vignettes can promote transparency, honesty, and a greater level of detail in participants’ responses, as well as facilitate the involvement of lay people in accounting studies.

The paper seeks to adopt an institutional view of legitimacy to examine how a sample of French companies reacted to the introduction of the “New Economic Regulations” in French law in 2001 requiring that publicly listed companies disclose environmental information.

The approach used in the paper is both quantitative and qualitative. A content analysis of environmental disclosure provided in annual reports, environmental reports and web sites by 26 French companies listed in the CAC 40 is performed throughout the period 2001-2011.

The findings of this study show a significant and enduring improvement in the quality and quantity of environmental disclosure from 2001 to 2011. Even in the absence of penalties for non-compliance, the NRE law stimulated a stark and positive lasting change in the way that French companies account for their environmental information. These findings are consistent with the institutional view of legitimacy theory whereby legislation provides corporate managers with a representation of relevant audiences' perceptions about social and environmental reporting, prompting them to comply with the law to ensure organizational legitimacy.

Social and environmental reporting studies generally adopt a strategic view of legitimacy to examine how organizations use social and environmental reporting to respond strategically to legitimacy threats. This study provides early empirical evidence about the relevance of institutional legitimacy theory in explaining environmental reporting.

The purpose of this paper is threefold. To clarify what is meant by “pragmatism” as a philosophy for social and environmental accountability (SEA) research, to survey its use within this research field and to explore how a further pursuit of pragmatism may extend this research field.

An extensive review of the SEA literature was conducted in order to determine what aspects of the philosophy of pragmatism have been used within the research. The authors organised the discussion of the literature around the pragmatist ideas of “truth” and “sensemaking”.

SEA research is a heterogeneous space in which various ideas are commonly attributed to the philosophical notion of pragmatism. However, there is a tension in the literature between seeing accounting as a medium for representing social and environmental organisational activities and a pragmatist view of accountings as a way of allowing managers and stakeholder to make sense of these same activities.

A clearer development of the ideas of pragmatism may be used to redirect the focus of SEA research in a number of useful ways. Seeing accounting as a medium of sensemaking between organisations and their stakeholders allows the authors to widen the exploration of accounting not only to the production of reports but also their interpretation by users. The ideas of pragmatism also allow the authors to explore the ways stakeholders might affect change within organisations and how accounting may support this process rather than capture or limit it.

This paper concludes by providing a set of methodological prescriptions for conducting future SEA research in a way that is inspired by pragmatism. It outlines an approach to research that focuses on users and their sensemaking and encourages an exploration of the possible ways accounting may create positive change in organisations.

Overall, this paper refines what it means to follow pragmatism within SEA research. It will promote a clearer understanding of how we, as a research community, may engage with practice in more positive ways in order to facilitate corporate social responsibility.

This study aimed to address a gap in subcontractor management by focusing on previously unexplored complexities surrounding subcontractor management in developing countries. While past studies concentrated on selection and relationships, this study delved into how effective subcontractor management impacts project success.

This study used the Bayesian Network analysis approach, through a meticulously developed questionnaire survey refined through a piloting stage involving experienced industry professionals. The survey was ultimately distributed among participants based in Accra, Ghana, resulting in a response rate of approximately 63%.

The research identified diverse components contributing to subcontractor disruptions, highlighted the necessity of a clear regulatory framework, emphasized the impact of financial and leadership assessments on performance, and underscored the crucial role of main contractors in Integrated Project and Labour Cost Management with Subcontractor Oversight and Coordination.

Previous studies have not considered the challenges subcontractors face in projects. This investigation bridges this gap from multiple perspectives, using Bayesian network analysis to enhance subcontractor management, thereby contributing to the successful completion of construction projects.

Our focus is on the use of narrative in ethics education in organisations. The effectiveness of stories as a basis for executive education and organisational development has been described in other chapters in this book and elsewhere. Many writers provide examples linking stories and ethics, but the examples are drawn most often from overtly ethical stories. We offer a more expansive and inclusive view, suggesting that all stories are valuable for teaching ethics. We use Booker’s (2004) finding that all stories belong to one of seven basic plots – overcoming the monster; rags to riches; the quest; voyage and return; comedy; tragedy; and rebirth – to show that no major category of narrative need be omitted from those which can provide examples or links to the development of virtue in organisations. We provide examples of how stories can be used to encourage the development of specific virtues including courage, integrity, hope, inquisitiveness, humour and prudence. Six further aspects are considered – whether only moral stories are useful, the value of complexity, the benefit of familiarity, stories of failure, the selection of appropriate stories and whether non-fiction can be included.