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Our study examines the impact of career enhancing strategies (CES), supportive work relationships and family–work conflict (FWC) on subjective career success.

The data were sourced from 107 professionals, who were the members of an alumni LinkedIn group of the Masters Human Resource degree program from a university in the Midwestern United States. Multiple regression analysis was employed to test the study hypotheses.

Results indicate that both forms of CES – networking and mentoring – were positively associated with subjective career success, and there exists a positive association between perceived organizational support and subjective career success. Further, FWC moderates the relationship between subjective career success and mentoring and also moderates the relationship between subjective career success and perceived supervisor support.

Organizations should provide opportunities to employees for networking and institute formal mentoring programs to enhance employees' perceptions of subjective career success. It is also crucial for organizations to promote work–life balance initiatives that can help reduce the levels of FWC experienced by employees.

Our study makes important contributions to the extant literature by highlighting the importance of CES and supportive work relationships in ensuring subjective career success. It also identifies an important moderator, FWC, which can significantly impact subjective career success.

Through a survey of 200 employees working in five of the thirty establishments analysed in previous research about the microeconomic effects of reducing the working time (Cahier 25), the consequences on employees of such a reduction can be assessed; and relevant attitudes and aspirations better known.

Volume 6 Number 2 of Employee Relations contains two articles of interest. In the first Cary L. Cooper writes on “Where Women are Going” in which he outlines some of the problems facing women managers, along with more optimistic evidence from a company known as F International which employs 90% women, and has been very successful in financial terms. In the second article, Elizabeth Goodman and Derek Torrington discuss “The Equal Pay Act (UK) — The State of the Law”. The decision of the European Court against the UK led to the introduction of the Equal Pay (Amendment) Regulations 1983, which came into effect in January 1984.

Authors’ experiences encourage teachers and learners to consider the impact of integrating an intersensory transformative curriculum that explores how the senses interact with each other in different combinations and hierarchies (see Howes, 2003). Such efforts may require a deeper and more comprehensive analysis of the senses in understanding self with a focus on increasing consciousness, meaning-making, and embodied experiences (Boske, 2011b; Burns, 1978; Eisner, 1994; Noddings, 1984). All human experiences are essential to interpretation of the senses. Attending to the sensorium, which embeds the senses throughout learning, may encourage connectedness among self and others; and ultimately, provide spaces to promote equity in schools. Teachers and learners, in developing this socioecological perspective by designing curricula to include readings and activities centered on deepening personal knowings, can work to collectively engage in making connections among self, social justice and equity, and addressing larger societal issues (Furman, 2012; Jean-Marie et al., 2009).

As school leaders across the world wrestle with ways to think about, respond to, and act upon social justice, this chapter provides a way for school leaders to think about what it means to lead for social justice in schools. The chapter offers a template to ground school leaders in socially just practices. The authors contend those interested in leading schools do not need to wait for external agencies to take actions that align with their beliefs and vision to serve school communities in socially just ways. School leaders have the capacity to demonstrate their convictions and commitment to foster meaningful change. The authors suggest such changes promote opportunities to frame a new common discourse in educational leadership: pursuing a new vision for leading for social justice in schools.

The purpose of this paper is to explore two channels of communication (i.e. texts and images) from a non-governmental organization website called #DisruptAging with the aim of finding how multimodal knowledge dissemination contributes to dismantling misconceptions about the aging process.

This analysis is based on an integrated approach that combines corpus-assisted discourse analysis (cf. Semino and Short, 2004; Baker et al., 2008, Baker, 2010) and multimodal critical discourse analysis (Machin and Mayr, 2012) via the American Medical Association format (2007) and the suite of FrameWorks tools (2015, 2017), which are applied to the collection of texts and images taken from #DisruptAging.

A total of 69 stories corresponding with 218 images of older adults have shown to be powerful textual and semiotic resources, designed both for educational and awareness-raising purposes, to promote the so-called “aging well discourse” (cf. Loos et al., 2017).

This discursive approach to the textual and visual material found in #DisruptAging hopes to influence the governing institutions that we construct, and the people who are given power to run them, with the goal of fostering fair treatment of older people within society.

There is a lack of studies investigating counter-discourse forms available online, which use textual and visual language to change the way society conceives the idea of aging.