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Given continuing gender inequality in the upper echelons of organizations, women's leadership aspirations and orientations are of significant research interest. Controversy remains as to whether today's “Millennial” college women approach work with different leadership aspirations and attitudes than previous generational cohorts. This study compares the leadership and achievement orientations of college women leaders from 1985 to 2015, along with peer comparators from 2015.

Data were obtained from attendees at a conference for college women leaders in 1985 and 2015; male and female comparators were surveyed in 2015.

Comparing 1985 and 2015 cohorts of college women leaders suggests both similarity and change, as well as differences between women leaders and their male and female peers. Women leaders from 2015 demonstrated no differences in intrinsic direct achievement, lower self-esteem and higher power apprehension and lower levels of leadership motivation compared to the 1985 cohort. Millennial women leaders reported higher intrinsic direct and power direct achievement than male and female peers, with men higher on competitive achievement than either female group. Millennial women were more concerned about workplace gender equity, about sharing household responsibilities and were more favorable toward using external childcare while working compared to male peers.

Implications for developing young women with leadership potential are discussed.

These results make a strong contribution to understanding the leadership aspirations, achievement orientations and work–life expectations of the next generation of organizational leaders.

This study aims to investigate the effects of capital control and external debts after the 1997 financial crisis.

Using system estimation approach, the authors estimate a panel data-based econometric model for data on Malaysia, Thailand, Indonesia, the Philippines and South Korea from 1990 to 2017.

The authors find that on average, the crisis-hit South East Asian economies choosing external debt perform better in achieving greater economic growth and rebound better compared to economies imposing capital control.

This study attempts to answer whether a crisis-hit country should impose capital control or opt for external debt to recuperate from the crisis.

Emerging research demonstrates that the community school model holds promise for meeting the needs of families by improving academic and social-emotional outcomes for students and strengthening communities. In this model, school leaders play an integral role in building relationships among multiple stakeholders, cultivating community partnerships and developing democratic decision making. The purpose of this paper is to focus on the community school coordinator (CSC) as a school leader who carries out all of her/his work in collaboration with students, teachers, school administrators, families and community partners.

Findings in this single qualitative case study are based on multiple data sources that include semi-structured interviews (n=29) of stakeholders (families, partners and educators), participant observations of partnership meetings and school events, and document analysis.

Data analysis shows how the CSC leads and facilitates professional capital among multiple school and community stakeholders. Findings are organized into three themes: the CSC as bridge-builder who connects and promotes trusting relationships with multiple stakeholders; the CSC as collaborator who fosters joint work and a sense of collective responsibility; and the CSC as leader who supports the emergence of decisional capital.

Given the nascent literature on the role of CSCs, this case study provides insight into the leadership role of the CSC as builder of professional capital. The research informs practice by providing an example of how one community school made a strategic investment in a leadership role intended to design and develop a culture of professional collaboration.

Work integrated learning (WIL) activities, especially internships, are essential for career preparation and development. This paper applies career adaptability and capital theories to examine how international internships help undergraduate business students in their career exploration, preparation and development.

This study used data from 20 interviews, including 15 undergraduate business students from two universities in Australia and Thailand who undertook internships in Asian countries, three internship administrators across two universities, and two overseas internship partners. Thematic-based analysis using the Nvivo program and duoethnographic reflections of the internship coordinators in Australia was applied for data analysis.

The data analysis indicates that international internship experiences facilitate students to become culturally savvy, build their international professional networks, enhance the level of self-perceived competency and cultivate a globalised career adaptability perspective.

This study contributes to theory-building within the WIL literature, international internship experiences, students’ career adaptability and capital.

Although international internship opportunities are available to students, few students are willing to challenge themselves in a foreign setting. The study’s insights provide a better understanding of how university administrators could set up a task force of academics and professional staff to consider a cohesive resourcing structure for the long-term sustainability of the international internship programs.

This study highlights how the international internships enhanced students’ globalised social, cultural and human capital and their ability to adapt to culturally diverse business contexts. The international internship experience can also increase student’s confidence to enter the global labour market and seek opportunities beyond their original country of residence.