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This study investigates the motivations and challenges of Nigerian women in leadership roles in male-dominated family firms. It addresses the literature gap in gender dynamics within these businesses, particularly in Nigeria, where such enterprises are economically significant yet often display gender biases due to cultural and societal norms. Using qualitative methods and a multiple case study approach, the research analyzes the experiences of eight women leading family firms. It identifies three key motivations for these women: acquiring necessary skills and capabilities, career development, and enhancing quality of life, influenced by personal growth, job satisfaction, and balancing work and family. The study also highlights three main challenges: the glass ceiling effect, traditional gender roles, and primogeniture, leading to stereotypes, societal pressures, and often relegating women to subordinate roles or presenting significant leadership hurdles.

The present study aims to identify the practices employed to bring heirs into family businesses as successors.

We conducted an exploratory, qualitative investigation using a case study approach. Semi-structured face-to-face interviews were conducted with external consultants and with incumbent leaders, next-generation heirs working in the firm (and likely to become successors) and employees from three family firms from different industries and under ownership and control of different generations of their respective families (first, second and third and fourth generations). In addition to surveying their general perceptions of the succession processes in their firms, each informant was asked to rate the degree of importance of 12 succession practices identified in the literature and the extent to which they exist in their respective firms.

Our results showed that heirs typically enter the family business after a development process outside of the family business, which we have termed as coming back to the nest. This process was enacted through practices that we allocated to the following categories: continued development of heirs, developing relationships in the succession process, separation of roles and attitude of the successor heirs. Overall, 8 of the 12 practices derived from the theoretical framework were endorsed as important by representatives of the family businesses and 9 were endorsed by the consultants, 7 of which coincided in both groups. However, only 5 of the practices were identified as present in the firms’ succession processes by the representatives of the family businesses, while the consultants did not identify any of the 12 practices as present.

We present additional important practices, the adoption of which would be beneficial for family business succession, such as adapting external learning to the family business, acquiring leadership skills and experience and developing emotional intelligence. Our study advances the prior literature since we do not merely discuss succession planning but analyze in an applied manner how succession actually takes place in family businesses.

Demographic characteristics such as race and ethnicity have long been shown to affect individuals' decision-making and can be associated with various behavioral outcomes. In this paper, we examine the association between the ethnicity of a chief financial officer (CFO) and financial reporting conservatism in a large sample of US public firms. We find that firms headed by CFOs of nonwhite ethnicities exhibit less conservative financial reporting than firms headed by white CFOs; however, this effect is attenuated for firms facing greater external scrutiny. Moreover, nonwhite CFOs in our sample recognize a higher level of discretionary accruals than white CFOs. Our study contributes to the literature on financial reporting and answers the call for more studies on top manager ethnicity effects. More importantly, our findings hold implications for both regulators and investors, given the prevalence and significance of diversity initiatives in today's globalized business environment.

Ensuring value for money is becoming more of a priority for UK university degrees. The aim of the action research project was to add value by improving skill acquisition and articulation amongst Chartered Management Degree Apprentices through a problem-based learning module called Self-Managed Learning.

Intentional weekly interventions to develop skill acquisition, development and articulation were implemented over 10 weeks. A focus group at the end of the 10 weeks to reflect upon the interventions would then reveal through a thematic analysis whether there was indeed added value.

The action research intervention to improve and enhance how apprentices construe and construct what they experience and then learn to articulate that accurately was well received. Key outcomes included increased awareness of and enhanced use of reflection, merging work and university and increased self-efficacy and skill development awareness.

This research underscores the significant impact of enhanced stakeholder engagement on educational delivery and skill development. The study illustrates how the involvement of all parties, from apprentices to educators and employers, within the learning process can aid the development of intentional skill and professional development when work-based learning is effectively integrated within the educational curriculum.

The action learning intervention was an educational improvement enhancing personal development, social mobility and an opportunity for individuals to pursue knowledge for their own sake.

This paper explores the information needs and behaviors of undergraduate engineers.

The paper reports on a qualitative study employing semi-structured interviews with 18 students.

The study identified the types of information needs undergraduate engineers encounter while working on problem solving tasks and the strategies they use to resolve these needs. The findings reveal that students often encounter difficulties due to a lack of procedural knowledge rather than conceptual gaps or misunderstandings. Students look for step-by-step solutions to address their information needs and become more efficient problem-solvers. However, most instructors do not provide answers or solutions, leaving students uncertain about their progress and unable to correct their mistakes. Consequently, students seek information from their peers, including step-by-step solutions and access to previous course materials. They use file-sharing and instant messaging platforms like Google Drive and Facebook Messenger as covert means of seeking help, sharing solutions and engaging in coursework-related discussions.

The findings enrich the theory of information needs by delineating between conceptual and procedural information needs. These findings also underscore the significant role that classmates and friends play as sources of information. The study offers implications for conceptual development of information needs, and for instructors to provide solutions and support sharing between peers on official platforms.

This study aims to identify the political alignment and political activity of the 11 Presidents of Britain’s most important scientific organisation, the Royal Society of London, in its early years 1662–1703, to determine whether or not the institution was politically aligned.

There is almost no information addressing the political alignment of the Royal Society or its Presidents available in the institution’s archives, or in the writings of historians specialising in its administration. Even reliable biographical sources, such as the Oxford Dictionary of National Biography provide very limited information. However, as 10 Presidents were elected Member of Parliament (MP), The History of Parliament: British Political, Social and Local History provides a wealth of accurate, in-depth data, revealing the alignment of both.

All Presidents held senior government offices, the first was a Royalist aristocrat; of the remaining 10, 8 were Royalist or Tory MPs, 2 of whom were falsely imprisoned by the House of Commons, 2 were Whig MPs, while 4 were elevated to the Lords. The institution was Royalist aligned 1662–1680, Tory aligned 1680–1695 and Whig aligned 1695–1703, which reflects changes in Parliament and State.

This study establishes that the early Royal Society was not an apolitical institution and that the political alignment of Presidents and institution continued in later eras. Furthermore, it demonstrates how the election or appointment of an organisation’s most senior officer can be used to signal its political alignment with government and other organisations to serve various ends.

While extensive research exists on education practices among Maasai pastoralists, this study fills a gap in understanding their specific perspectives on what constitutes “quality education” for their community. This study aims to uncover how Maasai elders define quality education based on the capabilities and functionings they value.

The study used a glocalised research design informed by Sen’s capabilities approach to guide data collection, analysis and interpretation. Data were primarily gathered through in-depth interviews with two local chiefs, two firestick patrons and eight male and ten female elders in Monduli.

The results illuminate the Maasai’s endorsement of education for self-improvement, cultural preservation, self-reliance and community service as essential components of quality education. These findings highlight the need for integrating these education-related capabilities into school curricula to enhance the Maasai community’s well-being and empowerment. The study also underscores the pivotal role of enkigúɛ́na as a Maa concept for facilitating constructive dialogue between Indigenous and Western knowledge, enabling meaningful engagement between the Maasai and educational stakeholders, and fostering internal discussions on the essence of quality education. The study concludes with implications for theory, policy, practice and further research.

This paper offers a unique exploration of Maasai elders’ views on what constitutes “quality education” within their society. It also examines how the Maa term enkigúɛ́na (meeting) can act as an effective conduit for realising such educational aspirations.

The purpose is to gain insight into the benefits of mentoring and using femtoring as an inclusive approach for minoritized and underrepresented students and faculty, who are often challenged in feeling welcomed, included and valued at higher education institutions.

This study used a qualitative inquiry design, in which focus groups, interviews and participant testimonios were collected throughout spring and fall 2022. Testimonio and plática (dialogue) techniques were employed to allow participants to describe their journeys in college and as members of the femtoring/mentoring program.

Undergraduate students as mentees/femtees enjoyed finding a place and space to develop meaningful and positive relationships with other students and Latinx faculty. Faculty and graduate students as femtors/mentors perceived their relationships with students as enriching and energizing, practicing values like transparency, honesty and care.

The study included participants of a specific mentoring program whose experiences and opinions might differ from others. Additionally, persons from other minority groups could experience inequities and unfair practices in college in different ways and find other forms of support.

Hispanic-serving institutions (HSIs) must create programs that promote student–faculty community and collaboration. It is also critical to inform international faculty about Latinx students’ characteristics and needs. Training sessions for graduate students and faculty in leadership and mentoring at HSIs are equally significant in fostering an inclusive and supportive educational environment.

This paper contributes to the literature on mentoring practices to support Latinx students in their college journeys and prepare faculty of color for their mentoring and coaching roles. Femtoring and communities of wisdom concepts were applied to a specific femtoring/mentoring program.