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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.

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.

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.

The study aims to build upon the Resource-based view of the firm (RBV) and Dynamic Capability Theory (DCT) to perform a meta-analysis on the eco-innovation/SMEs’ sustainable performance relationship.

Employing a psychometric meta-analytic approach with a random-effects model, the study examines a sample of 134,841 SMEs covering 99 studies and 233 study effects. Subgroup and meta-regression analysis were used to test the study`s hypotheses in Comprehensive Meta-Analysis (CMA) statistical software.

Results unveil that the average impact of eco-innovation on SMEs` sustainable performance is positively significant but moderate. Moreover, it was found that eco-process, eco-product, eco-organizational, and eco-marketing innovations positively influence SMEs’ sustainable performance, but the impact of eco-organizational innovation is the strongest. Findings further reveal that eco-innovation positively influences economic, social, and environmental performance, but its effect on social performance is the largest. Moreover, our findings reveal that contextual factors, including industry type, culture, industry intensity, global sustainable competitive index, and human development index, moderate the eco-innovation/SMEs’ sustainable performance relationship. Lastly, methodological factors, namely sampling technique, study type, and publication status, account for study-study variance.

Our findings imply that investing in eco-innovation is worthwhile for SMEs. Therefore, CEOs/managers of SMEs must adopt eco-innovation initiatives by establishing a sustainability vision, developing employee environmental development and training, building a stakeholder management system, and promoting employee engagement in sustainability activities.

The study develops a holistic conceptual framework to consolidate the distinct types of eco-innovation and their association with the sustainable performance of SMEs for the first time in this research stream, thereby resolving the anecdotal results and synthesizing the fragmented literature across culture, discipline, and contexts.

The integrated reporting framework affords considerable discretion over the form and content of business model disclosures, but a diagrammatic representation is favoured. In practice, most firms choose to use an infographic. This study aims to determine whether an infographic is a more effective and efficient form of communication than narrative-only information. Additionally, the mediating role of psychophysiological arousal is examined.

Using an explorative experimental design, this study uses eye-tracking technology to examine how users interact with different presentation formats for business model disclosures and how this affects the effectiveness and efficiency of the disclosures. Using pupillometry, the impacts of presentation format on arousal are also examined, in addition to the mediating effect of arousal on recall and comprehension.

Infographic presentation led to a substantial decrease in reading time coupled with moderately lower recall relative to narrative-only presentation. However, no significant difference in comprehension was observed. Additionally, infographic presentation was associated with higher arousal, but arousal was not found to mediate the relationship between presentation format and communicative effectiveness.

The study assists reporters and standard-setters, such as the International Accounting Standards Board and International Sustainability Standards Board, by providing qualified support for the diagrammatic representations of business models as an efficient means of communicating complex financial and non-financial information and highlighting future research opportunities.