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This chapter considers adolescents' migration aspirations in Kyrgyzstan. The discussion is based on the data obtained from 14 semi-structured interviews with adolescents as part of a qualitative study devoted to changes and continuities in biographic projecting across three generations. The study reveals the tendency towards having aspirations to move abroad for studies, work and/or life. Thus, the objective of this chapter is to consider the adolescents' motivation and to trace opportunities and challenges which may promote or hinder the realisation of individuals' migration projects. Special attention is paid to the role of an adolescent's family in this process. Adolescents' aspirations oriented towards future life in foreign countries are analysed with the help of two theoretical concepts – the concept of intergenerational solidarity and the concept of individualisation.

The analysis has shown that in Kyrgyzstan, adolescents' plans concerning going abroad are often framed by their extended families' interests and expectations. Adolescents' migration aspirations become a collective project of every family member for the sake of the family's future well-being. Parental expectation of care and support in their older age is one of the main limitations on adolescents' aspirations to move abroad. Those adolescents whose migration aspirations do not correspond with parental expectations may experience strong ambivalence, when they face the conflict between their individualised biographic projects oriented towards promising global opportunities and intergenerational solidarity norms.

Applying traditional grounded theory techniques, the present research reanalyzed secondary data from four previously conducted studies to explore how generativity is manifested in young adults.

A new conceptual model of generativity was developed to depict how generativity manifests among this age group.

This study's findings provide leadership educators with a refined approach to interacting with this construct while simultaneously increasing young adults’ potential ability to experience the benefits available to them through generativity at an earlier stage in their lives.

This study advances the field of leadership education by establishing foundational insight into the uniqueness of generativity’s development in young adulthood.

Stemming from family and business governance arguments, this paper contends that informal family meetings are the baseline “informal governance mechanism” that shapes family-centered non-economic goals. However, it is foreseen that informal family meetings are most effective when family businesses implement formal family governance practices.

Hypotheses are tested on a sample of 490 family firms using robust ordinary least square estimations.

The main findings suggest that informal family meetings are positively associated with family-centered non-economic goals and this relationship is fully mediated by the presence of formal family governance practices.

The use of new system theory for developing the hypotheses allows the study to contribute with a more comprehensive understanding of the social systems in family firms, and how interactions between the family logic and the business logic relate.

The purpose of this paper is to offer a response to expressions in the literature concerning the limitations of critical reflection, using Rancière’s exposition of the role of values and reasonableness to examine how forms of negotiated work-based learning can support learners’ pathways to impact in their organisation. The implications for work applied management in terms of enabling these employees to make an impact are considered.

Vignettes illuminate and articulate Rancière’s (1991, 2010) ideas, the vignettes constructed through events experienced and narrated, perhaps imagined, tutorial conversations, assignments and work practices. Such construction of “multiple layers of fiction and narrative imaginings” draws on Sparkes (2007, p. 522). They consider individuals’ negotiation of working practices using ideas developed during their studies, and personal and professional development prompted by unexpected insights into their capabilities, interests, and possible roles.

Negotiated work-based learning appears to offer the individual opportunity to take responsibility for action in his/her learning and in his/her workplace, but effect depends on several factors, and can be perceived in different ways. Students’ encounter with autonomy in their studies resonates with Rancière’s belief in equality. In the workplace (becoming “citizens” alongside “reasonable” individuals) their agency might, at best, lead to “reasonable moments”, as they encounter both negative and positive challenges of work applied management.

Successful utilisation of agency in learning prompts expectations of responsibility and equality in the workplace. Such equality can lead to diverse, unpredicted insights and consequent opportunities for changes in practice.

This is the first paper to utilise Ranciére’s ideas to offer a critical consideration of both learning provision and workplace practice. Consideration of his profound stance on individuals’ freedom and agency provides rich (but challenging) prompts for analysis of one’s own practice, and the potential for impact when the manager is “ignorant”.