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Seeks to help managers and human resource practitioners understand better why many change efforts (business process re‐engineering, total quality management) often end in failure. Outlines an approach that can result in more change success. Explores the human side of change with a primary focus on the psychological reorientation that organizations and their people go through as they come to terms with change in their environments. The reorientation involves three key phases ‐ endings, in‐between times and new beginnings. Discusses each of these phases and their corresponding activities. Presents recommendations for effectively moving through each of the three phases and for achieving overall change success.

This study aimed to realign the Work-Integrated Learning (WIL) curriculum at an Australian university with communication industry standards and student career goals. It proposes practical suggestions for a third-year communications studies WIL course that will effectively prepare students for professional success by integrating insights from industry and students.

It analyses free-text feedback from student experience of course surveys (n = 20), semi-structured interviews with industry partners (n = 8), and conducts a detailed review of existing WIL course materials. Drawing from the Employability Capital Growth Model (ECGM) as a theoretical framework, the study explores the findings for links to capital.

The findings emphasise the need for WIL programs to better align with the industry’s evolving demands, incorporating practical, real-world experiences to enhance skill development and workforce readiness. Feedback from students and industry partners aligns with the ECGM framework and underscores the importance of integrating coaching and mentoring into the curriculum to support employability. Based on these insights, an integrated set of practical suggestions is presented.

This project fills a gap in WIL scholarship by focussing on a communication studies environment, ensuring it aligns with industry demands while prioritising student engagement. By ethically involving industry partners and integrating student feedback, the suggestions set out a curriculum that is both current and resonates with learner experience and career readiness. It bridges the academic-professional divide, preparing students as confident, skilled professionals ready to enter the workforce.

Drawing on human capital theory and sustainable career theory, this paper aims to explore the impact of undertaking an industrial placement on the “Great Eight” competencies as perceived by university students and line managers.

618 students and their line managers across three cohorts (pre-COVID-19) took part in a longitudinal quantitative study. Students completed a three-wave questionnaire at the placement's start, middle, and end. Line managers completed the questionnaire during waves two and three to offer 360-degree feedback. Descriptive statistics and repeated measures ANOVA were applied to the dataset.

The impacts of undertaking a placement were highly variable for different competencies at the sub-scale level, although at the eight-scale level, the nuance was less pronounced. However, students self-perceived that all eight competencies increased between the start and end of the placement. Surprisingly, line managers perceived students' competencies to be higher than perceived by the students.

The value of undertaking a placement is often poorly measured (e.g. satisfaction) rather than competency-based outcomes, which can lead to conclusions that are overly simplistic and difficult to use in practice. Theoretically, this study advances understanding of human capital theory and sustainable career theory by understanding the role placements can play in developing human capital and preparing university students for sustainable careers. Practically, the findings of this study can help to close the university–industry skills gap by informing curriculum and placement scheme design and supporting students to acquire personal resources and signal these to prospective employers as an antecedent to career sustainability.

This paper seeks to investigate how familiness and entrepreneurial leadership are related to each other in family firms. Familiness and entrepreneurial leadership are viewed as resources for strategic entrepreneurship. The aim of the paper is to shed light on familiness in three family firms and contribute to the field's growing body of work.

The paper employs a case study method. The interviewees were interviewed by theme questions and secondary information was gathered to strengthen the empirical section. Qualitative interpretation of empirical data was used.

The findings demonstrate the variety of familiness and entrepreneurial leadership within family firms. The degree of familiness varies between firms and the nature of entrepreneurial leadership also differs. The findings suggest that familiness is related to entrepreneurial leadership. It is a resource for strategic entrepreneurship in family firms.

The limitation of the study is the case study method. The paper is based on qualitative and interpretive approach. The paper endeavours to understand familiness related to entrepreneurial leadership rather than generalise the results statistically.

The paper offers a perspective for business schools in teaching leadership for family firms. Education needs to be tailored to meet the relevant needs. Benchmarking from this case study offers one pathway for this.

The study contributes to research on structural, cognitive, and relational familiness. The paper shows that informal relations and flexibility are typical for entrepreneurial leadership in family firms.

This article highlights important points raised in a keynote speech delivered at the Guardian's Managing New Realities conference on 22nd March 2006. It draws particularly on the New Types of Worker project created by Skills for Care, and emphasises the need for local leadership to overcome the barriers to collaboration that are likely to prevent emergence of a remodelled workforce in practice, which is seen as central to effective implementation of the White Paper.The article underlines the need for:• a national coherent framework setting out the pathway to realising the visions set out by the White Paper• a local framework to deliver primary social care, with the primary care trusts and local government working as one• a common set of cultural values throughout health and social care• clear and agreed funding arrangements, along with a workforce development programme to keep pace with changing service requirements• public support for change, to achieve a seamless service without the gaps that lead to tragedy.It is through addressing these challenges to primary health and social care that the remodelling of the workforce will come about.

This study aims to explore the influence of Mutqen programmes on university students’ personality and skills development. It evaluates the cognitive attitudes of university student participants in Mutqen training programmes. The research was analysed thematically, and this paper reports on the roles businesses and universities play in enhancing students’ personality and skills and the importance of knowledge acquisition to develop students’ career prospects.

Using a quantitative research approach, the study used a descriptive survey design. A total of 1,039 respondents based in Saudi Arabia participated voluntarily in the survey.

The results revealed a positive impact from Mutqen programmes on students’ personality and skills development. Moreover, the outcomes demonstrated that the Mutqen programmes promote knowledge acquisition, which enhances future career readiness by enabling students to positively develop their awareness of potential future career requirements.

The critical contribution of this paper is that it empirically evaluates the perceived impact of social corporate training programmes on students’ personality and skills development from the perspective of the students themselves.

Within the umbrella of technology and vocational education (TVET), technology or technical education in higher institutions of learning is obligated to produce the required manpower needed in the industry. Thus, it is pertinent to explore the interaction between the industry and higher education students. Drawing on the tenets of theory of planned behavior (TPB), this study offers valuable insights into the nomological networks of work-integrated learning (WIL), perceived behavioral control (PBC), subjective norm (SBN), personal attitude (PAT) and job search intention (JSI).

The study applied a structurally hypothesized model that was drawn from the TPB to collect data for the constructs. Using a cross-sectional survey after the WIL experiences of the students, we collected data from technology education undergraduates (N = 214) in their final academic year from universities in Nigeria.

With structural equation modeling, the study found that WIL is directly associated with JSI, PBC, SBN and PAT. In line with the tenets of the TPB, simple mediation models were supported about the influence of WIL on JSI via PBC and PAT discretely but not via SBN. Further, the results support two paths of serial mediation models, indicating sequential indirect links between WIL and JSI via SBN and PBC, as well as via SBN and PAT.

Our findings have implications for higher education practitioners, industry experts and employers of labor.

Although extant literature has relatively shown that WIL impacts employability skills, this study has remarkably shown the WIL-JSI nexuses within the variables of TPB.

While research has identified a consistent link between startup intent and entrepreneurship education (EE) intentions, studies also indicate that many entrepreneurs lack the EE they need. However, research examining factors that explain why certain individuals with high startup intent pursue EE while others do not is rare. Given this, the purpose of this paper is to examine how individual characteristics moderate the startup intent EE intentions relationship.

Survey data were gathered on 199 US adults. Moderators examined include attitudes toward education, perceived entrepreneurial efficacy, propensity for risk taking and the Big Five personality traits. Linear regression models were used to test each of the moderation relationships predicted.

Notable findings suggest that extroversion, openness to experience, agreeableness, perceived entrepreneurial efficacy and risk propensity reduce the chances that individuals with high startup intent will pursue EE, while viewing education as instrumental enhances the relationship.

Study findings imply that EE programs might not be reaching critical target markets, suggest that EE programs might need to be modified to attract individuals with high startup intent and indicate that individual characteristics are key factors that determine why certain individuals with high startup intent pursue EE while others with the same desires do not pursue EE.

This study builds on previous work that looks at the relationship between startup intent and EE intentions by investigating how individual characteristics either amplify or diminish the relationship, increasing scholarly knowledge about why certain individuals with high startup intent pursue EE while others do not.

The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students.

ASAP is applied as a case study to examine the employability enhancement initiative in India.

Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students’ technical and skill development can help overcome local and national talent shortages.

The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided.

The purpose of this study is to prove that narratives can be a adequate foundation for human behavior in general and economic behavior in particular using the Donald Duck universe as an example.

By using a content analysis, the authors examine 208 stories of the Donald Duck universe to prove that economic behavior is already embedded in modern narratives of the 20th century.

This analysis shows that behavioral finance effects are identified in a total of 52.4% of the analyzed comics. This study furthermore distinguishes the main comic characters Donald Duck and Scrooge McDuck and finds that eight of the nine considered behavioral finance biases can be detected in both. The most striking effect for Donald Duck is overconfidence and for Uncle Scrooge loss aversion.

Collectively, these comics provide potential exemplars for behavioral finance. Regardless of whether these comics depict human nature or merely reflect human behavior during that time, they inevitably contribute to the understanding that psychological and sociological influences determine behavior in addition to economic factors that can be used for academic teaching.

In summary, comics, such as the Donald Duck universe, are suitable narratives for behavioral finance.