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The purpose of this paper is to develop and test a comprehensive model of personal and institutional input variables, composed of elements describing status‐based antecedents, job/organizational context antecedents, and individual level antecedents, which may contribute to the production of significant (top‐tier) research outputs in the management discipline.

The development and empirical examination of this model were done with two main goals in mind. First, the nature and degree to which certain factors lead to the production of top‐tier research productivity in the management discipline were explored. Second, it is hoped that information about these relationships could then be used by institutions and individuals so that they could better understand what it takes to adequately prepare faculty members to achieve increased productivity or, alternatively, to decide whether the goal of top‐tier research production is consistent with individual and institutional resources. As such, the results of this investigation should have interesting and potentially important implications for both academic status attainment and career success.

Hierarchical moderated regression analyses of 440 faculty records revealed that the status of current affiliation of the faculty member, editorial board membership, faculty rank, and the availability of doctoral students were related to top‐tier research productivity.

The findings from this study have important implications for the careers of management faculty at AACSB‐accredited business schools. Faculty at higher status institutions appear to enjoy a number of cumulative advantages due to increased social, human and cultural capital that support the production of top‐tier research. Additionally, faculty with doctoral student support and those with memberships on editorial boards seem to possess the resources and connections necessary to produce top‐tier research on a consistent basis. Future research should investigate institution‐specific inducements to research productivity (e.g. research support and remuneration) and the exact causal nature of the editorial board/productivity relationship.

Prior research has investigated status effects using broad categories as predictors, whereas this research uses interval values representing research‐based assessments of institution status rankings. Additionally, this research creates and tests a comprehensive causal model of research productivity antecedents.

The purpose of this work is to honor the wisdoms of Anishinaabe Elders, community and culture by interweaving these teachings with my own (first author) Anishinaabe experiences and a research project. Ceremonies are an important health practice for Anishinaabe people. This project aimed to gain a clearer conceptualization of the protective role of Anishinaabe puberty ceremonies on health in adolescence and across the lifespan.

Spiritual offerings guided this project at every stage including inviting Elders and community members into shared spaces of storytelling and teaching elicitation and grounding me as I carefully adopted the use of a western tool (research) in sacred community spaces. Elders were invited to share their experiences and perspectives. Three community members engaged with the interview transcripts on their own before coming together to discuss themes, patterns and insights that arose for them. This group coding discussion constructed the structural foundation of the findings.

An Anishinaabe perspective on youth development emerged. Key aspects of this model included a foundation of ceremonial experiences that spiritually prepares a child for adulthood and impending life’s challenges. As one transitions into adulthood, they accept the responsibilities of being caretakers of their families and communities and gain new tools to contribute to Anishinaabe society. Ideally, this society prioritizes Anishinaabe spirituality, language and way of life.

Frameworks of health, grounded in unique community wisdoms and worldviews, are imperative to repair spiritual and community relationships damaged in a history of colonialism. An Anishinaabe perspective on youth development may shed light on shared Indigenous experiences of cultural restoration and continuity.