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The purpose of this study was to evaluate the effectiveness of sustainability-focused, cocurricular, interdisciplinary programming for graduate students at creating future leaders in sustainability, i.e. did interdisciplinary sustainability programming further prepared graduate students in sustainability leadership beyond the scope of the individual student academic programs from the perspective of the student participants.

The objective of the study was met by evaluating the University of Michigan Dow Sustainability Fellows Program. With a decade of graduate-student participation, surveys and interviews of Fellows alumni from 2013 to 2020 were used to assess the program impact on creating sustainability leaders. Opportunities for program reflections were included through prompted open-ended questions.

A majority (88%) of the Fellows who responded to the survey agreed with the statement that their career path was positively affected by their participation in the program and that the cocurricular program provided opportunities to explore sustainability-related topics from perspectives they would not have experienced otherwise. The interdisciplinary aspect of the program and the focus on practical community sustainability projects were the most valued attributes of the cocurricular programming.

Supporting cocurricular interdisciplinary programs requires significant resources and intentionality to engage diverse disciplines and diverse partner organizations.

Programs that provide experiential opportunities to build interdisciplinary team skills successfully enable graduate students to become leaders in sustainability fields in the workplace and in outreach and service.

Cocurricular graduate student programming focused on community sustainability projects can successfully create valued learning experiences while simultaneously supporting communities with practical solutions to sustainability challenges.

To the best of the authors’ knowledge, this work is the first longitudinal assessment of the effectiveness of the interdisciplinary cocurricular programming on graduate student sustainability leadership outcomes. The results include feedback received from eight years of cocurricular programming.

Examines police management education and research practices from an observer’s perspective. Believes that with changes in management education and research practices police managers should be able to respond better to the issues they face. Highlights the anti‐intellectual subculture and the emphasis on practice and experience within the Australian police education proglrams. Supports the change to an organisation which values theory, reflection and critique. A more holistic approach to management is required. The choices of research methodology should be considered more in the quest for more valid and useful information.

This study examines the causal relationship between intellectual capital and asset quality of banks in Ghana.

Using annual data extracted from audited financial statements of 24 banks from 2006 to 2015, a ratio of non-performing loans to gross loans and advances is employed to estimate asset quality growths while the value-added intellectual coefficient by Pulic (2008, 2004) measures intellectual capital. The panel-corrected standard errors estimation technique is used to estimate panel regressions with asset quality as the dependent variable.

Asset quality of banks in Ghana is generally not affected by intellectual capital. However, when intellectual capital is divided into its components, the study indicates that there are significant positive relationships between asset quality and two components of intellectual capital. Thus, structural capital and human capital efficiencies positively affect the asset quality of banks.

The findings of the study implore managements of banks to increase structural and human capital investments and efficiencies to improve asset quality. Furthermore, the results have direct implications on developments in financial markets in emerging economies.

The study analyses the link between typical intellectual capital and asset quality of banks which is yet to be empirically examined in an emerging banking market.

The purpose of this paper is to provide a conceptual viewpoint which proposes the use of the post graduate Knowledge Transfer Partnership (KTP) approach to learning in undergraduate education and practice‐based training.

This is an examination of the KTP approach and how this could be used effectively in undergraduate education and training to encourage and increase practice‐based learning and employer engagement. The methodology consists of a literature review, and a case study of the KTP approach. The literature reviewed examines the KTP approach, employer engagement in education and strategic government approaches to stimulate investment in knowledge and skills for workforce development, and the development of practice‐based learning in the UK. The KTP provides a case study to illustrate a successful model of employer engagement, which benefits all parties to it, and assists with the strategic development required by successive governments.

The suggestions are based on the authors’ investigation and their understanding and experience of: the KTP approach; practice‐based learning; undergraduate education; and learning and teaching approaches. The paper suggests that the KTP approach (normally a post‐graduate model) could be extended to undergraduate education to provide sustainable practice‐based learning that fits well with the strategies and ideologies of government, employers and academia.

Barriers to employer and academic engagement, such as that linked to the confused terminology used to describe practice‐based learning, and competing political ideologies, should be researched further to gain a better understanding of how to mitigate these in order to make the KTP approach in undergraduate education successful. The implications are that synergistic development of the KTP approach in an increased range of academic and workplace partnerships needs to be done before a fully tested model could be agreed.

The originality is the idea of utilising a well acknowledged post‐graduate model of learning within an undergraduate environment. The value is to increase the awareness of the benefits of the KTP and how the approach could be adapted for use in undergraduate environments for the eventual benefit of students, academics, employers and policy makers.

The research asked: How do daughters take the lead in their family businesses? What are the relevant issues that characterize the succession process for daughters, what are the attributes of daughter successors, and what, if any, features distinguish their leadership style?

Qualitative research comprised reflective interviews with 14 daughter successors. Thematic data analysis was used to analyze data, build models and link to previous research.

The shifting landscape of women's roles in family businesses is evidenced through the experiences of daughters who have taken over the top leadership positions in their family firms. Skill and commitment override gender in successor selection. The women were intrinsically motivated to take over their family businesses and owned significant shares in their firms. The findings confirm the centrality of the successor‐incumbent relationship and reveal mentoring, frequently by the incumbent, as the principal vehicle for the transfer of business leadership. Emotional competence emerged as a key successor quality.

This research is based on a single perspective, that of the successor. The accounts may include elements of performance, that is, selection of content based on the audience and the participant's desired results.

The paper provides an alternate view to female invisibility in the family business, and the practice of primogeniture. This is new research on succession and women's roles in family business.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The purpose of this paper is to broadly describe and provide insight into the national dialogue in the USA concerning accountability for educational results in academic institutions.

The approach takes the form of a thorough survey of the key questions, current issues, and organizational players in this national dialogue.

Policy makers and educators should use the present opportunity to work together, focusing not on narrow one‐size‐fits‐all measures but on the improvement of a new generation of complementary approaches.

The paper presents a clear articulation and discussion of the key questions that are driving the national dialogue on this topic.

We address here how the U.S. neoliberal policy regime developed and how its reconstructed vision of modernization, which culminated, under the rubric of globalization, was neutralized by 9/11 and neoconservative geopolitics. We analyze the phases in the rise of neoliberalism, and provide a detailed map of its vision of global modernization at its high tide under Clinton. We also address how the Bush Doctrine's unilateral, preemptive polices and the consequent War on Terror and Iraq War eroded U.S. legitimacy as the globalization system's hegmon and shifted the discourse from globalization to empire. Cold War modernization theorists, neoliberal globalization advocates, and Bush doctrine neoconservatives all drew on an American exceptionalist tradition that portrays the U.S. as modernity's “lead society,” attaches universal significance to its values, policies, and institutions, and urges their worldwide diffusion. All three traditions ignore or diminish the importance of substantive equality and social justice. We suggest that consequent U.S. policy problems might be averted by recovery of a suppressed side of the American tradition that stresses social justice and holds that democracy must start at home and be spread by example rather than by exhortation or force. Overall, we explore the contradictory U.S. role in an emergent post-Cold War world.