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The purpose of this paper is to address the paradox that represents a shortage of women in management and senior leadership positions around the world, while research has consistently shown that having women in positions of influence leads to noteworthy organizational benefits, as guest editors for this special issue, the authors provide an overview of four key streams of cross-cultural research on gender – women in international management, anthropology and gender, women’s leadership, and women’s entrepreneurship – which have been fairly well-developed but remain underexplored.

Each author led the review of the scholarly literature stream that aligned most with personal research areas of expertise, while particularly focusing each literature review on the status of each body of work in relation to the topic of women and gender in international business and management.

The authors encourage future work on the role of women and gender (including gay, lesbian, and transgender) in cross-cultural management, and the influence of cross-cultural matters on gender. In addition to new research on obstacles and biases faced by women in management, the authors hope to see more scholarship on the benefits that women bring to their organizations.

New research could aim to provide specific evidence-based recommendations for: how organizations and individuals can work to develop more gender diversity in management and senior positions around the world, and encourage more women to start and grow bigger businesses.

Scholars can lead progress on important gender issues and contribute to quality information that guides politicians, organizational leaders, new entrants to the workforce.

This is the first paper to cover these topics and review the body of work on cross-cultural research on women in international business and management. The authors hope it serves as a useful launch pad for scholars conducting new research in this domain.

The purpose of this paper is to provide a brief history of the evolution of the Diana Project and the Diana International Research Conference. The authors examine the impact of the publications, conferences and research contributions and consider key factors in the success of this collaborative research organization. They discuss the ongoing legacy, suggesting ways to extend this into the future.

This paper uses an historical narrative and a citation analysis.

The Diana Project was founded by five women professors in 1999 with the purpose of investigating women’s access to growth capital. Following a series of academic articles, and numerous presentations, the first Diana International Conference was held in Stockholm, Sweden. At this convening, 20 scholars from 13 countries shared their knowledge of women’s entrepreneurship, venture creation and growth, culminating in the first volume of the Diana Book Series. Since then, 14 international conferences have been held, resulting in 10 special issues of top academic journals and 11 books. More than 600 scholars have attended or participated in Diana conferences or publications.

Contributions from the Diana International Conferences’ special issues of journals and books have advanced theory across topics, levels, geographies and methods. Articles emerging from Diana scholars are some of the top contributions about women’s entrepreneurship and gender to the field of entrepreneurship. Future research directions are included.

This analysis demonstrates the success of a unique woman-focused collaborative research initiative and identifies key success factors, suggesting how these might be expanded in the future.

To date, more than 600 scholars have participated in the Diana International Conferences or publications. Diana is the only community dedicated to rigorous and relevant research about gender and women’s entrepreneurship. Going forward, efforts to expand work on education for women’s entrepreneurship, women entrepreneurship faculty and careers, and women entrepreneurs, gender and policy will take place to extend this legacy.

The paper is unique in that it is the first to show the substantial legacy and impact of the Diana project since its inception in 1999. Further, it demonstrates how a feminist approach to entrepreneurial principles can yield insights about this unique research initiative and collaborative organization.

Resilience has evolved as a dynamic process in the entrepreneurship field. The purpose of this paper is to outline a comprehensive structure to analyse the patterns and trends in the publications of the existing literature at the junction of entrepreneurship and resilience. With the help of bibliometric and network analysis, this study offers insights into the topic that have not been evaluated and assessed by previous reviews.

A computerised search of 104 papers was performed using the Scopus database, and graphical visualisation of the bibliographic material was developed using VOSviewer software.

This comprehensive bibliometric mapping helps in the graphical visualisation of publication evolution of the domain along with identifying present research trends and possible future directions. There is not much collaborative research in the field, as most prolific thinkers work in isolation or in pairs. Hence, there are limited publications in top-rated journals. Future researchers need to work collaboratively to produce high-quality papers. Developed nations make a sound contribution to the field. The exact significance of resilience in entrepreneurship is yet to be determined due to a wide variety of themes that reflect the multi-disciplinary nature of the domain.

Uncovering the trends and developments of the field, this study provides a global perspective and potential themes lying at the junction of resilience and entrepreneurship. Hence, this study provides a robust roadmap for future researchers interested in this area.

The purpose of this paper is to argue that culture and context (policy and environment) are key factors affecting gender inequalities within and across countries.

This paper applies conceptual and descriptive statistics.

The authors found evidence of increasing gender equality in the workplace, but only for rich countries. Gender inequalities persist in the poorest countries, and the gap between rich and poor countries appears to be widening not narrowing.

This paper demonstrates the need for a comprehensive research program on gender and international business.

The authors provided useful statistics that could possibly be picked up by newspapers. The paper also highlights the need for a more sustained research program on gender and development.

This paper demonstrates that the public perception of increasing gender equality applies only in very high development (rich) countries. In fact, gender inequality rises as economic development levels decline across countries, and the gap between very high and low countries has widened over the past 15 years.

The empirical findings with respect to gender inequality across United Nations Development Program country categories over time are, to the best of the authors’ knowledge, novel and original. Relating the gender inequality gap to culture and context highlights the roles that social issues and the environment play in affecting gender inequality across countries and across time.

This article examines the experiences of women leaders and their challenges in Brunei Darussalam. Globally, women are underrepresented in leadership positions. Though the Brunei government does not discriminate against any gender in delivering free education, medical facilities and healthcare, women in leadership positions are as well underrepresented. I try to understand the factors that challenge as well as motivate women to become leaders in Brunei. For this research, I conducted qualitative interviews with some respondents selected purposively. The study results show that women leaders in Brunei face challenges in obtaining financial support and accessing resources. Despite the challenges, there are some women who have been assuming and excelling in their leadership roles. The study identified that personal strengths have also been critical in contributing to their successful leadership.

The purpose of this paper is to explore ways teachers undergoing induction via the Career Advancement and Development of Recruits and Experienced (CADRE) Teachers Project felt empowered and supported in their well-being through mentoring and coaching.

Surveys about CADRE Project impact were e-mailed to 675 current and former participants. Out of 438 surveys returned, researchers used homogeneous sampling to identify 341 teacher respondents. Researchers used qualitative thematic analysis to determine ways teachers felt supported.

Coaching and mentoring supported CADRE Project participants’ well-being through empowerment (theme). Sub-themes included: growth, collaboration, networking, improvement and resources.

Possibilities for future research include exploring the role of mentors/coaches, tracking teachers’ leadership roles and investigating the link between induction and teacher retention in more detail.

Opportunities for growth and collaboration are cornerstones of first-year teacher support. These support systems can lead to a sense of belonging, develop a mindset for continuous improvement and create long-term networking opportunities. The support teachers need to empower them and maintain their well-being changes with each first-year teacher phase.

Few studies exist on induction programs with the longevity of the CADRE Project. The high survey response rate with overwhelmingly positive responses suggests that CADRE is unique in its support of beginning teachers’ well-being through the first-year teacher phases, specifically due to the combination of mentoring and coaching beginning teachers receive.

This chapter explores the notion of teacher identity and how teacher education might help to create a strong and clear vision for what it means to be a professional teacher. Within the organizational features and structures of teacher education, the pedagogy that students of teaching experience is crucial in shaping their understanding of their sense of identity. Teacher education needs to acknowledge and respond to the needs, issues, and concerns students of teaching have and create expectations that push beyond the personal and strive for the professional. This chapter suggests that in recognizing the importance of pedagogical reasoning and understanding learning about teaching through an inquiry stance, that students of teaching might begin to not only recognize the importance of knowledge of practice but also begin to see how to create knowledge from practice. A vision for their professional identity is then borne of a need to see value in “noticing” through practice in order to become more informed about teaching and learning. In doing so, the importance of pedagogy as a relationship between teaching and learning and the teacher’s role in mediating that relationship can support the development of an identity as a professional teacher.