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Prior to the passage of the 20th amendment to the US Constitution in 1920, several states had extended the suffrage to women. Helen Laura Sumner (later Woodbury), a student of John R. Commons at Wisconsin, undertook a statistical study of the political, economic, and social impacts of the granting of voting rights to women in the state of Colorado, and subsequently defended the results against numerous attacks. In this paper, we present a brief account of the struggle for women’s equality in the extension of the suffrage and examine Sumner’s critical analysis of the evidence as to its effects, as well as the counterarguments to which she responded.

It is well-known and documented that despite a plethora of efforts by institutions to broaden participation in engineering, the representation, retention, and degree completion of Black males in engineering continues to lag. Coupled with a lack of representation, there is also a dearth of research that has sought to understand the experiences of Black males in engineering. In this chapter, through the lens of Hildegard Peplau's (1991) interpersonal relations theory, we sought to explore the experiences of nine undergraduate Black male engineering majors with academic advisors. Academic advisors are strategically positioned in higher education settings as guides to help students navigate college culture, policies, and procedures. Using thematic analysis, three salient themes emerged: “spots are limited,” building their own “advising team,” and prescriptive perceptions. As institutions imagine routes for broadening participation in engineering, they might also consider how they support advisors and encourage relationship development between students and advisors.

This chapter aims to investigate sentiments of blue-collar workers, specifically couriers, during Covid-19 pandemic. Data are collected from the online review posting platform, where employees and previous employees of a Turkish delivery company posted their comments on the company as an employer. The results reveal that there are mainly four topics on which the reviewers discuss: work environment, compensation, salary and working hours, and lay-off procedures. The analyses indicate that the most discussed topic is compensation, while the most negative sentiments appear to be on lay-off procedures.

Many corporations engage in corporate social responsibility (CSR) activities voluntarily, but there is an ongoing debate about whether the government should intervene in CSR, particularly in countries with challenging institutional contexts. While some have argued that CSR should remain a discretionary exercise, as any attempt to make CSR mandatory through any form of state intervention will negate the meaning and objectives of CSR. However, drawing on the institutional theory, this chapter argues for the need to have some form of legislated CSR for banks operating in countries with challenging institutional contexts. The chapter further acknowledges that a universal CSR framework would be difficult to achieve due to differences in institutional contexts between countries; consequently, the nature, scope, and application of CSR legislation would vary significantly amongst countries as CSR is context dependent. Nonetheless, given the crucial role banks plays in society besides acting as the country's payment system, banks also transform illiquid liabilities into liquid assets, therefore making the banks the drivers of national economic developments globally. Governments in developing and emerging markets (DEMs) should ensure that banks' CSR initiatives are not only meaningful but also impactful by implementing a limited legislated CSR framework. This framework would require banks to establish a CSR committee of the board, make mandatory non-financial disclosures on their CSR activities in their Annual Reports, provide mandatory CSR continuous professional development (CPD) training for bankers, and mandate banks to contribute a certain percentage of their yearly profits before tax to agreed CSR initiatives, among other requirements.

The concepts associated with leadership and management have often been conflated, considered one and the same phenomenon by some and then considered by others to be quite distinctive. The same ambiguity is even truer at the level of application and practicality. Only a handful of studies have attempted empirically to differentiate between the two concepts. The study sought to develop an instrument to discriminate between the two concepts.

A prospective study was conducted with two groups of scholars in the areas of leadership and management. They completed the exploratory Leadership/Management Concept Scale (LMCS), the Leadership Practices Inventory (LPI) and provided demographic information. The results from the Initial group were compared with a validation group. Standard statistical techniques were used to analyze the two groups and investigate associations among the study measures.

The LMCS effectively differentiated actions associated with leadership from actions associated with management actions. There were four distinct choices consistently selected as most consistent with leadership: influencing, coaching, modeling and ensuring resilience. No significant correlations were found between scores on the LMCS and the LPI, providing evidence that the former was capturing actions other than those associated with leadership alone.

It is empirically possible to differentiate between the actions typically associated with the concepts of leadership and management. This distinction can be invaluable in various educational programs designed to develop either or both leadership and management abilities, as well as assist in the identification of those with proclivities to one or other of the two concepts. The LMCS shows promise in reliably differentiating between the two concepts and can be useful for scholars aiming to investigate leadership or management without confounding the two.

There are numerous positions and organizational roles where leadership and management are differentiated, with one being much more needed than the other. The LMCS can differentiate empirically how potential candidates for leadership and/or management positions think about the two, which would allow a would-be employer to screen candidates for given opportunities and, depending on their conceptualization of leadership and management, assign them most appropriately.

This study fills a fundamental gap in both the leadership and management field: first in being able to provide evidence that the two concepts, while similar in some regards, are not the same and can be differentiated from each other and second, in developing an instrument (LMCS) that both practitioners and scholars can use to help their audiences better understand the differences between leadership and management and to develop actions appropriate to situational demands.

This research explores project manager (PM) behavior in their professional virtual communities (PVCs), using social identity theory as a theoretical foundation. The purpose is to examine the extent to which PMs seek information on key topics in the Project Management Body of Knowledge Guide (PMBoK).

A text data analytics methodology that uses quantitative and qualitative analysis techniques is followed. The research method reveals relationships in language-based data gathered from six project management forums and blogs.

Information related to all the PMBoK topics is sought in the project management virtual communities. People management topics account for a dominant portion of interactions. The findings enhance social identification theorizing for the PM role. From a practical standpoint, the findings shed light on focal areas for greater emphasis in PM PVCs.

Our people management finding constructively replicates existing findings via a large, global sample and strengthens calls for increased focus on people management matters in project management. As a result, we call for increased scholarly attention to people management in project management. Finally, we encourage pursuit of several research questions to enhance knowledge of PM information-seeking behavior.