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Drawing on Putnam’s concept of social capital, this study aims to examine the oral life histories of women on management boards. It explores how the bridging and bonding forms of social capital are created and used to advance women’s careers to reach top management positions on corporate boards.

This study is both explorative and interpretive. A total of 30 semi-structured interviews were conducted with female board members of Polish companies to gain access to their life histories.

Women develop social capital to advance their careers. However, they mainly focus on bonding capital, which allows them to sustain relationships within their inner circle. Bridging capital, which extends relationships to advance women’s careers, is often overlooked if not neglected. It seems it is usually an external shock when women understand the importance of bridging capital.

This study provides a better insight into how bridging and bonding capital help and/or distract women from reaching top managerial positions. It has potential policy-making implications for promoting women to leadership positions. The study results can guide organizations in providing equal opportunities for employees.

This study builds on previous research regarding the accumulation of human and social capital by board members. It encourages academics and practitioners to critically consider the relationship between bonding and bridging capital and the promotion of women to top management positions. This study provides access to a field of Central and Eastern European countries.

Purpose – Prior research suggests that high school experiences shape young adult political behaviors, particularly among immigrant youth. The U.S. social studies classroom, focused on democratic citizenship education, proves an interesting socializing institution.Methods – Through qualitative inquiry, we interviewed Latino immigrant young adults and their former teachers regarding their high school social studies experiences and evolving political and civic engagement.Findings – Armed with experience bridging the worlds of the school and home, immigrant students respond and relate to the content and pedagogy of the social studies classroom in such a way that they (1) participate in civic discourse and (2) nurture a disposition toward leadership through teachers’ civic expectations of them and instructional emphasis on critical thinking skills.Social implications – The ability to engage in civic discourse and a disposition toward leadership are both necessary to foster America's democratic ideals, and to take on leadership roles during adulthood. With focused effort on the unique perspective of immigrant youth, high school social studies teachers can nurture in these students the ability to become leaders in young adulthood, broadening the potential leadership pool.Originality – This study highlights how the social studies curriculum may be particularly salient to Latino immigrant youth as they transition from adolescence to young adulthood and develop their political and civic identities.

This book provides a deeper understanding of what it means to promote social justice and equity work in schools and communities around the world. Throughout this book, narratives describe how authors continue to reshape the agenda for educational reform. They remind us of the significance meaningful relationships play in promoting and sustaining reform efforts that address the injustices vulnerable populations face in school communities. Their voices represent the need for engaging with obstacles and barriers and a resistant world through a web of relationships, an intersubjective reality (see Ayers, 1996). As authors engaged in thinking about addressing injustices, they describe how their thoughts transformed into actions moving beyond, breaking through institutional structures, attempting to rebuild and make sense of their own situations (see Dewey, 1938).

This paper aims to investigate how entrepreneurial families (EFs) influence the development of entrepreneurial ecosystems (EEs) by using the family social capital (FSC) approach.

For this paper, the authors analyzed the Manizales EE as a case study. The authors used a variety of data collection procedures, including in-depth interviews with 26 entrepreneurs and mentors.

The authors established how EFs affect EE development, identifying how the FSC bridging mechanisms impact the EE’s social and cultural attributes, boosting entrepreneurial dynamics.

The results indicated the relevance of EFs’ embeddedness and the degree of the FSC institutionalization in promoting of entrepreneurship within the EEs.

Louisiana State University (LSU)’s Office of Strategic Initiatives (OSI) is an award-winning office devoted to developing effective, educational approaches that incorporate guidance and exploration, increase students’ academic standing, and support measures to improve the institution’s diversity, predominantly in science, technology, engineering, and mathematics (STEM) departments. Through the incorporation of three main factors, Mentoring, Education, and Research, OSI has developed a holistic development model that offers students strategies to overcome those factors that affect their persistence in STEM. OSI houses several programs with a diverse population of students ranging from the high school to doctoral levels. Although varied in student population, these programs unite under the holistic development model to provide support and opportunities to students at each critical educational juncture. OSI’s holistic approach has successfully supported over 135 high school, 560 undergraduate, and 100 graduate students. Of the 560 undergraduate students served, 51% were underrepresented minorities and 55% were women. The undergraduate initiatives have garnered 445 bachelor’s degrees, with 395 degrees from STEM disciplines, and an impressive overall graduation rate ranging from 64% to 84%. Through all of the remarkable work performed in OSI, the greatest accomplishment has been the capacity to offer students from mixed backgrounds tools and strategies to thrive at any point in their academic career.

The purpose of this paper is to examine the benefits of an unintended mentoring relationship between researchers and beginning teachers during a longitudinal, qualitative study. The study highlights the opportunity for teacher preparation to serve as a bridge to close the gap in learning between the relatively theoretical world of teacher preparation and practical world of classroom teaching.

The study analyzed extensive qualitative data relating to two beginning teachers over a five-year period. As a theoretical framework this study drew from Lave and Wenger's (1991) theories of legitimate peripheral participation and communities of practice. In addition, significant parallels were drawn to applications of figured worlds (Holland et al., 1998) which addressed the manner in which teachers were able to “figure themselves” into teaching contexts.

This study provides support for developing communities of practice to bridge the gap of support between teacher preparation and the teaching profession. The engagement and design of the support remains crucial as the study recommends creating a support network between two individuals with an established, trusting relationship and comparable theoretical groundings. Finally, the relationship must be built around non-evaluative, questioning strategies which encourage teacher inquiry.

Although the long-term relationship between university researcher and participant remains somewhat rare, it is important to highlight the mentoring potential – and associated benefits – of such relationships. The established trust and bridge of ideas between a researcher and a participant completing preparation at the same university are key factors in successful support. This study is relevant for teacher preparation programs and professional development organizations as they work to more effectively support beginning teachers’ transition into the profession.

This paper explores student and graduate internships. The roles and motivation of the intern and the academic, employer and professional associations that sponsor internships are considered. An examination of the “Career Starts” Program created by the Public Service Commission of the Province of Nova Scotia, in Canada serves as a case study to consider the application of internships, practical issues and objectives associated with such a program, and the experience of individual interns. This case is interesting, as a “collective agreement” element currently limits intern access to full time employment within the government. The impact of this limitation is contrasted with conventional programs established as a “recruitment pool”. Internships are seen as a critical component of individual development and for succession planning for professional and management staff, as well as development of specialized skills. Internships are seen as providing a bridge between academic preparation, and full participation in work or a professional association that provides benefits to the intern, the academic institutions and employers or professional bodies.

Few studies aim to uniquely conceptualize the experiences of bridge employees after they enter the workforce. Supported by the psychological contract theory and the self-determination theory, the purpose of this paper is to contribute to the understanding of the bridge employment experience by examining how the expectations of bridge employees shape their experiences.

This paper first reviews the extant literature on bridge employment. It then discusses the psychological contract theory and the self-determination theory, and examines the expectations of bridge employees through the theoretical perspectives of these two theories, to examine experiences in bridge employment.

Discord in the bridge employment relationship may be attributed to a lack of understanding of the implicit expectations of bridge employees. More specifically, unmet expectations may be detrimental to the bridge employment experience, and ultimately jeopardize both employer and employee outcomes.

This paper examines expectations and experiences of bridge employees from a theoretical perspective. Theoretical tenets are utilized to analyze how and why implicit expectations may influence bridge employees in ways that result in detrimental outcomes for both employers and employees.

This paper sheds light on why bridge employment arrangements may result in adverse outcomes. Specifically, when there is a lack of understanding between bridge employees’ expectations and experiences, both individual and organizational outcomes may be impaired. An improved understanding of the bridge employment experience will likely result in an enhanced working relationship between bridge employees and employers, and minimize misunderstandings about this cohort of the workforce.

Using the guidelines of the psychological contract theory and the self-determination theory, we develop a model to examine how expectation of bridge employees may affect the experiences and ultimately, the outcomes of bridge employment. The authors also identify factors uniquely applicable to bridge employees. This is the first paper that examines the experiences of bridge employees through such theoretical perspectives.

In this study the authors examine whether bridge employees tend to hold non-standard jobs, and if so, whether non-standard job choice is deliberate. Moreover, the authors examine whether fulfillment of employment expectations affects the personal and work attitudes of bridge employees.

The authors' research and hypotheses are supported and developed through psychological contract theory. The authors collected data from 195 bridge employees, employed in a variety of jobs, through an online survey. Hypotheses were tested using hierarchical multiple regression.

This study suggests that some bridge employees may engage in non-standard employment deliberately. Moreover, we show that fulfillment of perceived obligation by employers (psychological contract) is associated with personal and work attitudes (life satisfaction, job satisfaction, affective commitment, normative commitment and intentions to stay) of bridge employees.

While this study supports psychological contract theory as an important framework for understanding bridge employment, sample size, cross-sectional data and a lack of diversity in the sample limit causality, generalizability and data robustness. Future research should strive to replicate and extend the current findings.

The present study underlines the importance of designing jobs to meet the expectations of bridge employees. Also, it highlights the preference of bridge employees to engage in non-standard employment.

The authors extend bridge employment research by empirically examining the relationship between unmet employment expectations and the personal and work attitudes of bridge employees.

The purpose of this paper is to explore the possibility that design research involving a series of actions is an appropriate approach to memory place-making. It tries to explore how memory expressed in public space and how memory place becomes an agency system and re-organize fragments of memory in practice specifically.

Taking the memory project of Nanjing Yangtze River Bridge (NYRB) as an example of design research and re-establishing new cognitions of contemporary memory place-making through the elaboration and analysis of the design process of a series of teaching, exhibition and public participatory activities.

Design research is oriented towards multi-discipline campaigns of agency and actions and acts as thinking patterns and integration mechanisms, so that the memory place-making can be incorporated into the scope of planning and design. This paper suggests that contemporary memory place-making should pay more attention to the spiritual experience of individual participation and the identity relations behind these emotional memories. On one hand, social bonds are established between people and have involved more public participation. On the other hand, multiple resources are integrated through a series of practical activities and design research, and the memory place becomes a catalyst for individual memory, emotions and communication thus redefining memory place-making.

NYRB is a controversial mid-20th century national monument. In the social context of contemporary China, design research has helped to redefine and shape this national icon into a contemporary memory place where people can share memories of the bridge.

It is project-based in the sense of adding the dimension of memory to the practice of place-making through design research.