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For women in leadership, managing work and life obligations is essential, especially when leading in male dominated occupations such as STEM. This study examined social support and work-family integration/blurring to determine how women in leadership perceived these dynamics. By surveying STEM women leaders, this research explored work-life strategies and support resources used by women leaders to balance their work and non-work domains and promote their roles as leaders. Women leaders indicated difficulty delineating between work and personal roles and recognized informational and emotional support as most significant to their roles as leaders. Findings also indicated that most support came from spouses/significant others, female co-workers, and mentors outside the organization, respectively. These sources provided the support needed to maintain and progress in their roles as women leaders.

Women leaders operate within multiple roles, managing both work and nonwork obligations. Exploring work-life balance constructs, this study examined role integration, social support sources, and work-family conflict to determine their influence on women leaders. Findings suggested that women leaders felt the benefit of a variety of social support services, but especially from sources external to the organization. Women leaders were diverse in role integration strategies, with respondents largely divided between blurring and segregating their work and nonwork roles. Time-based work-family conflict was slightly more apparent than strain-based conflict. Women leaders also indicated that their work interfered with their family more than their family interfered with their work. Findings provide valuable insights as to how women view work-life balance within their roles as leaders.

The following chapter is aimed to explain what virtue ethics (VE) in business is, its philosophical background, its original themes, and new research opportunities. To this end, we will establish the distinctive elements of VE and its main sources and epistemological approaches. In particular, we will first describe VE in business based on Alasdair MacIntyre’s ethics and Modern VE in Business. Then, we will briefly show the Thomistic approach to VE in business and its main application to business theory. We will also consider a new epistemological proposal for VE in business in Positive Organizational Scholarship. Next, this chapter will explain briefly the original contributions VE in business makes to a theory of work and a common good theory of the firm. Finally, we will suggest new areas in which VE in business theory has not shown a significant outcome yet. Here, we will discuss new opportunities that VE authors might consider for research projects in new epistemological approaches, VE philosophers not yet studied in business ethics theory, spirituality-based theory (Jewish and Protestant mainly) and its connection with VE, and contemporary problems that firms are facing that can be enlighten from neo-Aristotelian philosophy.

The work‐family interface has received considerable attention during the past two decades but inconsistent findings have been reported. Reasons for this include the use of different work‐family conflict (WFC) measures, samples, outcomes, and countries and cultures. Carlson et al. developed and provided an initial validation of a new comprehensive measure of bi‐directional WFC having three forms: time‐, strain‐, and behavior‐based conflict. The purpose of this paper is to replicate and extended their work employing a large sample of managers working in various organizations and industries in Egypt, a large Muslim country, and including additional correlates.

Data were collected from 242 respondents, 146 males and 96 females, using anonymously completed questionnaires, a 48 percent response rate. Measures included three forms of WFC, personal demographic and work situation characteristics, stable individual difference personality factors, job behaviors, work outcomes, after‐work recovery experiences, indicators of quality of life (e.g. WFC, life satisfaction) and psychological well‐being.

The three measures of WFC were acceptably reliable and inter‐correlated to the same extent as reported by Carlson and her colleagues in their US study. The mean values in the Egyptian sample were higher than those in the US study indicating more WFC, and the gender differences reported by Carlson et al. were not found in the Egyptian sample. Both stable personality characteristics (e.g. need for achievement) and job demands (e.g. perceptions of work intensity) were positively associated with WFC. Use of recovery experiences after work had limited and mixed effects on levels of WFC. WFC generally had negative relationships with work outcomes and indicators of psychological well‐being.

The presence of country differences suggests the need for more cross‐cultural research involving participants in the same occupations.

Results suggest that both individual characteristics and job demands are associated with levels of WFC. Efforts to reduce levels of WFC need to address both.

The paper adds to the understanding of work experiences of managers in Egypt and replicates and extends earlier work.

In the years following high school, youth, including youth with extensive support needs, aspire to pursue a range of personally important experiences, such as attending postsecondary education programs, obtaining competitive employment, and living independently. However, the level of disability continues to be a powerful predictor of the degree to which desired outcomes materialize in early adulthood. For most young adults with extensive support needs, valued outcomes are elusive. To support youth with disabilities, including youth with extensive support needs, to progress toward achieving their post-school goals, the Individuals with Disabilities Education Act of 1990 mandated the provision of transition services. Despite the legal mandate for transition services, numerous factors continue to impact the outcomes experienced by youth with extensive support needs. However, research has identified numerous practices to support improved post-school outcomes. In this chapter, we address the transition mandates of the IDEA, identify and describe factors influencing the post-school outcomes of youth with extensive support needs, and provide strategies, practices, and interventions for improving these outcomes.