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The purpose of this paper is to examine male and female executives as leaders “championing” gender change interventions. It problematizes current exhortations for male leaders to lead gender change, much as they might lead any other business-driven change agenda. It argues that organizational gender scholarship is critical to understanding the gendered nature of championing.

This paper draws on a feminist qualitative research project examining the efficacy of a gender intervention in a university and a policing institution. Interviews with four leaders have been chosen from the larger study for analysis against the backdrop of material from interviewees and the participant observation of the researcher. It brings a social constructionist view of gender and Acker’s gendering processes to bear on understanding organizational gender change.

The sex/gender of the leader is inescapably fore-fronted by the gender change intervention. Gendered expectations and choices positioned men as powerful and effective champions while undermining the effectiveness of the woman in this study.

Further research examining male and female leaders capacity to champion gender change is required.

This research identifies effective champion behaviors, provides suggestions for ensuring that gender equity interventions are well championed and proposes a partnership model where senior men and women play complementary roles leading gender change.

This paper is of value to practitioners and scholars. It draws attention to contemporary issues of leadership and gender change, seeking to bridge the gap between theory and practice that undermines our change efforts.

The purpose of this paper is to explore family business, leadership development, family dynamics, succession, and governance. It is appropriate for undergraduate and graduate family business and leadership courses; and to facilitate dialogue among members of family enterprises to introduce the need to address family dynamics and leadership issues.

This case blends issues arising out of several family firms known to the author. Events, people, details, and location have been merged and adapted into this one case. The case method is used for the purposes of identifying key issues and provoking discussion on areas critical to multi-generational family enterprises.

The case study method allows readers to explore and dialogue possible options for dealing with issues of unexpected family business leadership transition.

Every family enterprise generation has unique challenges and opportunities. This case facilitates discussion that helps explore leadership succession issues and leadership development. For family business members, it is vehicle for neutral exploration of possible issues in their own organizations.

This is an original case study based on the blending of issues and adaptation from several family firms.

This chapter expands our understanding of daughters’ inclusion in family business succession, analyzing why and how it can and does take place. Our work reveals that things are much more complex and diverse than research tells us in terms of daughters, their families, and their businesses.

Daughters are not only “in” or “out” of the family business. They can be included in a variety of ways, at different moments, following different paths, in a diversity of contexts. Based on 10 years of qualitative research data on family business succession, we explain and discuss how gender dynamics in the family and the business systems affect succession practices and outcomes, beyond the individual level analysis.

We used six selected and contrasted cases to illustrate the influence that gender, birth order, family inherited culture, business hierarchies and history, interpersonal relationships (parents-heirs-other stakeholders), as well as ownership transfers, governance rules and management procedures have on intergenerational succession, and particularly in daughters’ family business inclusion. From our findings, readers can draw practical recommendations for family business owners, managers and successors.

Co-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better understand the challenges that make co-teaching coaching cycles difficult for coaches to enact with in-service teachers, as well as the supports that can enhance the co-teaching experience for all involved parties.

Fourteen semi-structured interviews were completed with one instructional coach and three elementary teachers in one school district in the USA. A combination of emergent as well as literature-driven codes was used to code the data.

Overall, the participants pointed to six barriers they encountered when engaging in episodes of co-teaching, which spanned the broad categories of management and logistics, pedagogical dilemmas, and teacher learning. Furthermore, participants identified seven supports, spanning the broad categories of coach preparation, contextual factors, and management and logistics, that enabled them to productively engage in co-teaching.

Although coaches may frequently engage teachers in coaching cycles involving co-teaching, there is a lack of research-based guidance for coaches about how to engage teachers most productively in co-teaching episodes. The findings from this study, which shed light on the challenges and support of co-teaching from one coach and three teachers, will enable coaches to more effectively co-teach with teachers as a form of high-quality professional development.

Whistleblowing is an important factor in preventing corruption and fraud in organizations. There is a law to promote whistleblowing practices, but the negative subsequent effect of whistleblowing demotivates the reporting of unethical behaviors. Thus, it is important to identify the factors that motivate an employee to exercise whistleblowing in an organization. Therefore, the purpose of this paper is to examine whether the personal factor of job satisfaction and organizational factors such as fair treatment as well as cooperativeness contribute to the whistleblowing practice in an organization.

This study collected primary data based on a questionnaire survey from 73 respondents of the seven top most government linked companies (GLCs) in Malaysia. The data are analyzed using descriptive statistics, factor analysis, and cross-sectional regression.

The findings of the study reveal that only fair treatment is statistically significant and positively related to the whistleblowing practice. The findings imply that if employees perceive that the organization provides fair treatment in terms of career advancement, awards, training, performance appraisal, job assignment, and pay increases, they would tend to report wrongdoing activities to protect the image of the organization.

The findings of the study will help the policy makers to ensure better working environment and accountability in the public sector of Malaysia and other similar countries.

This is an original study based on primary data to examine the current practices of whistleblowing and its relationship with the practices of job satisfaction, fair treatment, and cooperativeness in the GLCs of Malaysia.

Mass customisation involves the provision of product variants that fulfil clients' specific requirements seeking to increase product values. The configuration process involves a chain of decisions, which needs to be undertaken to create product variants that meet each client specific requirements. In this paper, this chain of decisions is conceptualized in terms of customisation units. Each customisation unit encompasses a customisable attribute (e.g. size, colour) and the range of items offered for this attribute. A design science approach was adopted in this investigation. In this approach, knowledge is produced by creating and testing a solution, which provides practical and theoretical contributions. A method is proposed to analyse and improve the configuration process by conceptualizing this process as a tree diagram. The proposed method is used to analyse the configuration process developed by organisations of the house-building sector based in the U.K. and Brazil: a manufacturer of floor tiles, contractors, and registered providers. These analyses enabled a comparison of the distinct configuration processes adopted. In addition, problems associated to the configuration process (such as burden of choice) and opportunities for improvements were also identified. Finally, alternative chains of decision were also devised based on these analyses to address the problems identified.

Peninsula Technikon has for the past few years engaged in a review of their current qualifications with a view to transforming these curricula into Outcomes Based Education (OBE) format with learning specified in terms of broad, exit level outcomes. In turn the subjects making up these programmes were further broken down into enabling and sub‐enabling learning outcomes. The institution is currently engaged in designing tasks and assessment criteria which attempt to piece together these learning outcomes into projects which integrate student learning and introduce reflective assessment practices. The process underlying the design of these integrated projects has necessitated collaborative planning and assessment among academic staff at various levels of each programme. Through this process staff have grappled with and puzzled over the realities of implementing OBE at classroom level. This paper focuses on an integrated project designed for the exit level of the Civil Engineering diploma programme and explores the assessment practices from lecturer perspectives through unstructured focus group discussions, as well as individual, structured questionnaires and interviews. The outcomes of this research are presented as work in progress and tentative recommendations will be made regarding the implementation of integrated projects.

The purpose of this paper is to propose an evaluation of training for shop assistants, specifically in retail chains.

The proposed evaluation is based on Kirkpatrick’s model and Phillips’ modification. The representative case study includes the application of the training evaluation at the fourth and fifth levels of evaluation in a particular chain of retail stores. The data were collected from the retail chain’s financial reports, internal documents related to training of employees and interviews with managers in the retail chain.

The results contribute to the training evaluation literature by presenting a training evaluation for shop assistant using evidence from a retail chain. The training focussed on selling skills and product knowledge; the details of evaluating the training are presented, encompassing mainly the benefits and costs of the training and return on investment calculation.

The training evaluation was tested only in selected types of training courses for shop assistants. To generalise the results, its adoption in different types of training and retail companies is required in future research.

The application of this training evaluation should help to achieve training objectives and enhance the quality of training in the retail chain. The results of the paper can be used as practical inspiration for managers of retail stores.

This paper proposes and applies a specific evaluation of training courses in retail.