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Drawing on legitimacy and upper-echelon theory, this paper aims to investigate the moderating role of corporate governance in the relationship between corporate social performance (CSP) and board gender diversity (BGD).

Using Morgan Stanley Capital International measures of social and governance performance, the authors use 2,950 firm-year observations from US companies for the years 2016–2020 to show that good performance on social issues drives BGD.

The panel data model indicates that the relationship between CSP and BGD is strengthened when firms display robust corporate governance.

This study contributes to the extant literature through empirical consideration of CSP as a predictor of BGD, a relationship that has rarely been examined. It further highlights the significant role of corporate governance in ensuring that women have access to corporate boards. Discussion and findings highlight that social performance and governance may significantly contribute to the diversity of socially cognizant boards.

There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an initiative for “star faculty” at midcareer, with an emphasis on the role of exceptional others in their professional growth.

This is an exploratory, single-site case study of a midcareer faculty excellence initiative. Data sources include document/site analysis and individual interviews.

Findings reveal the value of “exceptional others” in professional growth among high-performing midcareer faculty. Perceptions about excellence at midcareer emerged as an antecedent to developing midcareer faculty members. Analysis generated themes in behaviors related to supporting midcareer scholars’ professional growth.

This study is an initial step toward refining concepts such as exceptional others, academic stars and scholarly advancement within the academy. There is a need for equity-minded research about these topics. In addition to replication across institutional and disciplinary contexts, there is also a need for longitudinal mixed-methods studies of midcareer faculty mentoring outcomes over time.

The study points to the role of the institution and its senior faculty in fostering midcareer scholarly excellence. Mentoring and development around individualized goals may be of value in addition to an emphasis on clarity around institutional expectations and norms in faculty performance reviews.

Midcareer faculty are a crucial component of the academy, yet they are often overlooked as needing career support, resources and development. This study focuses on mentoring and coaching for postsecondary faculty at midcareer and the role of exceptional others in facilitating faculty professional growth.