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The resource-based view (RBV) of the firm focuses on how firm-level assets and capabilities influence firm performance. Scholars have noted the need for studies grounded in the RBV to account for the role of the strategic group level, but uncertainty remains about how to do so. Random coefficients modeling (RCM) provide an appropriate technique to integrate these two levels of analysis, but its use has been limited in strategic management research to date. I review research integrating firm and strategic group levels and provide a roadmap for future research seeking to integrate these two levels’ influences on firm performance, and use RCM to illustrate the effects of firm resources on performance under three depictions of the strategic group level culled from strategic management research. Findings suggest that interpretations about the efficacy of resources’ influence on performance vary considerably across methodological specification. Next, I use RCM to illustrate how strategic management researchers can further integrate the firm and group levels by demonstrating how variables at the group level of analysis may interact with firm-level characteristics. I conclude with suggestions for future research using RCM to integrate the strategic group into multilevel studies predicting firm performance.

This paper aims to provide readers with a comprehensive overview of the current state of the millennial literature, highlighting the significance and challenges of millennial professionals, their reported high turnover and the various recommendations designed to engage and retain them.

An integrated review approach was applied to synthesise contemporary peer-reviewed articles, supplemented by legacy and grey literature and relevant book chapters, to comprehensively explore and construct a cohesive overview of the current research on the millennial workforce.

Within the wealth of available information, examining the various studies on millennial turnover reveals diverse theories, evidence and opportunities for advancement, underscoring the necessity for more robust empirical studies. The investigation identified three overarching retention strategy themes: (1) intergenerational conflict management, (2) workplace adaptations and (3) solutions rooted in a protean career orientation. In alignment with protean career concepts, coaching shows promise as an underexplored option.

This article holds practical significance by offering researchers a comprehensive and cohesive overview of the millennial literature. Additionally, it gives organisations a novel perspective on the crucial role coaching can play in engaging and retaining millennial employees.

The increased focus on retaining millennial workers in recent decades has spurred a proliferation of articles and books on this subject. However, this body of research remains fragmented, lacking an overview that provides a clear picture of its current state. This review aims to bridge this gap.

Based on a review of multiple literatures, a comprehensive content domain of essential intercultural competencies for effective global leaders is presented. This domain is then used to guide the development of the Global Competencies Inventory (GCI), a 160-item self-report measure that assesses the degree to which individuals possess the intercultural competencies that are associated with global leader effectiveness. Using sample sizes ranging from several hundred to nearly 9,000 subjects, evidence from several studies is presented showing the GCI to have convergent validity, predictive validity, and freedom from demographic and ethnic subgroup biases. Implications for theory and future research are also discussed.

Forced migration and the resettlement experience combine to produce a set of social, cultural, economic and psychological challenges for forced migrants which may affect integration, mental and physical health, and access to health and social care. There is very little research on the resettlement experience of Ethiopian forced migrants in London, particularly on causes of mental illness and access to mental health care. Few studies have examined whether and how traditional beliefs and customs affect the experiences of this group in health care. The paper reports on a pilot study consisting of interviews with an Ethiopian priest, community leaders and Ethiopians working in the community health sector with the aims of improving our understanding of the issues, and to inform further study. Initial analysis suggests that this group faces multiple forms of disadvantage which affect mental health. A further interesting dynamic is the relation between lack of ‘help seeking behaviour’, due to cultural expectations and norms, and lack of access and engagement with Western treatments. Religious mechanisms and activities were also reported as bolstering coping mechanisms. Perhaps most significant was concern about the increasing suicide rate among this group, many respondents suggesting a direct causal link between suicide and maladjustment in exile.

Studies of inequality in higher education on both undergraduate and graduate levels have rarely examined experiences of Asians and Pacific Islanders (APIs). In this study, we focus on the experiences and outcomes of API students in doctoral education. More specifically, we examine socialization experiences and research productivity of three groups of students: domestic API, international API, and domestic white students. The results, based on a national cohort of PhD students in biology, reveal notable differences in experiences and outcomes of domestic and international API students. Although variation in socialization experiences explains differences in research productivity in the first year, that is not the case in the second year of doctoral study. In the second year, international API students have publication productivity comparable to their white peers, despite less favorable socialization experiences. Domestic API students, however, have lower research productivity than their white peers, even though they have comparable socialization experiences. Given the presumption of APIs’ success, especially in the STEM fields, findings for domestic API students are surprising and not aligned with the model minority stereotype. Contributions to research on API students, doctoral education, and socialization theory are discussed.

This paper focuses on the role of myth in group identity maintenance. It begins by looking at the occupational group, but broadens to show how subsociety and the larger society affected the group's identity and actions. Mississippi Delta blues performers’ use of myth serves as the historical example, and this analysis shows how the group reacted to living in a segregated and racist society. Analysis of songs demonstrates how myth can play a role in tying together this subordinated group in society and perpetuate myth. How the blues subculture still employs these myths today is also addressed.

Our individual and collective humanness is integral to the pursuit of learning and, thus, has the potential to bring much richness to discussions in teacher education. Unfortunately, education continues to prioritize cognitive ways of knowing, often at the expense of affective and spiritual knowledge. Drawing on the work of Parker Palmer (1993, 1997, 1998a, 1998b, 2004, 2017) who advocates for integrated ways of knowing and being and Manulani Meyer (2013) who draws on Indigenous knowledges to suggest holographic epistemology as meaning-making, I embrace a photo-poetic method to challenge the tendency in education to distance our minds from our emotional and ethereal selves. Situated within a/r/tography, this inquiry explores the capacity of artful ways of being to overcome the culture of disconnectedness in education.

In the last years, the design and implementation of web-based education systems has grown exponentially, spurred by the fact that neither students nor teachers are bound to a specific location and that this form of computer-based education is virtually independent of any specific hardware platform. These systems accumulate a large amount of data: educational data mining and learning analytics are the two much related fields of research with the aim of using these educational data to improve the learning process. In this chapter, the authors investigate the peer assessment setting in communities of learners. Peer assessment is an effective didactic strategy, useful to evaluate groups of students in educational environments such as high schools and universities where students are required to answer open-ended questions to increase their problem-solving skills. Furthermore, such an approach could become necessary in the learning contexts where the number of students to evaluate could be very large as, for example, in massive open online courses. Here the author focus on the automated support to grading open answers via a peer evaluation-based approach, which is mediated by the (partial) grading work of the teacher, and produces a (partial as well) automated grading. The author propose to support such automated grading by means of two methods, coming from the data-mining field, such as Bayesian Networks and K-Nearest Neighbours (K-NN), presenting some experimental results, which support our choices.