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This study addresses the perspective of N = 273 school principals as related to technology role in performing managerial roles.

In the context of this study, the concept of technology only refers to digital office tools such as microcomputers, email and administrative software. The concept of managerial roles is understood and used herein in relation to the definition provided by Mintzberg (2013) in his managerial typology. Moreover, a survey method was used to collect data from the aforementioned managerial employees. The managerial typology of Mintzberg was applied as a theoretical lens to collect and interpret survey data.

The findings suggest that surveyed school principals believe that technology use improves their ability to perform informational and decisional roles at work. Arguably, these managerial employees are satisfied with using technology as a labor tool for administrative and managerial work.

This study is limited because its sample size does not allow the findings to be generalized to all Canadian school principals. Nevertheless, the findings are significant because they suggest that similar to the positive technology-related attitude of managerial employees in business organizations, those in school organizations also perceive technology as an organizational asset. For that reason, management scholars should not only limit their studies of the intersection between technology and managerial roles or work to business organizations. They also need to extend their research studies and fieldwork to school organizations.

The originality of this study lies in the fact that in management literature, the intersection between technology and the managerial roles of school principals is underresearched. As such, this study represents a step forward toward the need to study the technology-related behaviors of school principals to better understand how technology use enables their workflow system.

This study seeks to explore the union perspective of a group of unionized young Canadian teachers to understand their belief system about trade unionism.

The methodology used herein consists of collecting and examining the interview data of participants (n = 37) through the theoretical lens of radical perspective.

The findings suggest that participants positively associate unionism with bargaining for their special interests, providing professional development services and opportunities for professional socialization. But this pluralist perspective has not translated into an engagement in the union life.

So far, the findings of this study cannot be generalized to the whole population of Canadian young teachers because the participants’ sample size is not large enough. In consideration of this limitation, unions need to survey the union opinions of their young rank and file members at a large scale to draw a clear understanding of the needs of these members to adequately adjust their renewal and revitalization strategies to those needs.

The findings of this study are significant because the intersection between young teachers and organized labor is underresearched in Canada.

The purpose of this study was to examine whether remote work moderates the mediated relationship between leadership behavior (transformational leadership and leader incivility), followers' self-control, and work-life balance.

The authors conducted a three-wave, time lagged study of 338 followers. Drawing on social information processing theory, a moderated mediation model was proposed: it was hypothesized that remote work strengthens the relationship between leadership behavior (transformational leadership and leader incivility), follower self-control, and subsequent work-life balance (moderated mediation). The theoretical model was tested using OLS regression in SPSS.

The results show that working remotely strengthens the mediated relationships between leadership behavior, self-control, and work-life balance.

Organizations need to consider the interaction between remote work and leadership. Leader behaviors have a stronger relationship with follower self-control and work-life balance when the frequency of remote work is higher, so it is important to increase transformational leadership and reduce leader incivility in remote contexts. Leadership training programs and respectful workplace initiatives should be considered.

This study demonstrates the importance of leader behaviors for followers' self-control and work-life balance in relation to remote work. This study is the first to examine the boundary condition of remote work in relation to leadership behavior, follower self-control, and work-life balance.

Research has shown that colleagues' norms promoting the need to respond quickly to work-related messages (CN) have a negative effect on work recovery experiences. In the present study, the authors examine the direct and indirect – through affective rumination and problem-solving pondering – effects of these norms on work–family conflict, family–work conflict and job satisfaction, and verify whether and how these associations differ between employees working onsite (n = 158) or remotely (n = 284).

A total of 442 employees completed an online survey that covered measures on CN, affective rumination, problem-solving pondering, work–family conflict, family–work conflict and job satisfaction.

As hypothesized, the study results revealed that CN were positively related to work–family conflict and family–work conflict, but not to job satisfaction. Moreover, the indirect effects of CN on work–family conflict and job satisfaction were significantly mediated by affective rumination and problem-solving pondering, whereas the indirect effects of these norms on family–work conflict were significantly mediated by affective rumination. Finally, the relations between CN and the mediators (affective rumination and problem-solving pondering) were stronger among employees working onsite than among employees working remotely.

These results revealed that working remotely buffered the detrimental effects of CN on affective rumination and problem-solving pondering.

This paper aims to present demographic characteristics and postgraduate employment trends of business doctoral graduates, especially the proportion that are underrepresented minorities (URMs) over time.

The authors analyze the near census of individuals receiving doctoral degrees in a wide range of business disciplines from US-accredited universities from 1973 to 2018 (n = 50,091) contained with the National Science Foundation Survey of Earned Doctorates. The authors analyze how the proportion of URM graduates, by discipline, has changed over time both in terms of receiving a doctoral degree and entering an academic position.

The proportion of URM graduates fluctuated between approximately 5% and 15% annually, steadily increasing across decades. Overall, 64.4% of all graduates entered an academic position, with notably higher rates among whites (72.1%) compared to Blacks (51.8%), Hispanics (60.4%) and other URMs (56.4%) (p < 0.001). In adjusted models, the proportion of URMs that entered academic positions significantly increased overtime, beginning in the 1990s and peaked in the 2000s. Although the few institutions that graduated the highest number of URMs do not currently have an Association to Advance Collegiate Schools of Business-accredited business school, the authors identify several exemplar institutions where URM graduates entered academic jobs at the highest rates.

The authors provide demographic trends that shed light on ways to influence an increase in URM doctoral graduates from business disciplines into academic careers. This discussion is of interest to university administrators and other stakeholders interested in diversity issues in higher education.