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Black faculty members navigating the tenure process in higher educational settings, especially historically Black colleges or universities (HBCU), quickly learn within their careers that the job at hand requires a lot of time, energy, and persistence. Extant literature highlights the difficulties Black scholars face in such settings; however, it is vital to shedding light on the positive aspects that occur daily. This chapter highlights a component of collaboration that is often under shadowed in the educational setting, the faculty–graduate student partnership. Given the lack of resources and infrastructural elements that often plague HBCUs, in comparison to other institutions, faculty members inadvertently and unconsciously establish partnerships with advanced undergraduate and graduate students. Without the assistance of young, emerging scholars, tenure-earning faculty may struggle with maintaining a healthy work–life balance. Moreover, forging strong partnerships with mentees aids in faculty and student development alike. This narrative encompasses the views, experiences, and perceptions of a young, tenure-earning faculty member. Additionally, past and present graduate students provide insight on perceptions of faculty–student interactions and their subsequent development as scholars, researchers, and clinicians.

Extant expatriate literature largely adopts a global north/western focus and expatriate-centric approach in investigating spousal/partners’ motives for supporting expatriation. Contrastingly, this study focuses on the lived experiences of dual-career female partners from an emerging global south economy and a patriarchal society as it relates to motives for supporting a partner’s international assignment (IA) to a developed country.

This investigation adopts a hermeneutic interpretive phenomenology research design. Twelve career-oriented female partners from an emerging global south economy (Brazil) who supported a partner’s IA to a developed country (USA) participated in this study. The data included semi-structured interviews and field notes.

The study indicates that societal constraints, gendered career experiences and career and life stage reasons influenced women’s decision to engage in career opt out and/or interruption in support of their partners' IA. Further, patriarchal long-lasting structures and ideologies shaped women’s career experiences; women perceived IAs as a means of acquiring embodied and institutionalized cosmopolitan capital for themselves and their families in order to gain a better position in a transnational/globalized world.

Although the sample size of this study is appropriate for the methodological choice adopted, future studies should include more participants and address different socioeconomic, political and cultural contexts.

This study highlights dual-career female partners' lived experiences in an emerging global south economy and a patriarchal society as it relates to motives for supporting IAs.

In recent years, interest in educational issues in the Muslim world has grown rapidly. This interest runs parallel with a media-led exploration of all things Muslim and the ideas that are fundamental to the tenets of Islam. This trend in examining the educational issues that exist in countries that are predominantly Islamic in history, culture, and belief, is part of a wider awareness of the educational elements of a globalized system of commerce, communication, education, and modernization. The United Arab Emirates (UAE) has embraced many facets of globalization, striving to become a regional power and a new financial and commercial hub in the Middle East and a high-tech center in a globally oriented society. Along with other Arab nations, the UAE has recognized the strategic role played by education in national development and modernization.

This study aims to determine offline academic conference participation decision-making factors in the post-pandemic situation incorporating the safety measure as one of the factors.

This study provides a new model for examining the factors influencing academic conference participation using a quantitative approach. The responses of 110 academicians were collected and statistically evaluated using partial least square structural equation modelling (PLS-SEM).

The results show that safety measures implemented by the conference organiser lead to trust and result in the decision to participate in the offline conference. Besides, conference factors also play a crucial role in determining the participation of academic conferences.

The information was gathered from 110 replies, and to gain a more comprehensive understanding of the factors that influence academic conference participation, a bigger sample size would be required.

The study's findings shed light on the components that affect academicians' decision to attend an offline conference which is critical for conference organisers, hotels and the meetings, incentives, conferences and exhibitions (MICE) business.

To the best of the authors' knowledge, this is the first study that seeks to predict factors influencing academicians to participate in an offline academic conference in a post-pandemic setting by incorporating variables such as safety measures and trust.

This chapter explores various structural, socio-cultural and economic factors that have precipitated the significant change in the supply of free family firm workers, specifically women’s unpaid labor. To investigate these concerns, we use longitudinal data from the U.S. Current Population Survey (CPS) and the Bureau of Labor Statistics (BLS). We provide a general overview of critical social, cultural and economic factors impacting women’s opportunities since 1948, with an emphasis on recent historical changes between 1994 and 2020.

We find that, among other factors, the deinstitutionalization of marriage, changing rates of educational attainment, fluctuating labor force participation, economic recessions and women’s rights movements have led to a steep decline in unpaid female family workers. We further assess the distribution of unpaid family workers by industry and by age of worker to build a more nuanced picture of this trend. We sought to determine where these unpaid female workers went --to industry jobs, government work or self-­employment.

Given that complex national-level factors will continue to impact women’s life choices, family firms should consider the short- and long-term impact of the changing social value of women and their roles in family firms. We suggest family firms: ensure appropriate financial compensation for talented women, provide a range of supportive options for work-family balance to increase retention, and consider differential work opportunities for women at the start of their professional lives and those who may be interested in contributing to their families’ business in the later years of their careers.

Both quantity surveyors (QSs) and estimators have pivotal roles in the profitability of construction contracts; however, only the QS is classified as a professional. Preliminary examination of the responsibilities of the estimator and the level of qualification required in comparison with the QS suggests that the current failure to recognise estimating as a profession may be an anomaly. The purpose of this inquiry is to consider the role of the estimator relative to the accepted criteria attaching to professional status.

To achieve this, available definitions of a profession were distilled into core criteria which were then used to compare QSs and estimators in terms of remuneration, education and professional representation.

A statistical analysis on each of these criteria suggested that there was no significant difference in terms of salary offered or education required by employers. Further investigation, however, did reveal a considerable difference in educational and professional opportunities available to QSs. With regard to the key defining criteria of a profession and the consideration given by employers, the results indicate that there is no difference between the two groups.

Given the information revealed by this research it may therefore be the case that the current standing of estimators should be reconsidered with the purpose of upgrading estimating to a professional status.

A Legacy Community is a living and learning community supported by broader institutional departments (e.g., student affairs, academic affairs, foundation, and alumni affairs) that dedicate resources, opportunities, and supports intended to: (a) undo legacies of educational disparities that Black/African American males have historically witnessed and (b) build capacity for students engaged in these communities (i.e., Black/African American males) to create and leave positive legacies on their terms. In this qualitative study of Black and African American undergraduate male living and learning community (LLC) participants at a primarily white institution (Legacy House), we investigate the LLC program elements that impact participants' educational and social experiences, and foster pathways for student legacy building. Legacy house participants describe brotherhood, sense of belonging, and leaving a legacy as elements that enable positive student academic and social outcomes, campus involvement, and career readiness.

The changing U.S. demographics, characterized by the rapid growth in immigration (Suarez-Orozco, 2003; U.S. Census Bureau, 2000), and the No Child Left Behind (NCLB) legislation are good reasons to prompt all educational stakeholders to seriously examine the practices of educating learners at risk of educational failure. Among at-risk learners, a significant portion is made up of English language learners (ELLs), especially those who are newcomers (i.e., ELLs who are fairly new to the school community in the United States with little or no English proficiency). The last census revealed that immigration accounts for more than “70% of the growth of the American population,” and that “the foreign born-population reached 30 million” (Portes & Hao, 2004, p. 1). Of this group, Hispanic students comprise the fastest growing group, and among Hispanics born outside the United States, 44.2% drop out from the educational system between the ages of 16 and 24 years (National Center for Education Statistics, 2001). For this reason, discussions and debates on the best way to educate ELLs for effective English language acquisition leading to academic achievement in U.S. schools remain at the forefront of educational debates. At the core of this discussion, the question of whether or not to provide bilingual education services to learners for whom English is not their dominant or native language remains as one of the, if not the, greatest long-standing political, ideological, educational battles in the United States.

The scientific literature on career counseling has been amassing, over more than 100 years, a vast collection of theories, models and approaches to career design, construction, and development. However, neither theories, nor research or practice concerning career issues, have consistently produced scientifically valid, socially just, or individually adjusted responses. This is especially salient when it comes to migration cases, which are by nature complex and diversified, and even more so when applied to refugees whose integration depends on models and strategies that are culturally sensitive. This chapter pursues a comprehensive review of existing models of career guidance and their supporting research and applies them to the specific needs of refugees. It also provides suggestions for intervention that address this issue in a culturally sensitive manner. In this vein, the authors present an example of the international project Live2Work, aimed at increasing the chances for successful integration of people in situations of professional vulnerability.

In Chapter 2, the author will develop the theoretical framework of the sociological analysis of youth delinquency in SEA. The author will introduce the control theory (both self-control and social control), in order to understand under what circumstances youths are more and less likely to behave in a deviant manner. The author will, then, mention the general strain theory, to draw the relationships between the encounters of negative life events, the development of strain, and the disposition to perform delinquency. The author will also, address the cultural deviance and social learning theories that help justify the expression of juvenile delinquency from a sociocultural perspective, alongside pathing the way to explaining how social costs of youth delinquency can be raised by policy amendments in order to mitigate adolescents’ exercises of smoking, drinking and sexual misconduct behaviours. In this chapter, the author will highlight how poverty, the availability of delinquent opportunities, peer influence and pressure, a lack of parental and school socialisation, and deviant social and cultural norms are all risk factors for youth delinquency.