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In this study, the authors investigated the academic and social experiences of first-generation undergraduate Latinx students who participated in a Latinx student-focused organization at a large, research-intensive, Predominately White Institution (PWI) in the Midwest. Our results revealed three major themes. First, participants considered the Latinx student organization to be a significant resource for their social integration into the university; however, it was less significant as an academic resource. Second, the participants recognized that while the university “tries” to promote diversity, they felt that the university could do more in promoting ethnic student groups and their interests across campus. Third, participants perceived that the university treats all Latinx students as one homogenous group, ignoring the diversity that exists between different Latinx groups. These themes suggest that efforts to make PWIs more diverse and inclusive may benefit from the formation and maintenance of minoritized ethnic student organizations. PWIs would also benefit by incorporating the diverse Latinx student perspectives into institutional diversity policy, and prioritizing higher-quality initiatives for greater visibility of Latinx student issues across campus. Moreover, programming that does not aggregate or homogenize Latinx identity, but embraces and values the multifaceted Latinx identities, would also benefit PWIs.

Entrepreneurship teachers (ETs) evolve in an environment where different categories of people interact: students, teachers and stakeholders. Assuming one or more identities or roles, teachers, practitioners, ex-entrepreneurs and/or researchers are the ‘transmitters’¹ of entrepreneurship education (EE). The question of recognition of teachers’ professional status is not always addressed (Hargreaves, 2000). Scientific research in EE shows certain weaknesses (Byrne, Fayolle, & Toutain, 2014; Fayolle, 2013), notably, a lack of interest in questions of (i) the perceived legitimacy of ETs and (ii) the support they receive in carrying out their work (particularly professional development). Taking a decidedly multidisciplinary perspective, this chapter aims to deal with the question of the perceived legitimacy of ETs using a literature review that covers all disciplines having shown an interest in the notion of teacher legitimacy.

The legitimacy of EE depends on the interactions between legitimate instructors and legitimate students in a given context, which respects certain collectively accepted norms. It also depends on the context and the objective of EE. Following the example of a university hospital worker (doctor), ETs can be practitioners, teachers and researchers. Their degree of expertise, position in the institution, positioning in relation to other actors – students, peers, colleagues, institutional and professional stakeholders – and the discourse they use are the elements that constitute their legitimacy.

This chapter seeks to explain why Spanish companies are so active in Global Compact (GC) initiative, while their external environment is worse than other European countries. From 2010 onwards, Spain ranks first in business participants in GC initiative, ahead of European countries with higher levels of transparency and higher quality of governance.

In this chapter we relate the Spanish evolution of GC signatories and external uncertainty (measured by Worldwide Governance Indicators and Corruption Perception Index); pointing out two theoretical approaches: Institutional and Social Identity Theories.

Economic perspective is not sufficient to explain the companies’ adhesion to the GC initiative. In this chapter we explain the companies’ behaviour regarding to the Corporate Social Responsibility (CSR) activities from a social perspective.

This chapter provides a response to understand the active behaviour of Spanish companies regarding to GC initiative.

This is the first study that analyses the relationship between the GC evolution in a country and its external uncertainty. Moreover it contributes to the CSR field by providing two theoretical approaches that offer complementary explanation and advance our knowledge about the GC motivations.

Whereas most societal commentators continue to review the historical patterns of men’s leadership in search of models for 21st-century success, few have begun to recognize, let alone appreciate, the equivalent patterns of women’s leadership and the future contributions that women could potentially make as leaders. What could and are women bringing to society as global leaders? Why at this moment in history is there such a marked increase in the number of women leaders? Are we entering an era in which both male and female leaders will shape history, both symbolically and in reality? And if so, will we discover that women, on average, lead in different ways than men, or will we learn that role (global leader) explains more than gender? This chapter reveals the accelerating trends of women joining men in senior leadership positions, establishes the relationship of women leaders to our overall understanding of global leadership, and sets forth an agenda to accomplish much needed research and understanding.