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This study uses a Kaleidoscope Career (KC) approach to explore how UAE women managers experience their careers, the advancement in management and the career models they encounter.

This study employs an interpretative phenomenological approach to analyse in-depth face-to-face interviews with 22 Emirati women in middle and senior management positions across various industries in both the public and private sectors.

This research is significant in uncovering career advancement mechanisms and three career models: “my life is not elsewhere,” “seizing opportunities” and “wholehearted dedication to the country.” These models highlight women managers' pivotal role in UAE's economic development.

This study is confined to a convenience sample of women managers from Abu Dhabi, Dubai and Sharjah. While not fully representative of all local women, the findings on career advancement mechanisms and Emirati women managers' non-traditional career paths hold theoretical significance. The results challenge the uncritical adoption of Western career models, highlighting the need to consider alternative career models and advancement mechanisms.

This research expands the authors' knowledge of career advancement mechanisms and models experienced by Emirati women, offering insights for enhancing gender equality in Arab world managerial roles.

These findings open new research avenues to explore Emirati women's careers beyond the largest Emirates and assess their broader economic and societal contributions.

Whilst professional learning communities (PLCs) have been widely explored at the school level, they have received less attention at the departmental level. The study takes the variance between departments and the role of departmental teacher leaders into consideration, and the relationships amongst departmental-level PLC dimensions, two types of teacher leadership (TL) and individual teacher self-efficacy are investigated.

The sample consisted of 907 teachers from 81 departments in Chinese schools. The associations between the studied variables were explored through a multi-level analysis approach.

The results show that two specific characteristics of departmental PLCs, namely reflective dialogue (RD) and collective responsibility (CR), exhibit a positive correlation with individual teacher self-efficacy. Additionally, the findings indicate that teacher transformational leadership significantly predicts teacher self-efficacy, whereas teacher instructional leadership (IL) does not emerge as a significant predictor. These findings may be attributed to the contextual factors of Chinese teachers' collective work and the practice of teacher leaders.

This research contributes to the existing literature by addressing the variance between departments and uncovering the impacts of departmental PLC dimensions on individual teachers. Furthermore, two TL styles at the departmental level are differentiated, and their distinct influences on teacher self-efficacy are further analysed.

This study aimed to contribute to the field of Human Resource Management (HRM) by providing a critical review of existing scholarly research and a thematic analysis of the workforce nationalization domain in the Gulf Cooperation Council (GCC) countries. To strengthen the literature on this topic, it seeks to identify key gaps and areas for further exploration.

A two-step systematic research methodology (qualitative and quantitative) and a thematic analysis of empirical and theoretical studies were used in this study. The quantitative review was conducted using a predesigned coding framework.

The study identified and discussed four perspectives of workforce nationalization in the GCC countries. These were (1) the conceptualization of workforce nationalization; (2) the role of institutional policies in achieving it; (3) the practices and outcomes of nationalization efforts and (4) the impact of gender and women in the nationalization process.

This study has several limitations, which the authors have addressed by proposing several future research avenues. For example, the reviewed studies are skewed toward certain countries (e.g. UAE and Saudi Arabia), which limits the generalizability of their findings.

A more comprehensive definition of nationalization, development of qualitative and quantitative measures to enhance HRM practices and outcomes, and the identification of alternative approaches to improve the employment of locals are emphasized as needs. Additionally, revised measures and mechanisms to rectify negative perceptions about entitlement and the revision of policies to integrate females in the national labor force are suggested.

Workforce nationalization initiatives in the GCC region offer a unique and rich research phenomenon replete with managerial, organizational, economic and political dilemmas. The investigation of this phenomenon would profoundly enlighten employers, policymakers and scholars.

Women are rarely seen in positions of leadership in patriarchal societies, which is unsurprising. Following gender equity policies, few women have been able to break through the gender equity barrier and assume leadership positions in schools. Few research investigations have delved into the experiences and challenges that women encounter in positions of leadership in patriarchal societies in government schools in Northern Ghana. The study seeks to comprehend the experiences and challenges that women confront in positions of leadership in patriarchal societies in Northern Ghana.

The study aimed to gain a better understanding of the experiences and challenges that women encounter in educational leadership roles in patriarchal societies in Northern Ghana. To achieve the study's objectives, a quantitative research approach and a social survey design were used, as well as descriptive and inferential statistics.

The findings of the study revealed that in patriarchal societies in Northern Ghana, women experience conventional gender roles that conflict with roles, cultural values, gender stereotyping, family responsibilities and cultural beliefs and perceptions of women and attitudes and low expectations of women's managerial skills discourage women from taking on leadership positions in men-dominated societies.

There is a need to shift the gender position and question the negative cultural convictions of cultural and patriarchal societies. Equal opportunities for men and women necessitate equal access to leadership positions. It proposes that in patriarchal societies, education and community stakeholder involvement in leadership training programmes for women be considered, as policy documents alone would not be sufficient to eradicate deeply embedded cultural social practices and dispel negative notions about women in leadership positions in men-dominated societies.

The study established that in patriarchal societies, women experienced conventional gender roles that conflict with roles, cultural values, gender stereotyping, family responsibilities, cultural vulnerability of women and the interplay between cultural expected roles and management goals influence women from taking on leadership positions.

The purpose of this paper, intended primarily for practitioners, is to demonstrate how features of psychological capital (PsyCap) may be combined with manager efforts to collaborate with an employee on an action learning project. In reciprocal action learning, manager and employee create a partnership to learn, achieve work-focused goals and advance their relationship. Initiatives aimed at positively stimulating employee assets and psychological or behavioral attributes can overlay the action learning process.

A narrative synthesis was used to examine three sources of empirical research from organizational psychology and human resource management: reciprocity, action learning and PsyCap. Information was integrated to create a guide, a model for managers for use in considering options about how to structure employee and self-learning, as well as options for use in stimulating employee assets and PsyCap.

The approach presented may serve as a practical guide for manager consideration. Research identifies several types of behaviors and activities intended to positively stimulate and reinforce the learning of both participants. The literature on PsyCap offers many initiatives for a manager to consider in assisting an employee to develop talent and positive attitudes. Such efforts have to be carefully tailored to the individual employee, the tasks at hand and the manager’s own learning needs.

The value of action learning is supported by a relatively large research base. The significance of PsyCap also has substantial support. Innovatively, this paper offers guidance to a manager in consideration of combining the attributes of both concepts to maximize positive effects on learning, personal growth, skill development and work achievement.

Leadership has been recognised as a critical factor for employees' job satisfaction. However, much remains to be learned about how university academics who work in developing country contexts perceive their head of departments (HoDs) and deans' leadership styles and how such leadership styles influence their job satisfaction. Therefore, extending earlier research on higher education leadership, this study was pioneered to examine deans' and heads of departments' leadership styles and how such leadership styles influenced their job satisfaction.

This study employed an exploratory research design to draw on data from in-depth interviews with university academics sourced from two private and two public universities. Participants constituted fifteen academics (N = 15) from the studied universities. The collected data from interviews were transcribed verbatim and subjected to thematic analysis.

The findings revealed that overall, academics perceived their HoDs and deans as employing both transformational and transactional leadership styles. As such, both styles of leadership influenced academics' job satisfaction in diverse ways although the transformational leadership style appeared to be the most dominant in influencing academics' job satisfaction.

The article highlights the need for university managers (i.e. heads of departments and deans) to flexibly employ preferred leadership styles to achieve job satisfaction among academics.

From the theoretical point of view, this article contributes to expanding the earlier research by showing how academics' perceptions of leadership styles employed by their academic leaders shape their job satisfaction.

This study aims to investigate the direct and indirect effects of leadership style and gender roles on managing familial conflict (MFC), as well as how such conflict resolution affects divorce decisions and overall marital satisfaction (SF) in Qatar.

A 20-item questionnaire, corresponding to 20 indicators for six latent variables, was administered to 550 married couples in Qatar. The Kaiser–Meyer–Olkin measure of sampling adequacy and Bartlett's test of sphericity were calculated. The path analysis was measured using structural equation modeling.

Matrimonial strategies adopted by spouses positively affected familial conflict resolution, and successfully MFC both positively affected marital SF and reduced the inclination to seek a divorce. However, men were not found to be visionary leaders in familial relationships regarding conflict resolution. Leadership gender stereotyping did not positively influence the perception of women's competency (WC). The WC did not positively affect the managing of familial conflict.

This study provides strategic insights regarding how MFC in Qatar influences marital SF. Understanding the determinants of divorce decisions and marital SF furthers understanding of how married couples can sustain healthy relationships.

This study empirically correlates three fields of family research: gender role; conflict resolution and marital SF. It explains how divorce issues have escalated in Qatar and explores the influence on modern social life of sexism, patriarchal roots and Oriental androcentrism. Many factors must be considered when examining matrimonial strategies (MSs), especially if there is debate over the ideal number of children. Strategizing models can curtail conflict that might lead to divorce.

The purpose of this paper is the presentation of a learning model for a manager and employee working collaboratively to make advances in knowledge, skills, work performance and in the quality of their relationship. The model is called reciprocal action learning.

The approach was to examine concepts and research that could be linked to reciprocal learning. Desired, ultimately, was creation of a proposal that put forth an explanation of manager–employee learning and a means for placing the effort into practice. Theories and concepts are identified in support of the learning approach and its functioning. Action or experiential learning was identified as the vehicle for implementation.

Substantive, supportive information was identified in the expression of a practical action plan for a manager to use to spring reciprocal learning to life.

The action plan set forth can serve as a model or template for a manager, particularly those managers with little experience in guiding employee learning. Initial use of the concepts and action plan could be regarded as an experiment and could set the stage for additional, more informed efforts at reciprocal learning.

While much empirical and other research addresses employee learning and management/manager learning, there is very little research or material available regarding how a manager and an employee can directly learn together in working on an issue (problem, change, improvement, etc.) in a collaborative fashion that embraces equality.

This study aims to address how to facilitate more community members making purchases in social commerce communities. The research is expected to shed new light on the underlying process by which individuals’ social networks influence their purchases in social commerce communities.

An online survey and secondary archive data are presented to confirm all the hypotheses.

Community members’ out-degree ties show a positive effect on their attachment to other members, as well as to the community. Community members’ attachment to the community has a positive influence on their purchases made in the e-commerce modules of social commerce communities and mediates the effect of their attachment to community members. The study establishes a theoretical framework to reveal how community members’ social networks influence their purchases in social commerce communities.

The findings of this study provide new insights for managers and designers of new social commerce communities to inspire them to achieve their goal of keeping consumers making purchases in the e-commerce modules of social commerce communities.

Firstly, this study draws on attachment theory to explain why community members make purchases in a social commerce community. Then, the study enriches the research on social network ties and attachment theory by initially integrating the social network perspective with attachment theory to examine the effects of social network ties on different types of attachment.