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In this chapter, we discuss menopause transition in the workplace and its implications for workplace well-being. This is an important work-life interface topic, given the increasing number of women who will work during transition. It is also a topic that we currently know relatively little about, particularly in relation to well-being. We present findings that demonstrate both that many women experience symptoms that are bothersome at work and that these frequently have negative effects for two elements of workplace well-being, job satisfaction and health well-being. We evidence that individual/job characteristics and workplace context can either improve or worsen experiences of transition symptoms and make recommendations on how organization and HR practice can be designed to support women in menopause transition. We argue that working with line managers to create a more supportive context is one of the most important strategies to implement. Our research is situated in the UK police service and has wider relevance across the Global North, where similar demographic patterns are experienced, and in other male-dominated organizations and sectors.

This conceptual, multi-voiced paper aims to collectively explore and theorize family entrepreneuring, which is a research stream dedicated to investigating the emergence and becoming of entrepreneurial phenomena in business families and family firms.

Because of the novelty of this research stream, the authors asked 20 scholars in entrepreneurship and family business to reflect on topics, methods and issues that should be addressed to move this field forward.

Authors highlight key challenges and point to new research directions for understanding family entrepreneuring in relation to issues such as agency, processualism and context.

This study offers a compilation of multiple perspectives and leverage recent developments in the fields of entrepreneurship and family business to advance research on family entrepreneuring.

This chapter explores the parallels between the recruitment and retention of students from marginalized backgrounds, and efforts with similarly identifying faculty and student affairs administrators. Higher education institutions target specific student populations to increase access, thus leading to an increase of students of color, low-income students, and first-generation students on college campuses (Chen & Nunnery, 2019). This welcome development proves inadequate on its own, as the critical support structures necessary for student success are not in place. Students' lived experiences are not attended to in a manner that fosters thriving (Jack, 2019; Nunn, 2021).

Research underscores the significant positive impact on marginalized students of having faculty and student-facing administrators from similar backgrounds on their campus (Braxton et al., 2014; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007). The intentional recruiting of these college personnel provides a vital means of attending to the needs of underrepresented students. Yet, the student experience is not instructive for the work with underrepresented college employees. The lived experiences of the faculty and administrators from marginalized identities are not being addressed either, similar to that of underrepresented students (Orelus, 2020). When these college personnel leave institutions unexpectedly or stay but are not thriving, this impacts students, colleagues and the college as a whole. In many respects, institutions are replicating inequities they commit to substantively dismantle, limiting the racial justice work they promised, and effectively thwarting their own Diversity, Equity, and Inclusion (DEI) efforts.

Using an autoethnographic approach, this chapter will explore these parallel issues, and propose recommendations for future research and institutional policy and practice for retention of underrepresented faculty and student-facing administrators.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

This chapter is based on experiences from two field studies, conducted in Tanzania and Pakistan, with a focus on women entrepreneurs. When conducting research in the global south, there are several ethical challenges to carefully consider, especially when research involves vulnerable groups of people. The aim of the chapter is to shed light on the complexities of power dynamics and to reflect on how to handle ethical dilemmas that may arise. Stories of women I met during the field work are placed at the centre and used as starting points for reflections on power dynamics. These stories lead to a discussion on whether it is legitimate for (privileged) Westerners to engage in research in the global south. The value of ethnography and auto-ethnography within entrepreneurship research is thereafter discussed in hopes of assisting future studies, where different power structures have to be considered.

Teacher educators' emotions are shaped by the fluctuating conditions of their work and variable interactions with students and colleagues. Many studies report on emotions in classrooms and teachers' regulation of emotion, yet there is limited research on emotion in teacher education. This chapter focuses on emotions that teacher educators from diverse contexts encountered during the Covid-19 pandemic. Data were written responses and interviews from teacher educators from 29 countries. Coding included identifying explicit and implicit emotion, the mood of the narrative/interview, and categorizing by theme. A shared excel sheet was used for comparison, which generated emergent themes. Interrater reliability was established using 7 data sets; the remaining were individually coded following the same procedure, then discussed. Common emotional experiences were expressed across all countries, save 3, despite the different people and cultures. Although not representative of the entire country, in general, seven themes emerged, which are: (1) feeling sorrow (2) feelings of optimism, (3) concern for future of teaching, (4) concerns for student mental and professional well-being, (5) fulfilment with ethic of care in higher education, (6) concerns over inequity, and (7) efforts in resilience. Viewed as a whole, the future of teacher education is made apparent. Despite the divergent contexts, the state of concern and goals are similar. Such insight can provide guidance for supporting teacher educators' careers, well-being, and professional development.

This study aims to address the current gap in knowledge of indirect procurement performance management. It attempts to argue the need for a specific and tailored performance management approach for the indirect procurement function that incorporates a balanced approach, beyond financial measures.

The case study approach evaluated key performance indicators from a balanced scorecard (BSC) perspective in the development of a performance measurement system (PMS) for a Middle Eastern university’s indirect procurement division. It initially reviewed the literature to assess potential indicators for this context. It used vision and mission statement analysis alongside expert interviews to augment the literature. The candidate indicators were then evaluated and ranked by an expert panel through applying a four-round Delphi technique.

Twenty-nine procurement-specific indicators are suggested in a BSC framework. The five highest-ranked indicators were not in the financial perspective unlike other BSC studies in the broader field of supply chain management (SCM).

The study suggests a framework and indicators for a procurement PMS for practitioners to consider. It also highlights there is no one-size-fits-all and that organisations need to tailor PM to the organisation and divisional strategy and operational needs. This study aids the development of guidelines for executives and procurement management that wish to develop indicators and a PMS.

This study contributes to knowledge by partly addressing the under-researched field of indirect procurement PM. The literature suggested that various roles in SCM require specific PM indicators. This study puts forward a BSC framework with 29 indicators specifically for indirect procurement. Fourteen of these indicators were derived from non-literature sources. This study enhances knowledge and contributes to the limited debate and evidence on indirect procurement PM and the broader PM literature.