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Depending on their institutional context, for new faculty members to successfully manage their transition from doctoral studies to early career, they must show potential as researchers. The purpose of this study was to learn about supports and barriers to researcher development in new faculty members.

The investigators solicited open-ended responses from early career faculty members (N = 49) in an online survey. Content analysis was used to provide an initial categorization of supports and barriers identified by the participants.

Ten barrier categories (e.g. lack of resources, previous training, lack of mentoring, workload) and eight support categories (e.g. effective research collaborations, supportive university environment, funding) were identified.

Findings were framed with a social cognitive conceptual model, which parallels previous studies in doctoral research training environments and research productivity and builds on our knowledge of early career faculty development. The study was limited in terms of number of participants and online response format.

Practical implications to minimize barriers and enhance supports for new faculty researcher development were identified (also drawing from the conceptual model, SCCT).

Thus, the study has value for university policymakers, administrators, faculty peers, research mentors and assistant professors or doctoral students seeking to develop as researchers.

The purpose of this article was to describe Hossler and Gallagher’s (1987) college choice model and emphasize the predisposition phase of the model as the starting point for school counselors’ efforts to help African American parents foster their children’s college planning in the college choice process.

The authors wrote this manuscript as a conceptual approach to helping school counselors work with African American parents in their children’s college planning process by including two case studies as examples.

This is a conceptual article.

School counselors should be culturally competent and aware of how African Americans rear their children to help them successfully navigate college planning. For example, school counselors can learn about and share information with families about colleges that have support programs assisting African American students toward college completion.

This paper is important to the field of education as it contributes to the literature regarding how school counselors can assist students in becoming college and career ready by working with their parents using a college choice model.

This study aims to understand the asset and success factors that contributed to college completion of African American males who persisted through college. Only a dismal 22 per cent of African American males receive bachelor’s degrees compared to 41 per cent of White males (Kena et al., 2015).

The data were analyzed using interpretive phenomenological analysis. The authors interviewed two first-generation African-American males from rural backgrounds to capture their experiences of their process to college completion.

Themes, based in cultural capital theory, that impacted their college persistence were identified within their pre-college experiences, college experiences and post-college perceptions. Recommendations for helping rural African-American males attend and persist through college are offered.

Only two participants from one predominately white institution in the southeastern USA were interviewed. Rural students from other geographical areas might have different backgrounds, challenges, assets and successes. Although the interview questions were based on relevant literature, they may not have covered all key aspects of the participants’ experiences. As in any qualitative study, biases of the researchers and research team may have influenced the results, although these were identified and shared before reading any of the transcripts and then discussed several times during the data analysis process.

Educators not only should try to address the cultural capital limitations of these men but also highlight and build on their cultural assets. These assets include familial and platonic individuals who see their potential for success and encourage them to attend college to become something better than what they see in their community, reverse role models who encourage youth to make different choices than they did, media-based examples of successful Black students, cultural messages of strength and determination (e.g. Million Man March) and the exhortation to be an example that other African-American boys could look up to.

This paper addresses the need for K-12 and higher education institutions to understand how to assist first-generation, rural African-American males in getting admitted to college, matriculating through college and graduating from college.

The case deals with the issue of gaining a sustainable competitive advantage (SCA) in the solar energy market. After completing the case, the student will be able to– develop and apply conventional models of competitive advantage and core competency;– comprehend each step of the business process from a core competency viewpoint;– consider the value of sustainability solutions from a strategic standpoint; and– offer practical templates for creating and implementing a strategy.

This case depicts the challenges faced by Exalta in gaining a SCA because of the imitation of its products by competitors. Exalta, formed in 2008, was among the well-known innovative companies in the solar energy industry in India. In the first 12 years, the company focused primarily on unmet customer demand and developed innovative solar products to address those demands. Overall, over 300 products were launched in the initial years to address the new emerging customer demands. Solar AC, bikes and ventilators were among the popular ones. However, all of its product technology was copied by competitors. In 2021, troubled Exalta was incubated at IIT-Kanpur primarily for a single product, “Magic Inverter,” with substantial funding and IP protection. Despite attempts, Exalta could not capture a recognized market share. In this case, the company’s founder and CEO, Ashutosh Verma, is contemplating two options to gain an SCA: hold the existing and new products or fold the old ones and continue with one or two flagship products, i.e. Magic Inverter and Solar AC.

Graduate, postgraduate level and executive-level courses.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

CSS 11: Strategy.

The peer review history for this article is available at: https://publons.com/publon/10.1108/EEMCS-12-2022-0526/

This qualitative study attempts to document outcomes of two statewide agricultural and rural leadership programs by determining the affects of the program on participants after they graduate. The study explored three levels of outcomes: individual, organizational and community using the EvaluLEAD framework developed by Grove, Kibel and Haas (2005). Participants in the study were graduates of the Arkansas and Ohio statewide agricultural and rural leadership programs from 1984-2005. The research method is the first attempt to use focus groups to explore the outcome areas using the EvaluLEAD model. The outcomes reported by participants are documented as well as the methodology

The Second African Conference on Economic Crime took place in Johannesburg from 17th to 19th July, 1996. The Conference was organised under the auspices of the Centre for International Documentation on Organised Crime (CIDOEC) by the Police Science Sub‐department of the University of South Africa, the Centre for Business Law of the University of the Orange Free State, the Office for Serious Economic Offences of the Department of Justice of the Republic of South Africa, the Commercial Crime Branch of the South African Police Service and Business Against Crime.

This course has made me observe the international business environment in a completely different light, and has made me think about whether a ‘win-win situation’ is ever possible in an international business context, where the organisations are involved in extremely complex supply chains. (Dianne from Estonia who studied in a UK business school)

The purpose of this paper is to discuss the globalization of Business Schools and present different strategies, issues and perspectives on how and why business schools are going global. The paper explores various models for globalization, contrasts and integrates them, and then presents an approach to globalization that is within the reach of these smaller and less endowed schools.

This paper reviews relevant literature and an analysis of exchange programs amongst the world's leading business schools. Different aspects of the globalization of management education are discussed including internationalizing the curriculum, globalizing research agendas, and the impact of globalized competition.

A framework has been developed that can be employed by business schools – especially in emerging economies – to internationalize themselves through their education and research programs. Recommendations are made for how business schools with limited resources can meet the challenge of offering the internationally‐oriented education experience increasingly demanded by employers and students alike.

Limitations to this paper result from the use of Financial Times top 100 ranked business schools. Aside from weaknesses inherent the rankings methodology, the choice of these business schools excluded hundreds of high quality business schools around the world – many of which are internationally recognized for quality. Furthermore, the methodology of the scanning of web sites of schools for types of collaboration agreements across borders might not give the full picture of agreements betweens schools.

Although a considerable amount has been written about the globalization imperative facing business schools (with many illustrations of what could be considered best practice), there is a significant lack of information when it comes to the articulation of strategies and implementation challenges facing smaller and less well endowed business schools that want to globalize.

Immigration has been a subject of intense historical and contemporary debate in US political life. Proponents of immigration cite the important contributions immigrants have made and continue to make to the USA’s national development and evolution. Advocates of more restrictive immigration policies stress concerns over the USA’s ability to support immigrant residents and whether newer immigrants threaten the US national identity and social cohesion. Proponents and opponents of current US immigration policy will use figures from the 2000 census to justify their respective arguments in upcoming debates on this subject. This article examines a variety of immigration literature resources such as scholarly books, government documents, and Websites and seeks to emphasize the subject’s complexities and contradictions along with US and transnational perspectives.

Viewing the last dying embers of 1984, the Orwel‐lian year of Big Brother and some of its not‐so‐far off the mark predictions, the unemployment which one cannot help feeling is more apparent than real, it is hardly surprising that the subject of Poverty or the so‐called Poverty arise. The real poverty of undernourished children, soup kitchens, children suffering at Christmas, hungry children ravenously consuming free school meals has not, even now, returned.