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Describes a personal experience of the Management Charter Initiative and the Accreditation of Prior Learning course. Notes what benefits accrued, how difficult it was and the help available. Concludes that the MCI meets the needs of managers who have experience without qualification.

In a knowledge-based global economy driven by the sciences and engineering (S&E), the most valuable resources are human resources. Traditionally, the United States met shortages of S&E talent by importing it from abroad; however, this solution has been rendered no longer viable by geo-political changes coupled with other nations' successfully competing for S&E talent. The decrease in the availability of external S&E talent coupled with changing demographics of the US population overall have been the catalysts for shifting focus to developing internal talent – especially from groups that have historically under participated in the S&E workforces – African Americans, Mexican-Americans, Native Americans/Native Pacific Islanders, and Puerto Ricans. It is important not to fall prey to the illusion of inclusion – that is to assume that the increases in the numbers of S&E degrees earned by African Americans are reflected in the composition of the S&E professoriate. The purpose of this chapter is to provide compelling arguments for increasing and enhancing African American participation on S&E faculties; systematically analyze differences by gender and broad field in the rates of participation of African Americans on science and engineering faculties of colleges and universities in the United States; and to discuss the implications of these differences for policy, programs, and practices that seek to enhance the participation of African Americans on S&E college and university faculties.

The aim of this study is to explore the attempts by early twentieth century cyclecar manufacturers in the UK and USA to segment the personal transportation market and to position early cyclecars through the development of unique product attributes and advertising. More specifically, the authors speculate about early twentieth century British cyclecar marketing strategies that implicitly recognized a sports car segment and positioned cyclecar brands to meet the needs of that segment.

The primary source material for this research is a sample of 205 print ads and articles from the early twentieth century (1912-1921) specialty magazines devoted to cyclecars in the UK and USA. We combine the content analysis of the sample of ads with a critical reading and interpretation of a sub-sample of those same ads.

Between 1910 and 1921, a new form of personal transportation was developed that combined the technology of motorcycles with the utility of automobiles. Known as “cyclecars”, these vehicles were typically constructed from off-the-shelf motorcycle parts and assembled in small batches by a myriad of manufacturers. Current scholarship suggests that the cyclecar craze of the 1910s ended with the introduction of low cost “real” automobiles such as the Ford Model T, Austin 7 and Morris Oxford. We use the content analysis of cyclecar advertisements to construct a brand-positioning map of this emerging segment of the transportation market. We argue that while the core cyclecar positioning was in direct competition with small economically positioned cars such as the Ford Model T, a significant part of the market, primarily centered in the UK, could be considered as for sports cars. That segment of the cyclecar market, along with the development of cyclecars into urban delivery vehicles, continued over time and has re-emerged today in a range of three-wheeled sports cars, including the updating and continuation of the British Morgan 3 Wheeler model which was launched during the heyday of cyclecars.

The authors can only speculate about the impact of the Ford Model T in this study. Further research on that issue is needed.

This is the first historical study of cyclecar marketing. Most of what little has been published about cyclecars focuses on their design and technology.

The nation's first Historically Black Colleges and Universities (HBCUs) were founded before the end of the U.S. Civil War. However, most were established in the post-Civil War era, through the Freedmen's Bureau and other organizations such as the American Missionary Association (AMA) when the U.S. federal government initiated an organized effort to educate newly freed slaves (Hoffman, 1996). Additional support for HBCUs arose from the second Morrill Act of 1890, which provided opportunities for all races in those states where Black students were excluded from public higher education. Thus, since their founding in the 1800s, the nation's HBCUs have had as their missions to provide access to higher education for the disenfranchised and underprivileged of our society. Today, these institutions continue to make significant contributions in educating African American and other underrepresented minority students, particularly in the areas of science and engineering. Although they comprise only 3% of U.S. institutions of higher education, HBCUs in 2008 awarded 20% of the baccalaureate degrees earned by Blacks in science and engineering (National Science Foundation, 2011).

Historically Black colleges and universities (HBCUs) and Black Greek-lettered organizations (BGLOs) are institutions and organizations that provided African Americans with options for unification and education during years of overt racial discrimination when education and socioeconomic comforts were limited for the vast majority of Americans of African descent, and they continue to serve as support structures for African Americans today. Nevertheless, in the “postracial” era of accountability, questions surrounding the relevance of these organizations have become common discourse. While these organizations face similar narratives, HBCU and BGLO research, successes, and issues have not yet been analyzed, synthesized, or even acknowledged in significant ways. Thus, the purpose of this chapter is to promote the need for research and scholarship that explores and highlights the parallels and intersections of today’s HBCUs and BGLOs through a review literature on BGLOs and educational outcomes.

The purpose of this paper is to highlight critical issues facing women of color (WOC) faculty and to synthesize the research literature in order to offer recommendations for action to address inequities using an intersectionality framework.

The authors conducted a qualitative meta-analysis. Relevant articles were obtained through a search of the EBSCO and Google Scholar databases entering in combinations of specific keywords. In order to be included in this review, the manuscripts had to be published between the years 2001 and 2017; in a peer-reviewed journal; and available through the university library system.

The majority of manuscripts in the meta-analysis revealed high teaching and service loads, ambiguous standards for tenure and lack of culturally responsive mentorship are challenges experienced by WOC faculty. Moreover, there is limited research that examines STEM WOC faculty experiences at minority-serving institutions and in leadership roles. Further research is needed to examine the long-term efficacy of mentoring strategies and institutional transformation efforts for WOC. These numerous challenges cumulatively undermine institutions’ abilities to implement institutional transformation that impacts WOC in higher education.

The recommendations provided are based on the results of the meta-analysis and are intended to promote systemic change for STEM WOC faculty in institutions through intersectional and transformational approaches.

The foundations of quality management have been laid throughout the history of civilization. Since the dawn of industrialization, as a consequence of an increasing division of labor, the approach has evolved dramatically in terms of analytical tools and organizational practices. This evolution is outlined in this chapter. Starting from an overview of the different possible meanings of quality, the phases characterizing modern quality management (e.g., quality control, quality assurance, etc.) are described. Geopolitical and macroeconomic considerations are factored in to account for an uneven development across countries (e.g., Japan vs US). A general trajectory is traced as the scope of quality has constantly broadened to encompass not only the product, but also interorganizational processes and the impact on the environment and the society of the company activities. Against this backdrop, the current phase is seen as a polarization between a “classic” engineering approach and a more holistic view, questioning the same boundaries of the discipline.

There is a growing interest on how critical perspectives can help us understand family businesses. Current literature suggests that critical reflection is needed in aspects such as conflict, fear, and emotions. In this chapter, we argue that the use of a critical perspective illuminates the intricate complexities of family business behavior and that a critical discussion around fear, which is conceptualized as both an inhibitor and a motivator for business, plays a significant role in the dark side of family business. To advance understanding, we review recent conversations that can help us understand better the role of fear; how does this impact on resilience? And, how do feelings and emotions impact family firms? In our review, we argue that perspectives that focus on specific tangible resources (e.g. financial) are limited to explain how families in business may deal with fear. A critical perspective suggests that three areas merit further attention: fear of failure, effects of failure, and the intersection between entrepreneurial learning and the effects of fear in the dark side of family businesses. By contextualizing critical approaches, we provide insight for researchers, policymakers, and those operating family businesses alike.