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This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community.

This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities.

The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators.

Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment.

This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.

The understudied psychosocial factors affecting Airbnb hosts are examined in this study by focusing on social isolation and willingness to remain as an Airbnb host. The espoused benefits of host flexibility and autonomy have not been fully contextualized in relation to the real demands and costs of hosting.

This study uses Social Support Theory to examine hosts’ perceptions of their positions. Data from 136 Airbnb hosts were analyzed using a structural model to explore relationships between social isolation, work-family conflict, mental wellbeing, and life satisfaction.

The results indicate that higher levels of social isolation were linked to greater work-family conflict, lower mental wellbeing, and reduced life satisfaction. Furthermore, social support was negatively correlated with social isolation.

As a result of social isolation, Airbnb hosts will need to find outside support (e.g. online gig worker communities, mental wellbeing apps) to meet work/life challenges. Gig work platforms should provide tools for gig workers to cultivate social support.

This research presents a needed focus on the paradox of gig work. Airbnb hosting can provide flexible employment and extra income, but it may also lead to social isolation, work-family conflict, and reduced wellbeing. These findings have significant implications for gig workers and contracting organizations, underlining the need to prioritize workers' social connections and overall wellbeing in the increasingly pervasive gig economy.