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The purpose of this paper is to examine what managers perceive Millennial employees as doing in organizations to find generalizations rather than relying upon stereotypes.

In total, 25 interviews were conducted with managers in the hospitality industry. The transcribed data were analyzed to learn about identified category-bound activities described.

Three prominent findings are elaborated. First, Millennials express a desire for learning and training, because they see this as fostering advancement. Second, there were mixed evaluations of Millennials effectiveness in teamwork. Specific teamwork problems managers identified involved cliquish behavior. Finally, managers stated that Millennials desire feedback. In order for the Millennial employee to feel satisfied with the feedback, however, it needs to be ample, positive and personal.

The ability to generalize findings is limited because the objective of qualitative research is not to predict. The study does offer some patterned observations by managers that may be useful to future employees and other managers.

The analysis revealed that some practical problems managers may face when leading Millennial employees; however, these employees bring their own solution to the workplace: a desire for training.

Existing research on Millennials has not acknowledged the desire for training by Millennials. This is an important finding due to its implications for effective management.

Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging practices in ELA, multilingual students disrupt norms of English only.

The authors use reconstructive discourse analysis to understand translanguaging across a variety of linguistic productions for a group of four focal students. Data sources include fieldnotes from 29 classroom observations, writing samples and process documents and 8.5 h of recorded classroom discourse.

Students used multilingualism across a variety of discourse modes, frequently in spoken language and rarely in written work. Translanguaging was most present in small-group peer talk structures, where students did relationship building, generated ideas for writing and managed their writing agendas, including feelings about writing. In addition, Spanish served as “elevated vocabulary” in writing. Across discourse modes, translanguaging served to develop academic proficiency in writing.

The authors proposed a more expansive approach to data analysis in English-mostly cases – i.e. environments shaped by multilingual students in monolingual school contexts – to argue for anti-deficit approaches to literacy development for multilingual students. Analyzing classroom talk alongside literacy allows for a more nuanced understanding of translanguaging practices in academic writing. They also show how even monolingual teachers can disrupt monolingual hegemony in ELA classrooms with high populations of multilingual students.

The entrepreneur is often conceptualised as an individualistic hero (Essers & Benschop, 2007; Gill, 2017). Although this portrayal has been criticised as highly romanticised (Acs & Audretsch, 2003) it is still influential in the contemporary entrepreneurship literature (Down, 2010). Consequently, prevailing social discourses around entrepreneurship may restrict and even prevent an individual to develop their own entrepreneurial identity (Down & Giazitzoglu, 2014; Gill, 2017). In order to explore this issue, this chapter presents insights into the entrepreneurial experience of student entrepreneurs by exploring the role of entrepreneurial and non-entrepreneurial identities in new venture creation. In-depth interviews were carried out with 11 student entrepreneurs who had, individually or in partnership with others, started a venture whilst they were enrolled in higher education courses.

These findings challenge the taken-for-granted assumptions entrenched in the characterisation of the homogenous entrepreneur (Jones, 2014) and suggest that individuals can arrive at entrepreneurship in different ways. In order to demonstrate the diversity of entrepreneurial identities, the chapter highlights those that fit the orthodox depiction of entrepreneurs through vignettes from Nicole and Georgie. This is then contrasted with alternative depictions through vignettes from Joanna, Christa, Darcie and Paige. The experience of the latter demonstrates how entrepreneurial identities are formed through role enactment and socialisation into entrepreneurial communities. The findings propose universities can support student entrepreneurship through both formal and informal activities. The broader conceptions of entrepreneurial identities with respect to the role of universities and enterprise education are considered.