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This study investigates the impact of socioemotional wealth (SEW) on family firm entrepreneurial orientation (EO) in Saudi Arabia, and the moderating effect of generational involvement on this relationship. Our data set comprises 241 privately, wholly owned family firms. We examine EO as a strategic orientation expressed in terms of both firm behavior and how managers approach risk-taking attitudinally. Our study finds that SEW is positively related to firms’ entrepreneurial behavior, but not managerial attitudes toward risk-taking. However, the positive effects of SEW on firms’ entrepreneurial behavior diminish as the number of generations involved in the family business increases. The broader implications for enabling entrepreneurship within Arab transforming economies adhering to strong cultural tribalistic norms are discussed.

The following is an introductory profile of the fastest growing firms over the three-year period of the study listed by corporate reputation ranking order. The business activities in which the firms are engaged are outlined to provide background information for the reader.

This chapter aims to examine the ways coaching and mentoring are currently leveraged to deliver leadership development in higher education institutions. By exploring the variety of coaching and mentoring approaches and their deployment at different levels and across different institutions we are able to indicate opportunities for further enhancing leadership development in the sector through coaching and mentoring. The chapter examines peer-reviewed articles, sector reports and insights from key informants crafted into mini case studies. Mentoring emerges as a default approach to leadership development, in particular at early career stages and where inclusivity and diversity feature as part of leadership development programmes. Coaching is evident at the senior levels and offers a wider range of individual leader, senior team and organisational leadership development opportunities. Our cases highlight the range of responses and sophistication of coaching approaches and practices, from the highly embedded to other more piecemeal examples. The findings emphasise the importance of empirical research in this area to better understand and inform the sector of the wider benefits and opportunities of coaching and mentoring in supporting leadership development. Opportunities to support greater inclusivity and diversity in leadership should consider coaching approaches and practices too. This exploration of coaching and mentoring identifies why shifts towards coaching may be evident. It challenges those in the sector – researchers, people management and organisational developers, as well as senior leaders – to adopt more integrated and embedded coaching and mentoring initiatives to support the sector in addressing its current challenges.

Purpose: In this chapter, I explore how American Sign Language/English interpreters came to enact an ally role with members of the American deaf community during the 1988 Deaf President Now (DPN) protest. The DPN protest, led by students at Gallaudet University in Washington, DC, was a historic moment in the deaf community's struggle for civil rights (Christiansen & Barnartt, 1995). During the events that unfolded over the week-long rebellion, students engaged in a variety of claims-making activities (Lindekilde, 2013), such as participating in media interviews and organizing rallies. To share their message with the world, the deaf protesters developed alliances with American Sign Language/English interpreters, who mediated a wide variety of protest-related activities.

Method: The data I analyze in this chapter come from (1) archival review and (2) semistructured interviews I conducted with DPN stakeholders, including interpreters and protesters.

Findings: Through these data, I explore how the protesters and interpreters came to develop shared understandings and expectations of allyship, including the roles that interpreters enacted in the protest.

Implication/Value: I frame this discussion within the context of a variety of metaphors that have been used to describe the role of signed language interpreters (Roy, 1993, 2002) and the concept of role-space (Llewellyn-Jones & Lee, 2014) to demonstrate the process of interpreters becoming allies in contentious political settings.

Indigenous entrepreneurship and hybrid venture creation represents a significant opportunity for Indigenous peoples to build vibrant Indigenous-led economies that support sustainable economic development and well-being. It is a means by which they can assert their rights to design, develop and maintain Indigenous-centric political, economic and social systems and institutions. In order to develop an integrated and comprehensive understanding of the intersection between Indigenous entrepreneurship and hybrid ventures, this chapter adopts a case study approach to examining Indigenous entrepreneurship and the underlying global trends that have influenced the design, structure and mission of Indigenous hybrid ventures. The cases present how Indigenous entrepreneurial ventures are, first and foremost, hybrid ventures that are responsive to community needs, values, cultures and traditions. They demonstrate that Indigenous entrepreneurship and hybrid ventures are more successful when the rights of Indigenous peoples are addressed and when these initiatives are led by or engage Indigenous communities. The chapter concludes with a conceptual model that can be applied to generate insights into the complex interrelationships and interdependencies that influence the formation of Indigenous hybrid ventures and value creation strategies according to three dimensions: (i) the overarching dimension of indigeneity and Indigenous rights; (ii) indigenous community orientations and (iii) indigenous hybrid venture creation considerations.

This chapter addresses the shortcomings of current self-efficacy models describing the health information practices of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) communities. Informed by semi-structured interviews with 30 LGBTQIA+ community leaders from South Carolina, findings demonstrate how their self-efficacy operates beyond HIV/AIDS research while complicating traditional models that isolate an individual’s health information practices from their abundant communal experiences. Findings also suggest that participants engage with health information and resources in ways deemed unhealthy or harmful by healthcare providers. However, such practices are nuanced, and participants carefully navigate them, balancing concerns for community safety and well-being over traditional engagements with healthcare infrastructures. These findings have implications for public and health librarianship when providing LGBTQIA+ communities with health information. Practitioners must comprehend how the collective meanings, values, and lived experiences of LGBTQIA+ communities inform how they create, seek, share, and use health information to engage in successful informational interventions for community health promotion. Otherwise, practitioners risk embracing approaches that apply decontextualized, deficit-based understandings of these health information practices, and lack community relevance.

Purpose – This chapter argues that graduate-level library science should develop a robust teaching curriculum.

Approach – This chapter is an argumentative paper relying on secondary research.

Findings – Teaching is a significant component of the modern library profession.

Originality – This chapter calls for librarians not only to acknowledge the centrality of teaching in their profession but also to anchor graduate-level library science curriculum to it.

The Covid-19 crisis has coerced organisations and business schools to rethink and reflect their practices about well-being and purpose individually and collectively. While this discourse was existent within academic and professional sphere, it was rather muted or isolated in the quest of pursuing traditional indicators of progress in terms of economic productivity. It is within this context we revisit our past interaction with the leader who has been advocating for responsible leadership which encompasses well-being and purpose amidst Covid-19. Arianna Huffington is the Founder and CEO of Thrive Global, which is a platform to help corporations in promoting individual and collective well-being. Formerly she was also the Co-founder and the President and Editor-in-Chief of the Huffington Post Media Group. In 2014, she received the Tesla Sustainable Leadership Award, after which one of the authors had an opportunity to interview her for the Sustainable Leadership Blog.¹ A staunch advocate of issues like climate change, gender equality, work-life balance and youth empowerment, Arianna exemplifies the commitment to articulate and implement purpose-led corporations, proposing the People–Planet–Profit approach to leadership . By shedding light on Arianna’s perspective this chapter suggests reflective pointers for decision-makers in management education, these are follows: (a) business schools can lead integrating sustainability in their purpose and practice; (b) relevance of the spiritual dimension and its significance in business schools and organisations; and (c) proposing a holistic view in comparison with a traditional view of business education. Finally, we also posit that her practice as role model for responsible leadership during Covid-19 reflects consistent adherence in her past and present discourse about responsible management issues. Thus, her insights can help leaders of public, private and social organisations to grapple with complex organisational issues arising due to of Covid-19.

The construct of global mindset is one that has gained greater attention recently. This chapter focuses on contextual factors that impact the development of a global mindset. Specifically, the focus is on the cultural context of Canada and the factors in the Canadian context that bridge the gap between the theoretical and the practical, and provide both opportunities and challenges related to developing a global mindset in this context. Developing a global mindset on the part of leaders takes place in particular contexts. In this chapter, the distinguishing aspects of the Canadian cultural context are reviewed. Specifically, the Canadian values of (1) individualism/collectivism balance; (2) egalitarianism; (3) caution, diffidence, dependence and non-violence; (4) consensus building; (5) regionalism; (6) multiculturalism; (7) particularism and tolerance; and (8) deference to authority are shown to be important in this cultural context to the development of a global mindset on the part of leaders. While these factors provide many benefits to supporting such development, they also represent unique cultural challenges for leaders.