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To shed some light on the motivational profile of entrepreneurial as opposed to professional CEOs in Greece.

Based on McClelland's motivational patterns, i.e. power, achievement and affiliation, as well as responsibility; interviews with Greek entrepreneurial and professional CEOs were conducted. Then, interviews were content‐analysed, in order to identify differences in motivational profiles of those two groups of CEOs.

Achievement, motivation and responsibility were found to be the most significant discriminating factors between entrepreneurial and professional CEOs.

The current research focuses only on McClelland's typology. Other aspects affecting entrepreneurial inclination are not studied in the current paper.

One of the major implications deriving from the identified characteristics of successful entrepreneurial and professional CEOs has to do with the preparation and training of young leaders for both larger and smaller firms.

This paper studies, for the first time, the leadership profile of CEOs in Greece and identifies differences between professional and entrepreneurial ones. This is of great value in an SMEs dominated economy, such as Greece, where these research findings can be used for the development of entrepreneurship.

The purpose of this paper is to focus on the issue of professional development education for school board members. The research question that guides this mixed study is: does school board member professional development have an effect on student achievement?

The standardized protocol for this study was to send a developed questionnaire to 50 directors of state school board associations. An inductive analysis was made of the state school board directors' responses on whether they felt professional development had a positive effect on student achievement. Their responses were then compared with Education Week's 2009 rating of state education systems.

From the response from the 26 responding state directors, the study found that most states do not require professional development for school board members. State board directors did feel that school board professional development had a positive effect on student achievement. Of the states that did require school board professional development, they received an overall rating of B or C according to the Education Week 2009 rating, while those states that did not require professional development received a rating of C or D.

Mixed research such as this adds to the conversation of the need for required school board professional development but the findings need to be re‐analyzed with all 50 states responding.

The practical implications are profound in that it is desired that children should succeed and learn in quality schools. School board members' lack of education (i.e. they only require high‐school diploma or GED) has an effect on student achievement. School board members need to take required professional development in all areas of public schooling so that quality decisions can be made for children's education.

The social implications are that school board member professional development sends a message to students that continued adult learning is necessary in all walks of life for the USA to continue its leadership in the world.

School board members with the barest qualifications are elected to, in essence, run public schools. Little research has been done about the effects of school board member education on student achievement. This paper explores the voices of state directors in relation to professional development for school board members in US public school discourse and fills some of the gaps in the research.

Based on their size, disposable income, and purchasing power, generation Y (Gen Y) consumers are viewed as the Holy Grail for marketers. Conversely, some of this group's behavior disturbs public policy officials, particularly when dealing with issues such as poor financial planning, bulimia and anorexia nervosa. The key question for both marketers and policy makers is what is the best way to understand the Gen Y segment? The vanity concept is used in this study as a way to understand the Gen Y consumer segment. The purpose of this paper is to examine vanity perceptions (cross‐nationally and by gender) as well as social and business implications with vanity.

Key research expectations are proposed that are related to cross‐cultural and gender differences on vanity perceptions. A sample of approximately 125 Gen Y consumers in two eastern and two western cultures was used to find support for the research expectations. Statistical results are reported.

The results clearly show that both gender and country have an impact on vanity perceptions. Concern for both physical appearance and professional achievement are higher in eastern cultures as compared to western cultures. Both males and females are highly concerned about physical appearance and professional achievements. However, self‐assessment of physical appearance and professional achievement are significantly lower among females as compared to males.

In future studies it would be interesting to study differences among other countries and consumer groups.

The results of this study provide evidence to marketers that vanity appeals can resonate well with Gen Y especially those in China and India. For consumer protection advocates, results offer insights about the extent to which importance of vanity is likely to increase, especially in countries that embrace globalization.

So far, no study has applied the vanity scale to understand the Gen Y segment, despite the financial power of this group in purchasing both desirable and undesirable products; nor has any study examined whether vanity perceptions vary cross‐nationally, especially between economically developed western cultures and developing economies with large populations representing eastern cultures.

Professional training courses play an important role for higher education instructors and their teaching quality. However, participants strongly differ in how much they learn in these courses. The present study seeks to explain these differences by focusing on attention as a central aspect of their behavioral engagement that can stem from participants' achievement motivations.

The authors investigated the attention of participants in full-day higher education professional training courses and how differences therein are associated with their achievement goals. Prior to course participation, 117 university instructors (49.6% male, 79.5% with PhD, average age 31.4 years) reported their achievement goals. Using an adapted observational instrument (Hommel, 2012a), two raters subsequently observed and coded the participants' attention during the course (ICC2 = 0.83).

The results documented very high attention levels, although with substantial interindividual differences. Multilevel analyses indicated that learning goals positively and work avoidance goals negatively predicted observed attention.

The findings provide insight into the value of an observational approach to measuring a fundamental aspect of learning engagement, and contribute to the understanding of interindividual differences in an important higher education learning environment. The study illuminates the relevance of personal predictors for university instructors' successful learning. Specifically, the findings point to the significance of goals as a relevant, but surprisingly hitherto uninvestigated, premise of learning engagement.

Multiple factors contribute to the attrition of women from STEM (science, technology, engineering, and mathematics). A lack of recognition for scholarly contributions is one piece of the puzzle. Awards are crucial not only for recognizing achievement but also for making individuals feel that their contributions are valued. Additionally, awards for research are important for promotion to various levels within the academic hierarchy, including tenure and promotion. With a grant from the National Science Foundation (NSF), the Association for Women in Science (AWIS) has been examining the ways in which women are recognized for their achievements by professional disciplinary societies.

Working with the leadership of scientific societies, we developed best practices to increase gender parity and the transparency of awards processes. These recommendations included using gender-neutral language for solicitations and letters of recommendation, increasing the nomination and selection pools, clearly defining and discussing the types of achievements being sought and evaluated, including women on nomination and selection committees (particularly as committee chairs), and educating the committees about implicit bias.

AWIS partnered with 18 different societies and has seen an increase in the transparency of awards processes leading to more equitable recognition since the project’s inception in 2010.

Professional societies play critical roles in scientists’ professional development, and their awards programs make powerful statements about values. When awards show a gender gap, the implication is that men and women are valued differently by the society. Thus, leaders of disciplinary societies should work to ensure that their recognition processes do not disadvantage women.

This study aims to draw on Piaget’s theory of assimilation and accommodation (absorptive capacity) as having mediating roles to examine the effect of motivational factors in entrepreneurship education on entrepreneurial intention among engineering students. In addition, this relationship is analyzed along with the moderating effect of the home environment.

The structural equation model was applied to a sample of university students (736 respondents) engaged in an entrepreneurship education program in South Korea.

The findings highlight that the motivations of personal achievement, social welfare and social relationship were associated with assimilated students, and the motivations of personal achievement and cognitive interest were associated with accommodated students fostering entrepreneurial intention in their entrepreneurship education.

This finding contributes to the theoretical implications of absorptive capacity (assimilation and accommodation) in the learning process and has wider practical implications for course instructors in educational institutions who wish to promote the effectiveness of developing entrepreneurship knowledge and skills among engineering students.

Education and employment are important elements of successful integration for immigrants in a host country. In Germany, young immigrants and members of the second immigrant generation have only limited access to higher education pathways and academic careers. Their trajectories are shaped mainly by the vocational training system, if they obtain any qualifications at all. Social risks for young people with immigrant backgrounds, and women in particular, such as being unemployed or having unstable careers, have frequently been pointed out by researchers, but little has been said about more qualified pathways available through privileged apprenticeships or academic qualifications. This article explores the social risks in trajectories of female immigrants following middle‐range or higher educational pathways in Germany. The cases discussed focus on young women who arrived in Germany during childhood or adolescence. The paper will first discuss the institutional settings of the German education system, focusing on their impact on pupils with immigrant backgrounds and how they overlap with existing gender inequalities in the recipient country. Discussion of the particular methodological approach will follow, before presentation of the findings of the case studies on female immigrants' transitions from education to work. The concluding discussion considers potential means to support participation in education and work for young women with immigrant backgrounds.

The purpose of this study is to identify motivations for the uptake of crowdfunding by micro-entrepreneurs in an emerging economy and the extent to which these vary by entrepreneur characteristics, sector and crowdfunding model.

The authors conduct qualitative analyses of data collected in interviews with 57 micro-entrepreneurs in Morocco, all of whom used crowdfunding in fundraising.

The authors identify six key motives for crowdfunding adoption by micro-entrepreneurs including financing needs, legitimacy seeking, sense of achievement, network-building, entrepreneurial and marketing competence enhancements. They also find evidence for moderation effects of fundraiser characteristics on likelihood of adoption, including gender, age, education, training experience and sectoral affiliation. Furthermore, the authors show that the relative importance of different motives varies by the type of crowdfunding model used.

The original aspects of the study include the examination of adoption motives in an emerging market context and the distinguishing between entrepreneurs’ adoption motives based on different gender, age, education, training experience, sectoral affiliation and crowdfunding model used. Moreover, the authors show that enhancement of competencies is a more dominant motive in the emerging market context than mentioned in earlier studies in developed contexts.

We examine the extent to which female politicians highlight their status as women by identifying with women as a group and using female roles and experiences to describe themselves. Based on a qualitative content analysis of female members’ congressional web pages, we find that sex-group identification and gender roles are selectively used in discussions of their personal lives, their paths to Congress, and their experiences within Congress. Variation among the female politicians suggests they are responding to a range of normative gender beliefs among the electorate. There is also evidence that some of the women use online forms of communication to change the discourse about women in politics.

This study is based on a survey of library personnel working in different academic libraries in Orissa. It determines the type of status these library professionals prefer, the criteria for evaluating their performance for promotion and salary, whether they prefer to be evaluated like teachers, and the input of faculty members in library matters. The study shows that 80 per cent of the professionals interviewed preferred academic status rather than faculty status. This means they prefer to establish their own ranking system rather than be equated with teachers. All university librarians, however, prefer to be assessed for promotion through an expert selection committee, as is the case for teachers.