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Although voice endorsement is essential for individuals, teams and organizational performance, leaders who consider followers' voice to be threatening are reluctant to implement followers' ideas. The authors, taking note of this phenomenon, investigate why leaders who feel a threat from followers' voice exhibit voice rejection at the workplace and when this detrimental tendency can be diminished. Thus, based on the self-defense tendency as per self-affirmation theory, the authors argue that those leaders who experience threat triggered by followers' voice, justify voice rejection through the self-defense tactics: message derogation and source derogation. In addition, the authors also propose that a leader's positive (negative) affect experienced before voice exposure may decrease (increase) self-defense and voice rejection.

To test the authors’ moderated mediation model, they conducted two independent vignette studies (N = 269; N = 208). The purpose of the first vignette study was to test the simple mediation (i.e. the direct and indirect effects), whereas the second study aimed to test the moderated mediation model.

In Study 1, the authors found that the leader's perceived threat to competence provoked by followers' voice was positively related to voice rejection, and the relationship was partially mediated by message derogation and source derogation. In line with this, in Study 2, the authors tested the moderated mediation model and replicated the findings of Study 1. They found that the effects of leader's perceived threat to competence on voice rejection through self-defense tactics are weaker (stronger) at the high (low) values of a leader's positive affect. In contrast, the effects of a leader's perceived threat to competence on voice rejection through self-defense tactics are stronger (weaker) at the high (low) values of a leader's negative affect.

This study suggests that leaders who experience a threat to competence instigated by employee voice are more likely to think that ideas proposed by employees are non-constructive and employees who suggest those ideas are not credible, and these appraisals have a direct influence on voice rejection. However, if leaders are in a good mood vs. bad mood, they will be less likely to think negatively about employees and their ideas even when they experience psychological threats. The findings highlight several avenues for future researchers to extend the literature on employee voice management and leadership coaching by providing theoretical and managerial implications.

Skilled migrants' careers are heterogeneous, with existing theories capturing only some of their diversity and dynamic development over time and circumstance. This paper aims to draw out the multilevel (macro, meso and micro levels) influences impacting skilled migrants' careers by using the lens of the intelligent career framework. Furthermore, structuration theory captures the agency of skilled migrants facing different social structures at and across levels and explains the idiosyncratic nature of skilled migrants' careers.

Following an abductive approach, this paper examines the career influences for a sample of 41 skilled migrants in three different host countries. Individual career stories were collected through qualitative interviews. Important career influences from these narratives are categorised across the intelligent career competencies (knowing why, how and whom) at the macro, meso and micro levels.

Findings illustrate the lived reality for skilled migrants of these interrelated multilevel career influences and go some way in elucidating the heterogeneity of skilled migrants' careers and outcomes. The interplay of individual agency in responding to both facilitating and challenging social structures across the multilevels further explains the idiosyncratic nature of skilled migrants' careers and how/whether they achieve satisfying career outcomes. Some potential policy implications and options arising from these findings are suggested.

By considering multilevel themes that influence skilled migrants' career capital, the authors were able to better explain the complex, relational and idiosyncratic shaping of their individual careers. As such, the framework informs and guides individuals, practitioners and organisations seeking to facilitate skilled migrants' careers.

Much of the existing literature note how students' academic difficulties result from their background and lack of cultural capital. This paper aims to focus on internal structural inequality where people with particular backgrounds are disadvantaged within an institution.

The authors use a case study approach to understand how an in-built faculty programme, Business for Success (B4S), mitigates institutional inequalities.

The study’s findings demonstrate that students need services to get accustomed to university, settle in and transition to professional work. Student services are both dependent (such as bridging courses, peer mentoring and internships) and independent (such as ongoing communication, resource loans) on the stage of their studies.

This paper contributes to theory and practice by developing a process framework that policymakers could use to design holistic support programmes and improve students' transition to university, learning and professional work.

Work integrated learning (WIL) activities, especially internships, are essential for career preparation and development. This paper applies career adaptability and capital theories to examine how international internships help undergraduate business students in their career exploration, preparation and development.

This study used data from 20 interviews, including 15 undergraduate business students from two universities in Australia and Thailand who undertook internships in Asian countries, three internship administrators across two universities, and two overseas internship partners. Thematic-based analysis using the Nvivo program and duoethnographic reflections of the internship coordinators in Australia was applied for data analysis.

The data analysis indicates that international internship experiences facilitate students to become culturally savvy, build their international professional networks, enhance the level of self-perceived competency and cultivate a globalised career adaptability perspective.

This study contributes to theory-building within the WIL literature, international internship experiences, students’ career adaptability and capital.

Although international internship opportunities are available to students, few students are willing to challenge themselves in a foreign setting. The study’s insights provide a better understanding of how university administrators could set up a task force of academics and professional staff to consider a cohesive resourcing structure for the long-term sustainability of the international internship programs.

This study highlights how the international internships enhanced students’ globalised social, cultural and human capital and their ability to adapt to culturally diverse business contexts. The international internship experience can also increase student’s confidence to enter the global labour market and seek opportunities beyond their original country of residence.

This article explains how business internships can be used to develop innovation skills in undergraduates.

Using work-integrated learning and current literature on innovation, this article proposes a theoretical framework to design, implement, and measure outcomes of Innovation-Focused Internships (IFIs). The article also uses an illustrative case study from an Australian university to discuss practical use of this framework.

The theoretical framework illustrates that stakeholders (i.e., students, industry, and university) need a common goal. Factors associated with managing innovation and student placements are key features of the framework. The illustrative case study demonstrates ways in which students gather both professional work experience and innovative skills.

The illustrative case study outlines practical strategies and challenges in IFI programs. Managing innovation-related challenges requires adjustments from all the stakeholders.

This article modifies the existing stakeholder interdependency model of work-integrated learning by combining it with innovation-related literature. The novel insights from the IFI program demonstrate how factors associated with students, industry, and university, and associations between these key stakeholders shape and determine IFI success.

The purpose of this paper is to identify key personal and organisational resources that influence the engagement, well-being and job satisfaction of healthcare professionals working in Australia.

Using the job demands–resources model, this study investigates how employee resources and organisation resources influence engagement, well-being and job satisfaction of health professionals in Australian hospitals. The authors collected survey data from a sample of healthcare professionals (n=217) working in three hospitals in New South Wales, Australia.

The results confirm the importance of the emotional health of employees on their well-being. The results concur with existing research that employees with higher levels of emotional health have more positive emotional and social interactions, and thus exhibit higher levels of well-being at work. The study also uncovers certain aspects of emotional health that can influence a range of employee outcomes.

The findings link human resource management practices to unique motivators of healthcare professionals which, in turn, are likely to improve engagement, well-being and job satisfaction.

The study highlights specific resources that support greater levels of well-being, engagement and job satisfaction in Australian hospitals.

This paper examines the experiences of a team of female academics (teaching a large cohort of undergraduate students) and the coping mechanisms used to combat the challenges they confront in the Australian higher education sector.

Using a reflective autoethnographic method and strengths perspective, the authors share experiences as female professionals whose intersectional identities presented challenges that extend beyond those typically found in the current higher education setting.

The individualized nature of academic work exacerbates the systemic marginalization of female academics. Adopting a flock culture serves as a support network for addressing the various intersectional challenges. The authors liken the “flock cultural approach” to a “sisterhood” where individuals impacted by intersectional challenges build a strong and cohesive unit to support each other by utilizing their combined strengths to create positive synergy to cope with ongoing workplace challenges.

The study highlights the benefit of the strengths perspective to understand how female academics with intersectional identities can overcome the challenges of their highly individualized profession.

This paper highlights the importance of building team-based work, cultivating collective achievement and high trust in a highly individualistic profession.

Using the strength perspective, the authors disrupt the conventional and currently narrow usage of sisterhood to help develop strong, adaptive, flexible and responsive bonds among diverse female academics. The findings point to how using a “flock culture” – a membership-based philosophy – became the key support mechanism for the marginalized groups, empowering them to confront the systemic barriers within their profession.

First, the findings of this study are shaped by the intersections of factors such as ethnicity, age, race, religion and mode of employment, which all influences the participants’ lived experiences. Second, this study contributes to the transnational feminist movement by unveiling the contextualized barriers that junior academic females from various migrant backgrounds face and identify how they synergized their collective strengths to survive the challenging academic environment. Third, using the strength perspective, the authors disrupt the conventional and currently narrow usage of sisterhood to help develop strong, adaptive, flexible and responsive bonds among diverse female academics.