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The article examines theories, assumptions, concepts, experiences, and practices from the Latter-day Saints’ (LDS, or the Mormons) religious worldview to expand existing theoretical constructs and implications of leadership development and education for women. The article elucidates LDS doctrine and culture regarding women and provides specific strategies and guidelines to assist people involved with leadership development for LDS women. The article contains four sections: (1) overview of the LDS religion, (2) doctrine and culture, (3) theoretical frameworks, and (4) implications for research and practice. Analysis provides a foundation for leadership scholars and practitioners, particularly those who work directly with LDS women, to facilitate the development and growth of LDS women as leaders.

Research has shown that, when employees’ work-family conflict levels are reduced, performance in the workplace can increase. How to reduce these levels, however, is a complex task. The purpose of this empirical study was to investigate the differences in work-family conflict between full-time worksite employees and full-time teleworking employees (individuals who teleworked from home at least two days per week). Employees (n = 308) in seven for-profit companies in Minnesota were sampled and surveyed using a slightly revised version of the Carlson and Kacmar (2000) work-family conflict scale. The findings indicate that teleworkers had lower levels of overall work-family conflict as well as most of the other work-family conflict variables explored (i.e., strain-based, time-based, work interference with family, family interference with work)

The purpose of this research is to outline and investigate a set of five experience elements from neuroscience research labeled SCARF that could impact the quality of perception, evaluation and engagement of executives, managers and employees in business-to-business (B2B) companies during and after the COVID-19 pandemic. The proposed experience elements are perceived status, certainty, autonomy, relatedness and fairness. The authors demonstrate that all five elements are influential factors in B2B employees’ workplace environment during the COVID-19 pandemic. The authors outline several specific managerial implications and describe how companies can make better decisions related to several important market crisis decisions via a growth mindset built on the five experience elements. The authors also pay attention to implications to several B2B areas of research focus, including salesforce management and buying/supplier relationships.

The authors first examine existing B2B research to gauge if the five elements have been examined in B2B business contexts. They then analyze a combination of quantitative and qualitative survey data from 335 employees of different B2B companies to see if the five experience elements surface in discussion on how the pandemic has impacted their work experience and careers.

The authors find that several B2B research studies have looked at each of the individual components of the SCARF model, but none of them have yet included all five elements together in research or looked at them in the context of COVID-19. The results of analysis of surveys from employees in 335 B2B companies provide strong evidence that all five elements are influential factors in B2B employees workplace environment during the COVID-19 pandemic.

This study contributes to prior research focusing on how B2B companies can thrive during and after the COVID-19 pandemic. The research offers valuable practical insights and detailed examples of how to apply a set of five elements/experiences that industrial and business-to-business organization leaders should adopt in their conscious decision-making evaluation and in their communications with employees, suppliers and customers during and after the pandemic.

There is still a lack of understanding why there is little progress when it comes to women seeking and obtaining top management and leadership positions in organizations today, and this is particularly true within the cross-cultural and international management and leadership contexts. One step forward, however, is to understand current work and trends in research and theory to identify these gaps. Hence, the purpose of this paper is to provide an overview of the most recently published literature on the role of gender in management teams within and across cultures.

This content analysis has examined the most recent literature (i.e. January 1, 2010 to March 1, 2016) in 15 influential academic journals within the cross-cultural and international management field. The study has analyzed 152 primary and 85 secondary articles that met the strict criteria of the study.

Results include findings on journals/articles, gender of authors, countries included in data collection, constructs measured, tone of manuscripts (i.e. adverse outcomes associated with gender compared to the neutral/mixed or positive effects), and the theoretical frameworks utilized in the articles.

This analysis will be useful for researchers, theorists, and practitioners in understanding the current knowledge base and in discovering the emerging gaps and needs.

This is the first study of its kind within gender and cross-cultural/international management. The findings clearly show gaps in research and theory that will help guide future work.

Research on education for women in the Arab world is just beginning to unfold. In some countries, such as the United Arab Emirates, higher education for women has only been encouraged for the last few decades. Research that explores the perceptions of women in college learning environments is important to discover better ways of educating Emirati women for lifelong learning. This paper aims to address these issues.

An online quantitative survey (English and Arabic) was used to explore these perceptions, and 294 students participated.

The paper uses transformative learning theory to investigate potential influences or factors on the transformation of female Emirati students during their college years.

This and other research does support the assumption that transformative experiences for individual students within higher education can result in interest, intention, and action toward varying degrees of social transformation. Higher education, while having no explicit political or activist agenda, has resulted in some degree (among these respondents at least) of a redefinition of the role of work for women and their broader role in Emirati society, and in some ways have challenged prevailing social constructs based on male‐female stratification.

The purpose of this paper is to research the state of affairs in the United Arab Emirates (UAE) for the presence (or absence) of women in senior business leadership positions, and to investigate where they are located within organizations (e.g. board members, chief officers, vice presidents, top management, division or unit heads).

This is a quantitative gender analysis of 954 organizations; based on data available from the Zawya database that tracks information about public and private companies in the Middle East and North Africa (MENA) region.

Women are still underrepresented in senior company and top department leadership positions, however, they are found slightly (but not significantly) more in departmental leadership, pseudo services and hospitality industries, and in smaller and public companies.

The database utilized did not contain completed company data; specifically any response variable; hence, the study was descriptive in nature and lacked advanced statistical techniques for comparison and relationship analysis.

This study provides helpful insights for government leaders, as well as educators, and scholars, who work to help prepare women for leadership in this region. For business practitioners, the presence and development of female business leaders extends choice and increases value in the human resource pool.

The authors believe that it is important that UAE females take up roles in both the public and private sector so they can become more effective role models to a rising generation of female workers.

This is one of the first scholarly studies conducted on the presence of women leaders in various sectors within the UAE.

To begin understanding how best to develop and train Emirati women so they can become more influential in business, government, and the community, research was conducted that explores the backgrounds and experiences of these women in learning environments. The purpose of this paper is to explore how college students are transformed through their learning experiences, and this paper reports on two categories: backgrounds (i.e. confidence, learning environment, lack of previous opportunities, and family support) and personal and professional development (i.e. confidence, personal responsibility for learning, and skills and competency development).

In‐depth qualitative interviews (using the phenomenological methodology) were conducted with Emirati students at a women's college in Abu Dhabi.

This paper presents findings related to four of the ten stages in Mezirow's perspective transformation process: disorienting dilemma, critical assessment of assumptions, acquisition of knowledge and skills, and building competence and self‐confidence in new roles, behaviors, or relationships. This is a portion of the full study that demonstrates that these women have experienced ongoing transformational learning experiences during college.

The exploratory nature of this study and the self‐selection of participants limit the generalizability of this study.

This paper provides helpful insights for educators, scholars, and practitioners to help them more effectively design successful developmental programs for Emirati women in educational and non‐educational settings. Understanding more about their lives and journeys toward and during higher education can provide new perspectives that will be helpful in developing future competency‐building programs for Emirati women.

The purpose of this paper is to investigate the state of affairs in the Sultanate of Oman for the presence (or absence) of women in senior and managerial roles in private companies. The study also investigates where women are located within the organisations (e.g. as board members, chief officers, vice presidents, top management, division or unit heads).

This is a quantitative study that analysed gender in the largest 122 private and publicly listed organisations in Oman. The study is based on data available from the Zawya database that tracks information about companies in the Middle East and North Africa region.

Women are employed in Oman in small numbers when compared with the number of men. Women remain extremely underrepresented in senior roles in Omani organisations currently. Women are found slightly (but not significantly) more in departmental management roles (particularly in human resource management, marketing/communication, public relations, and project management) and in the transport and finance industries.

The Zawya database did not contain complete data on each company analysed. Hence, this is a descriptive study and lacked advanced statistical techniques for comparison and relationship analysis.

This study increases the academic knowledge on international issues in gender and management. The study also provides insights for government leaders, educators, and scholars who work to help prepare women for leadership in this region.

This is one of the first scholarly studies conducted on the presence of women in senior positions and management within Oman. It adds value as it is the first study to compare gender in management across roles, industrial classification, size of company, and ownership.

Researchers argue that much of who we are is developed during childhood. Yet, little exploratory research has been conducted regarding the childhood experiences, activities, personalities, and perceptions of successful leaders. This paper aims to address this issue.

In‐depth, qualitative interviews were conducted with ten women university presidents to investigate perceptions and experiences related to the lifetime development of leadership skills, abilities, and competencies. The lived experiences of these women were investigated using the phenomenological research methodology so that “voices” could be heard and unique insights examined. This paper explores a portion of this research focused on childhood personalities, school and other activities, influential individuals, and significant events and challenges.

Results support the growth‐task model of human development. As children, the presidents were generally obedient, reflective, observant, smart, self‐directed, competitive, and moderately to highly confident. It was important for them to live up to their own expectations and those of significant adults around them. These women were involved in a variety of helpful activities as children and thrived on learning and developing new skills, knowledge, and capabilities. Other than their own parents, influential individuals during childhood included predominantly women (elementary school teachers, aunts, and grandmothers). The most helpful learning experiences involved challenging and difficult situations or events (e.g. illness, relocation, and fear).

By understanding these influences, practitioners can design more effective interventions dependent on an individual's background.

This paper provides valuable information for those interested in individual leadership development efforts centered on working with individuals interested in obtaining positions at the highest levels in higher education.