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The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.

This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.

Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.

Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

The impact of academic and school-related factors on college readiness, aspirations, and access has been examined frequently within the literature (Barber & Torney-Purta, 2008; Polite, 1994; Taliaferro & DeCuir-Gunby, 2008; Uwah, McMahon, & Furlow, 2008; Wimberly, 2002; Yun & Kurlaender, 2004). Several factors related to school racial composition and perceived school support (Yun & Kurlaender, 2004), school relationships (Wimberly, 2002), gaps in exposure to college preparatory and advanced placement curriculums (Taliaferro & DeCuir-Gunby, 2008), teacher perceptions (Barber & Torney-Purta, 2008), and structural inequalities (Polite, 1994) have been identified as variables that significantly impact the opportunities for African-American children to be exposed to the types of interpersonal relationships and educational experiences necessary for preparing them to succeed in postsecondary education.

In a world of continuous volatility, complexity and uncertainty, the need for enhanced leadership has gained significant attention. Leadership development efforts continue to scale up but fail to produce the desired leaders. This calls for fundamental changes in the way leadership development happens.

Knowing this very well, it is ironic that organisations remain limited in their ability to develop leadership talent. Leadership models may be inadequate to prepare our leaders for the future. Effective leadership development frameworks need to take a contextual view and evolve sustainable and competitively integrated solutions to today’s leadership challenges.

This chapter explores the changing paradigms related to leadership development and highlights how contextual enablers will help practitioners better select and develop leaders.

Research that tracks low-income populations across educational transitions contains threats to validity that can compromise evidence-based educational policy and practice. The Big Picture Longitudinal Study is a national, multiyear study that follows low-income urban youth who were accepted into college as high school seniors. Triangulating the results of multiple longitudinal data sources showed that reported college aspirations and enrollment intentions were inconsistently and differently reported by students and teachers in the final semester of high school. Relying on a particular data source and time can result in mistakenly equating college aspirations and enrollment behaviors, these findings suggest. In particular, secondary school educators’ inflated assumptions about their students’ college aspirations can obscure the need for supporting multiple pathways to college and work for low-income, first-generation high school seniors.

Purpose – Using Philadelphia as a case study, the chapter explores whether the city is poised to meet the Obama administration's goal of restoring the country's place to first in the world in college attainment. The chapter provides an overview of the national funding and policy contexts in which the president announced the college attainment goal, examines Philadelphia's efforts to improve high school and college graduation rates, and describes the challenges facing low-income students in disadvantaged neighborhoods who articulate college ambitions. The chapter ends with a set of policy recommendations to improve education outcomes in cities that struggle to educate their own.

Methodology/approach – At its core, the chapter uses interview and focus group data to understand college awareness in North Central Philadelphia. The study draws upon interviews and focus groups conducted with students, parents, teachers, program administrators and staffs, and other community stakeholders.

Findings – The data show that Philadelphia is unprepared to meet the president's challenge due to extremely low literacy rates and other significant barriers associated with poverty.

Research limitations/implications – It is a small qualitative study. Additional study designs can build upon the data collected.

Practical implications/originality/value of paper – The study provides valuable insights into the challenges and opportunities to improve education outcomes in Philadelphia.

Beyond a mandated use, rationales behind executive choice to accept or reject building information modelling (BIM) are ambiguous. BIM acceptance is complex for organisations, and existing decision-making models are impractical to make realistic choices. A practical solution must assist a holistic reflection of internal and external BIM success factors. Nevertheless, extant literature is largely focused on software use and awareness. Thus, this paper aims to suggest a novel framework for assessing firm readiness, aimed at facilitating BIM uptake.

Extant explanatory studies are inadequate in assessing the soft nature of BIM uptake. Thus, a design science research was employed as an alternative methodology. A means-end analysis was utilised for solution incubation, and cross-disciplinary reasoning, the strategy to establish valid solutions on firm readiness. Previous studies were reviewed on BIM, technology acceptance (generally) and complexity.

“Technology attitude” is presented as involving more holistic variables than a simplistic reliance on software use to mirror BIM acceptance. Technology acceptance model (TAM) is appropriate to explain BIM attitude attributes, but its current use is sub-optimal. Selective information processing and unconscious thought theory were integrated into TAM to explain attitude formation from multiple perspectives, resulting in a novel BIM attitude scale (BIMAS). Upon verification, the proposed framework will facilitate an objective authentication of biases that associate with BIM acceptance.

Whilst BIM readiness is assessed largely with a primary focus on theory building, practical relevance must be at the forefront of BIM development. This study articulates that design science research can enhance the practical relevance of BIM adoption models. BIM acceptance attitude must be assessed through a verified scale contrary to the assessment of self-biases of executives in literature. BIMAS suggests a testable solution for this. Theory building research must be the future focus to enhance the relevance of this initial solution.

The paper aims to explore employability in business as perceived by Generation Z (late millennials) business students and faculty. It focuses on perceptions regarding necessary employability skills from the diverse standpoints of two different groups of stakeholders within one Higher Education Institution.

The paper uses a Mixed Qualitative Design approach including a core and a supplementary component; Generation Z student perceptions are initially identified through a thematic analysis of students’ research reports on employability. These perceptions are then further contextualized through findings from a series of personal interviews conducted with Generation X academics in the same institution.

The findings support the two basic dimensions of perceived employability, work readiness and employability skills, for which students and educators hold similar notions. Both stakeholders distinguish between “hard” and “soft” skills, but filter their relative importance through a generational lens. An emerging finding was the link between personality traits and perceived employability skills.

The paper examines the much-debated issue of perceived employability through the eyes of Generation Z students; research on employability perceptions of Generation Z is, to date, limited. The topic is timely, as Generation Z is the newest generation entering the business job market. In addition, the paper adds to the emerging contemporary stream of literature exploring employability in the field of business education.

Existing methods of enhancing-based public speaking efficacy are based on the deficit-based model. On the other hand, public speaking is an ability that has a potential to produce anxiety, fear of negative evaluation. The purpose of this paper was to explore the use of strength-based learning pedagogy, i.e. appreciative inquiry to work upon enhancing public speaking skills of engineers.

An appreciative inquiry was conducted on 15 engineers using 4D model. The data were gathered using narrative analysis and grounded theory.

Participants shared their stories of past, present and future to derive meaningful insights that have potential to bring development.

The study has an underpinning in Deci and Ryan’s self-determination theory. As practitioners of self-determination theory open the positive space for individuals to learn, appreciative inquiry aids in opening such positive space so that learners can experiment openly without any fear of negative evaluation. It prepares them by enhancing intrinsic and extrinsic motivation.

The study motivated engineers to focus on effortless delivery of their speeches and eliminate other associated fear. The study can be used as a classroom pedagogy.

As public speaking is associated with fear of negative evaluation and anxiety, it has a potential to affect self-confidence and self-image adversely. As appreciative inquiry fosters one’s confidence positively through constructionism, the appreciative inquiry can be a choice of pedagogy and has positive implications for learners at the social level.

The study presents a fairly novel approach as it focuses on encouraging engineers to improve their presentation skills and to focus on what they do well (rather than what their weaknesses are) so they can build their confidence.