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The aim of this study was to obtain evidence of the practical significance of the generational involvement (GI) of top management teams (TMT) on the nexus between entrepreneurial orientation (EO) and business performance (BP) in small family businesses (SFBs).

This study employed a questionnaire survey of 112 Malaysian SFBs. The data was analyzed using descriptive analysis, hierarchical multiple regression analysis and a two-way interaction model.

The results indicate that SFBs have a positive EO–BP nexus. However, the study found that TMT-GI has a negative effect on EO and reduces the positive nexus between EO and BP. Specifically, higher levels of GI were associated with lower levels of EO and weaker BP.

The study raises the necessity for SFBs to seek out a management mechanism and structure to balance the entrepreneurial boundary between the family-level and the business-level when there is increased GI. Additionally to the current, incorporating family TMT-related human ecology aspect of GI with the family business field could lead to a new research value stream.

The results of this study will enable family business decision makers and TMT to better understand the importance of considering family factors in their management strategies.

This analysis highlights the spatial relation of family-level logic in dominating EO–BP nexus at intervals in SFBs, where family factor of TMT-GI will be a key moderator.

In this collaborative autoethnographic study, four faculty members in a US-based Doctor of Education (EdD) program reflected individually and collectively in the authors’ community of practice through reflective journaling, self-reflection and discussion sessions to analyze the individual stories critically. This study aims to examine the influence of the authors’ involvement with an EdD program on the academic approaches to teaching, research and mentoring EdD students.

Professional practice doctorates have emerged in response to the growing need for practitioners to use evidence for continuous improvement. Although the literature has highlighted faculty members as change agents redefining the EdD as a professional practice doctorate, minimal research has explored how their involvement in such design work may affect their academic practices.

The authors perceived the involvement with the EdD program as transforming the faculty practices in five ways (i.e. shifting the epistemologies, embracing practice-based pedagogies, engaging in practice-based research, mentoring scholarly practitioners and intentional community building) and creating a shared vision of preparing scholarly practitioners.

The authors draw implications for redesigning EdD programs through participation in a faculty community of practice, prompting faculty to shift their practices to better support scholarly practitioners and affecting their identity as teachers, mentors and program developers.

The purpose of this paper is to propose a conceptual framework for practicing inclusive dialogic organization development (OD).

This paper reviews and presents Robert Kegan’s theory and practice of deliberately developmental organization as an exemplary model for dialogic OD.

The paper suggests three conditions to make the constantly emerging organizational reality socially just, equitable and inclusive – whole self, psychological safety and leader vulnerability.

The originality of this paper lies in making explicit issues of power in dialogic OD literature and providing implications for human resource development on how to lead and develop organizations inclusively in times of uncertainty and complexity.

The purpose of this paper is to contribute to a better, empirically grounded and theoretically informed understanding of data analytics (DA) use and nonuse in accounting for decision-making. To that end, it explores the links between accounting logic, commercial logic and DA use in financial due diligence (FDD).

The paper reports the findings of a case study of DA use in the FDD practice of a Big Four accounting firm in Sweden (Pseudonym: DealCo). The primary data comprises semistructured interviews, observations and additional meetings. Institutional logics is mobilized as method theory.

First, accounting logic and commercial logic both drove and hindered DA use in DealCo’s FDD practice in different ways. Second, conflicting prescriptions for DA use existed mostly within commercial logic rather than between accounting logic and commercial logic. Third, accounting logic and commercial logic, as perceptual and conceptual filters, seemed to shape DealCo’s advisors’ understanding of DA and give rise to an efficiency-centric DA logic. This logic, in turn, as a high-level model of how to use DA in the context of FDD, governed DA use broadly.

The paper draws attention to direct and indirect links between accounting logic and commercial logic, on the one hand, and DA conceptions and use, on the other hand. It, thereby, advances prior theorization of DA use in accounting for decision-making.

The study has two objectives: (1) expand our knowledge of the relationship between unethical behaviour and both trust and satisfaction and (2) demonstrate that unethical behaviour research should be examined multi-dimensionally.

Data were collected by resorting to a mixed methods approach. First, individual interviews were performed with 31 bank consumers from six main commercial banks in Bukavu city in the Democratic Republic of the Congo. Interview notes were submitted for content analysis to identify items and components that underpin the unethical practices construct. Second, a quantitative survey was conducted with 410 consumers from the same six banks. An aggregated-disaggregated structural equations modelling approach was used to test the impact of unethical practices on relationship outcomes through two studies. Study 1 tested a model that links unethical behaviour as a one-dimensional construct to trust and satisfaction. Study 2 tested a model that directly connects the four specific unethical behaviour components to both trust and satisfaction.

Results from study 1 reveal that perceived unethical behaviour negatively influences consumer trust. Results also confirm that trust positively influences customer satisfaction. Results from study 2 confirm that unresponsive, disrespect and lying behaviours negatively influence both trust and satisfaction. Banks which are involving in those specific unethical behaviours can neither satisfy their consumers, nor maintain a sustainable and profitable relationship with them. Therefore, unethical behaviours harm the relationships outcomes in the banking sector.

The perceived unethical behaviour scale derives from a single data set and its reliability and validity need to be improved. Relationships between constructs are tested in a more direct way and ignore moderating variables. Perceived unethical behaviour is connected to relationship outcome variables while its impact on firms’ metrics have been ignored.

Banks have to understand customers’ perception of unethical behaviours and find a way to overcome them. Banks should recruit, motivate and retain employees who demonstrate an ethical inclination in the service encounter and create structures and mechanisms in order to monitor and manage unethical practices.

Banks employees' unethical behaviour and practices not only damage the trust and reputation of banks but also can lead to frustration on the part of customers and damage their relationship with the institution. Our paper is a warning of this danger and might improve the social interactions between organisations (in general) and customers.

Unethical behaviour is measured with a four-component scale in contrast to previous studies that have used bi-dimensional or one-dimensional scales. The study tests a disaggregated model that links four components of perceived unethical behaviour to relationship outcome variables. Perceived unethical behaviours are analysed from the customers’ perspective by resorting to mixed methods strategy.

Miller (2011) revisited his influential 1983 work on entrepreneurial orientation (EO) and remarked that its underlying drivers are fully open to debate, fresh scholarship and connection with new theories. Indeed, the genealogy of the EO construct is rarely questioned. We take a “making masculinity visible” approach, engaging with a lens of masculinity, precarious manhood theory (PMT) and double standards of competency, to define and test the masculine elements of EO in the setting of family business CEOs.

Using the 2019 Successful Transgenerational Entrepreneurship Project (STEP) dataset, a comprehensive database of family business chief executive officers (CEOs), we examined the construct of EO, in whole and in its masculine elements. Stepwise multiple regression method was used to test the hypotheses of this study. Control variables entered the equation first, followed by the variable of interest for this study.

We find differences by gender when EO is tested as a whole construct. Further in testing its masculine dimensions, we find that being male is significant to the elements of autonomy and competitive aggressiveness and that gender is not significant to risk-taking.

Although research on the widespread and influential EO continues to proliferate (Covin and Wales, 2019), there is not an understanding of its applicability across genders (Fellnhofer et al., 2016). It is possible that EO may not explain how women do business. Our study contributes to the understanding of between-gender differences in EO, and our findings suggest that the masculine elements of EO vary by gender.

This author reflects on her academic career spanning three decades as a Black woman in higher education. Ironically, the elders' sayings she heard and detested as a child resonated throughout her career. While in eighth grade, her grandmother admonished her for being deceptive and trying “to pull one over” on her and said that this author would need “to get up ‘fore day in the mornin’” to accomplish that feat. “Fore day in the mornin” must have been the time before her grandmother was fully alert, astute, and had the most clarity. For Black women to succeed in the academy, we must remain alert and recognize when faculty, administrators, and students attempt to pull one over with microaggressions and other forms of resistance. Microaggressions and resistance were perpetrated across race and gender lines, and occasionally by those who look like her. Having been reared in urban and low-income communities, the author acknowledged the investments she received throughout her schooling and career from both members of the academy and from Black communities. Consequently, her mission to improve outcomes in schools and communities, much like those in which she grew up, has not changed in 33 years. Understanding race and culture in self-definition and identity are discussed, followed by embracing opportunities and return on investments. There are increased calls for reciprocal and culturally responsive mentor–protégé relationships and successful strategies for tenure and promotion. The author makes meaning of both successful and challenging critical incidents in the academy.

The second chapter of this text provides an introduction to policy relating to mental health, addiction and dual diagnosis from three jurisdictions [Ireland, UK and Australia], chosen because of their close links to Irish people and mental health service provision. The chapter begins with an introduction, reflecting on key points raised in Chapter 1 and how they are relevant to this present chapter. A critical exploration of the policies within these three jurisdictional areas is then presented to highlight the strategic direction of mental health and addiction service provision within the three jurisdictions. This includes the acknowledgement that mental health and addiction services need to be integrated as the presence of dual diagnosis in modern society increases at an alarming rate. Finally, this chapter concludes with a link to each of the policies mentioned herein for those who wish to explore these issues further.

With the ongoing educational disparities and an increasingly diverse special education student population, the need for Black special education teacher faculty at Historically Black Colleges and Universities (HBCUs) has never been greater. The role of Black women in higher education is indispensable as a means of addressing the social injustices faced by students of color with disabilities, diverse communities, families, and historically underserved groups by training Black educators. In this chapter, the author introduces her authentic self and academic journey as foundational to the proposed ideas expressed. The roles of novice special education faculty are discussed, including the challenges these emerging professionals face in obtaining tenure, promotion, and grant procurement. This is followed by suggestions for how to respond to the microaggressions (e.g., classism and colorism) encountered by both Black and White peers. Based on that groundwork, a series of best practices are proposed for creating safe spaces, nurturing and mentoring our future special education teachers. The chapter ends with a reinforcing and supporting summary of lessons learned to promote persistence and retention among Black special education teacher education faculty.