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The purpose of the study is to explore inductively the unique paradoxical tensions central to family business (FB) and to analyze how FB's members face these tensions and their implications in the personal and professional realms.

A multiple-case study with 11 parent–offspring dyads from Portuguese FBs was conducted putting the focus on the micro-level interactions.

The slopes of roles and relationality in FBs produces three persistent sets of tensions around cognition, emotion and action. These tensions exist in a paradoxical state, containing potentiality for synergy or trade-off.

Our study is the first to empirically demonstrate that paradoxical tensions between parent and offspring are interrelated, by emphasizing the uniqueness of FB as a paradoxical setting and offering insights to negotiating of these singular paradoxes.

It has long been known that family firms have a high mortality rate and that increasing these firms' survival rate is one of the most difficult challenges faced by both public policies and scholars. While most policies and researchers have focused on the business side, in recent years, more attention has been paid to the family sphere. This chapter goes one step further by not focusing on one side or another of this binomial, but on the relationship between both. In particular, we analyze the paradoxes emerging between the different inter- and intragenerational dyads that coexist in family firms (mother-daughter, father-son, mother-son, father-daughter, brother-sister, wife-husband, etc.) to open new lines of debate and propose new basis for the establishment of family firms-targeted public politics. We propose policies that will help family decision-makers to manage unique paradoxes that characterize family businesses.

The burgeoning sociological literature on African American/White men’s downward mobility has failed to examine dynamics at the working-class level and has not conducted analyses at the refined job level. Within the context of the minority vulnerability thesis, we address these shortcomings, and specifically utilizing data from the 2011–2015 waves of the Panel Study of Income Dynamics, we examine racial difference in the incidence, determinants, and timing of downward mobility from two working-class job types, elite blue collar and rank-and-file jobs. Findings our expectation of ongoing, contemporary vulnerability: from both working-class origins, African Americans relative to Whites experience higher rates of downward mobility, experience it on a broad basis that is not explained by traditional stratification-based causal factors (e.g., human capital and job/labor market characteristics) and experience downward mobility more quickly. Further, these racial inequalities are pronounced at the elite blue-collar level, probably because of heightened practices of social closure when supervisory responsibility is at stake. We conclude by discussing the implications of these findings for understanding both the ongoing and future socioeconomic well-being of African Americans in the US.

This chapter stems from the need to focus on the inherent interplay of faculty and student engagement while studying the impact of social media in higher education teaching and learning. The discussion is specifically concerned with the role and affordances of microblogging in the rethinking of the teacher/student relationship and in blurring the boundaries of academic contexts. The chapter examines an early experimentation of Twitter use to foster and monitor participation by the master students enrolled in a Human Resources Management class in an Italian university. The pilot is discussed referring to lessons learned from a range of accounted empirical cases and relevant studies on microblogging for teaching and learning in academia. A special focus addresses both a revised notion of academic scholarship and engagement, prompted by emergent profiles of networked faculty, and debates about the multiple ways of conceptualizing student engagement in the current academic cultures and contexts, being challenged by an increasingly complex digital landscape and by a varied typology of learners coming to university. As conclusion, issues related to the range of alignments to be taken into account when adopting social networking services in a higher education context are suggested as cues for an ongoing discussion.