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This narrative will combine stories with poetry to convey our lived experiences as Black women who took different roads to academia, and serve in differently situated institutions, but who now face similar experiences. We write this narrative, not as generic advice to new academics. Rather, it is a transparent, honest missive from sisters to sisters. It is written from the perspectives of Black women and with Black women in mind. This may be particularly instructive to emerging scholars whose work centers the intersections of race, gender, and class. It provides a glimpse into our work as scholars, teachers, activists, and writers.

We base this work on central tenets of Black feminist thought. The core objectives of Black feminist thought are to clarify Black women's experiences and ideas through self-definition, to refute stereotypical depictions, to validate Black women's situated knowledge, and to resist marginalization that occurs as a result of our intersectional identities (Hill Collins, 2000). Our work as academics is informed by our identities as Black women, and these identities continue to be shaped by our work as academics. Last, our narrative examines how both mentorship from Black and non-Black academics, and sisterhood among Black women scholars, sustain and inspire the work to which we are committed.

The Reference Use Study Group of the University of Toledo’s William S. Carlson Library utilized a questionnaire to determine how faculty used the reference collection, as well as their reasons for using it. This questionnaire was part of a comprehensive study of local reference collection use that employed a variety of evaluation methods. Some of the findings corroborated those identified in the literature. The results of this component of the study, as well as other components, will be used to weed the collection, to improve collection management, and may suggest strategies to develop channels of communication with the faculty. This article provides a description of the methodology used to query faculty, selected questionnaire results, brief analysis of these results and a copy of the questionnaire.

This study examines accounting academics' perceptions of practical experience. Although such experience is perceived as important for student learning and school image, it is not a relevant factor in hiring, tenure and promotion decisions in their schools. As a result, even though faculty would like to gain/refresh their practical experience, they do not find much opportunity provided by their schools. In addition, faculty members, especially those who have not obtained tenure status, find it more important to have publications in order to succeed. Consequently, they find no incentive to gain such experience.

Mentoring of junior faculty members (i.e. professors) in higher education has been documented to be critical to their academic success which most often takes the form of receiving tenure and/or promotion to higher academic ranks at universities in the USA. A “junior faculty member” would be defined as someone who has not yet been tenured or promoted and is usually within the first five years of their academic appointment. However, mentoring relationships can sometimes be difficult to build and momentum for continuous mentoring throughout the pre-tenure period can be a challenge to maintain. One of the concerns identified by mentees is the importance of regular meetings with mentors and the concomitant difficulty of knowing what to address in these meetings so as to make them productive and helpful. Mentors, most often senior faculty members, note that they do not always know the most relevant issues to discuss with junior faculty during mentoring meetings. The paper aims to discuss these issues.

In an effort to address these issues, the authors describe here the development of using creative technology to support a new mentoring system that provides structured prompts and reminders to both mentors and mentees and uses tools to enhance the efficiency and effectiveness of the mentoring relationship.

This paper highlights a pilot program, describing the rationale for and stages in the development of an e-mail-based and mobile-based program to improve the quality of mentoring for junior faculty at one higher education institution. Focus group data provided by stakeholders (e.g. faculty, department chairs, and associate deans) are provided.

Professional development and academic success for junior faculty members may be strengthened by greater attention to formal mentoring strategies such as the one described here.

The purpose of this study is to examine the impact of chief executive officer (CEO) personal characteristics on the performance of Indian commercial banks. Additionally, it also analyses the nonlinear relationship of CEO age and CEO tenure on the bank performance.

A balanced panel data approach has been used in this study. Particularly, the fixed effect estimation technique is used to examine the relationship between CEO characteristics and bank performance during the period 2009–2010 to 2016–2017.

The authors find that professional qualification of CEOs in finance stream enhances performance. Additionally, the impact of CEO duality is found to be positive and significant on performance. Male CEOs are beneficial for bank performance. Well experienced CEOs contribute to higher performance. The results are robust across the various proxies of bank performance, and sub-samples based on ownership, size of the bank and board size.

This study provides insights to policy regulators and policymakers who are entrusted with the appointment of the CEOs in the banks in the light of the ongoing regulatory reforms.

This study can be considered as one of the early studies, which examines the association between CEO characteristics and bank performance from an emerging economy perspective. It also extends the existing study by considering both public and private banks operating in India.

Strategic renewal requires both a top‐down and bottom‐up effort. Top management sets the broad vision for the firm and specifies the scope and pace of renewal. However, it is the firm's entrepreneur‐managers who shape its renewal strategies and take responsibility for their implementation. This paper aims to profile the skills, personal traits and experiences of successful entrepreneur‐managers.

The paper uses field research.

The paper finds that entrepreneur‐managers are in part corporate entrepreneurs. They are outward‐focused, cognizant of changes in their business environment and the new opportunities that these may bring. They are willing to experiment with new business models and to explore new capabilities. But they are also operating managers interested in scaling up an entrepreneurial idea and in delivering results. They have a few special personality traits. They are not risk averse and are action oriented. They are also supremely self‐confident. These traits allow entrepreneur‐managers to take risks, persist despite failures and learn from their mistakes. However, more than special traits, it is experience that grooms entrepreneur‐managers in a firm. Entrepreneur‐managers are typically not new comers to the organization. Their long tenure helps with networking inside the firm. They also have an established track record of performing well. That buys them the freedom to operate outside the usual confines of the organization and enjoy the trust that is needed to take risks on behalf of the firm.

Like in any field‐based study, the sample size is a limitation. However, for the modest goal that this paper has set for itself, i.e. profiling the entrepreneur‐manager, this is not a severe limitation.

The paper provides a profile for identifying and nurturing entrepreneur‐managers. As it argues, they are the drivers of strategic renewal within the firm.

Prior empirical and theoretical research on intrapreneurship has focused more on creating distinct new corporate ventures. This article suggests that the real power of intrapreneurship is to help connect the future of the firm with its current core businesses. Intrapreneurship is about leverage and build, more so than transform, to use the three types of renewal strategies that are offered in this article.

Gender differences in professional networks are said to explain disparities in career success and satisfaction in academia – particularly in Science, Technology, Engineering, and Mathematics (STEM) disciplines – yet little empirical research examines men and women’s satisfaction with networks. This study investigated gender differences in networks and network satisfaction among STEM faculty, examining gender differences in network size and density and in satisfaction with networks.

A web-based survey was administered to full-time tenured and tenure-track STEM faculty members at a major research university. Participants (N = 141) were queried about their network ties within the home department, outside the department but within the home university, and beyond the home university.

Faculty networks tended to be gender homophilous, with men reporting more ties with men and women reporting more ties with women. Women reported having networks as large and supportive as men’s reported networks, yet women reported significantly less satisfaction with their networks than did men. Women in departments with a critical mass of women faculty (15% or more) reported greater satisfaction with opportunities to collaborate with departmental colleagues.

This research was confined to a single university and did not focus on negative interactions in networks, which may affect network satisfaction.

These findings argue for increasing women’s representation in university departments to above 15% and providing assistance to women in STEM departments without critical mass to ensure that they have adequate opportunities to collaborate in research.

In this essay, the authors will describe several facets of their experience as women faculty of color in the academy during the pandemic, in order to explore how institutions might think of equity and diversity initiatives during the pandemic time.

This essay discusses structural, leadership and individual considerations in supporting faculty from diverse backgrounds during the pandemic and beyond, by considering the typical strategies used by faculty of color to maintain active organizational memberships and how the pandemic has shifted those strategies.

Ultimately, this essay grapples with diversity as an institutional priority during the unique and shifting circumstances of remote work and teaching and research during the pandemic.

This essay provides insight into how institutions who want to maintain diversity progress during and postpandemic must be more thoughtful about the hiring structures, decision-making spaces and overarching missions.

Online higher education has rapidly expanded in the United States and displays a great opportunity for growth. Coupled with the growth of e-learning is the need for adjunct faculty to satisfy the need for additional online classes. Despite the importance of online adjunct faculty, little research has been performed to determine their work experiences. This quantitative, correlational study investigated the predictive relationship between the perceived use of transformational, transactional, and laissez-faire leadership behaviors on the extra effort of adjunct faculty who facilitate online classes at a for-profit university in the United States. In a further investigation, the researcher investigated the variable of job satisfaction to determine if it mediated the relationship between leadership style and extra effort. The researcher used the Multifactor Leadership Questionnaire and Spector’s Job Satisfaction survey to collect data used in inferential analysis. The researcher performed a stepwise multiple regression and a Baron and Kenny mediation analysis to answer the research questions. The results showed perceived transformational leadership behaviors displayed a statistically significant positive predictive relationship with extra effort, and job satisfaction was a partial mediator between the relationship of transformational leadership and extra effort. The results suggest transformational leadership is beneficial to the extra effort put forth by the sample of adjunct faculty who teach online classes.

This study builds on previous investigations on the scholarship of social work faculty using h-index scores. The purpose of this paper is to compare two methods of determining the excellence of social work doctoral programs.

This study compared rankings in 75 social work doctoral programs using h-index vs the US News and World Report (USNWR) list. The accuracy of predicting scholarly productivity from USNWR rankings was determined by joint membership in the same quantile block. Information on USNWR rankings, h-index, years of experience, academic rank, and faculty gender were collected. Regression analysis was used in creating a predictive model.

Only 39 percent of USNWR rankings accurately predicted which programs had their reputation and scholarly productivity in the same rating block. Conversely, 41 percent of programs had reputations in a higher block than their scholarly productivity would suggest. The regression model showed that while h-index was a strong predictor of USNWR rank (b=0.07, 95% CI: 0.05, 0.08), additional variance was explained by the unique contributions of faculty size (b=0.01, 95% CI: 0.01, 0.02), college age (b=0.002, 95% CI: <0.001, 0.003), and location in the southeast (b=−0.22, 95% CI: −0.39, −0.06).

For many programs, reputation and scholarly productivity coincide. Other programs have markedly different results between the two ranking systems. Although mean program h-indices are the best predictor of USNWR rankings, caution should be used in making statements about inclusion in the “top 10” or “top 20” programs.