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This phenomenological study, conducted within the discourse on the underrepresentation of women in academia, examined the factors influencing the advancement of women academics in science, technology, engineering, and mathematics (STEM).

The sample comprised twenty-one women academics from both public and private universities in Peru. Data were collected through in-depth interviews based on the women's experiences and subsequently processed using Moustakas’ (1994) stages for encoding, categorization, and analysis.

The study introduces a conceptual framework of nine factors – personal tastes and preferences, attitudes towards science as a vocation, care work, work–life balance, congruent gender roles, occupational segregation, lack of opportunities, low salaries, and lack of gender equality policies – that impact the career progression of women in STEM fields.

The results offer valuable insights for policymakers and academic authorities to address the barriers affecting women academics in STEM. The uniqueness of this paper lies in its investigation in Peru, a country with the highest female labor force participation in Latin America, where women constitute the majority of undergraduate program graduates.

This study aims to answer the following question: Why might home-based work duties be perceived by female academics as extreme?

We employed a qualitative research method through semi-structured interviews with 33 female academics from three public universities selected from amongst 26 public institutions of higher education in Egypt. Thematic analysis was subsequently used to determine the main ideas in the transcripts.

We find that the sudden implementation of home-based work makes the academic duties of female academics extreme. Moreover, the following four factors help explain the extremity/intensity of the home-based work of female academics: mental and physical fatigue resulting from WFH, the inability to adequately meet family commitments when working from home (WFH), poor resources for home-based work and reduced ability to focus on the obstacles facing them in their academic career.

This paper contributes by filling a gap in human resources management and higher education in which empirical studies on female academics WFH and extreme academic duties have been limited so far.

Through focusing on the Peruvian context, this paper aims to identify the main determinants of the continuity of entrepreneurial activity among women artisans.

The empirical sample comprises semi-structured interviews with 28 women artisans in Peru during their participation in a fair organized by the Peruvian Ministry of Culture in Lima (Peru). Thematic analysis was subsequently used to determine the main ideas in the transcripts from the interviews conducted.

The findings empirically identified the following job-related (number of work hours, perceived income, future of artisanal jobs), functional (availability and relevance of workstations, the necessity to travel) and socio-cultural determinants (government support, perceived recognition, level of affiliation with Peruvian traditions) as the main drivers of the continuity of entrepreneurial activities among women artisans.

This paper contributes by filling a gap in the literature on women entrepreneurship and artisan entrepreneurship in which empirical studies of Latin American women artisans continuing with their entrepreneurial activities have been limited so far.

This phenomenological study aims to analyze the factors perceived by women to be important to their nomination and selection for board positions in Peruvian public companies. The importance of this study lies in understanding the qualities that are important for women to possess, as perceived by those women who have reached leadership positions, achieving empowerment and economic autonomy.

The study population consisted of 33 women who became company directors in 2019, according to the data of the Lima Stock Exchange. From this group, the authors conducted 12 in-depth interviews with those women who accepted to participate in this study. The information was analyzed based on the stages suggested by Moustakas (1994).

This study proposes a conceptual framework with 13 factors perceived by women during their nomination and selection for board positions in Latin American public companies, focusing on the case of Peru. The factors are training and learning, professional experience, self-awareness, attitude, resilience, networking, communication skills, empathy, “hard work,” capacity to make important decisions, soft skills, support networks and allies and passion for their work.

Based on the experiences of the participants, this study identified 13 critical factors for women to achieve leadership positions as board members. From a phenomenological approach, the relevance of said factors is that they have emerged from the point of view of women who live in a patriarchal and collectivistic culture with a high gender gap index.

Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation due to the COVID-19 pandemic, leading to altered contexts, challenges and opportunities for HEI internationalization. This paper aims to critically evaluate the dimensions of internationalization strategies in HEIs and the opportunities within each dimension. Adopting a reflexive approach, the study focused on non-Western HEIs, recognizing the diverse approaches to internationalization within higher education contexts.

Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this paper covered 74 articles published in Web of Science database from January 2019 to December 2023.

The study organized dimensions related to internationalization strategies in non-Western HEIs, offering a comprehensive framework comprising six dimensions: students, programs, faculty, research, international ventures and other sources; and nine internationalization facilitators: international partnerships, funding, government education, international policies, technology, internationalization culture, diversity and inclusion, staff competence and attitude, student/faculty engagement, intercultural experience and satisfaction, English as a medium of instruction (EMI), and knowledge transfer mechanisms. Furthermore, the study delineated strategies within each dimension and highlighted prevalent performance indicators utilized by HEIs.

The study’s primary contribution is a conceptual framework designed to assist HEI directors and academics. This framework delves into dimensions, strategies and indicators of internationalization particularly relevant in the post-pandemic era.

The aim of this paper is to answer the question: What stimulates artisan entrepreneurs to act as responsible leaders?

A qualitative research method was employed and semi-structured interviews with 30 artisans working in four different artisanal activities were used to gather the data. Thematic analysis was subsequently applied to the interview transcripts.

The findings suggest that the main factors causing artisan entrepreneurs to act responsibly are as follows: autonomy (the authority artisans exercise in managing their businesses; preserving socio-cultural identity is an artisan’s main duty; proving an individual competency in implementing society-related priorities), competence (adhering to generally accepted business practices; simplicity of developing and maintaining the social agenda of artisan enterprises; meeting the clients’ desire in exercising a social awareness) and relatedness (returning social favours; necessitating involvement with different stakeholders; contributing to the common good).

This paper contributes by filling a gap in the literature on artisan entrepreneurship, responsible leadership and research in tourism and hospitality, in which empirical studies on the responsible practices of artisan entrepreneurs have been limited so far.

The purpose of this paper is to examine the factors that impact the quality of the education service in a Peruvian private university, based on the perception of students and graduates.

The sample consisted of 29 students and 20 graduates from the Administration and Finance Program of a Peruvian private university. The data was collected through focus groups and in-depth interviews based on the students’ and graduates’ perspectives of their experiences. The collected data was subjected to content analysis.

The study identified ten factors or the underlying dimensions that drive the quality of the education service provided by a Peruvian private university. The factors are professors, lecturers, curriculum, extracurricular activities, position and recognition of the university, infrastructure, library, admission, adequate communication mechanisms with faculty and authorities and services. The main quality indicators of the education service were the professors and curriculum planning. As the students were using the education service, they were more focused on “how” they received the service, rather than “what” services they received, i.e. they evaluated the quality of the process. In contrast, graduates gave more importance to functional service quality. They evaluated the quality of “what they received,” i.e. the result.

The study has several limitations. First, the qualitative approach does not allow generalizing data. The sample size was relatively small and only involved one Peruvian private university. The study was based on the respondent’s perceptions, which were considered accurate.

Based on the study findings, the authors made recommendations to meet the needs of the students and graduates. These findings can help universities to develop strategies that improve educational quality and to allocate resources more effectively. Further research could focus on factors that impact service quality in higher education at different stages of the student lifecycle, namely, applicants (service expectations), students (quality of the process) and graduates (results). The authors suggest validating these results quantitatively.

The study proposes a framework of the higher education service quality based on the experiences of students and graduates that can be used by higher education institutions to continue improving educational quality. The originality of the study lies in the perspective on service quality according to the experiences of students and graduates. Also, this study provides empirical evidence on service quality research in Latin American higher education institutions.

This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade.

This study used a systematic literature review following Petticrew and Roberts’ study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database.

The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools’ identity, teaching, learning and business schools’ key players.

As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper.

This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation.

Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

The purpose of this chapter is to draw attention to employability being an important social innovation that potentially thrives with transformational leadership, partly depending on certain personal characteristics such as managerial role and personality.

The study was carried out among pairs of employees (314) and immediate supervisors (334) working at a large Dutch company that produces building materials. We made use of Linear Regression and Structural Equation Modeling to test our hypothesis and explore our assumptions with regard to the research model.

We have found that transformational leadership is positively related to employee and supervisor ratings of employability. Furthermore, there is some indication that transformational leadership enhances employability in some situations, demonstrating differences between categories of workers with and without a managerial function. Moreover, it appeared that after controlling for personality, only the positive relationship between transformational leadership and supervisor ratings of employability, remained for the workers not having a managerial function.

Our study design comprised a cross-sectional approach and therefore future longitudinal research is necessary to investigate causal relationships between transformational leadership, personality, and employability.

In terms of individual career development practices, our outcomes should be translated into increased attention for aligning leadership style to meet the requirements of all types of employees across the life-span.

By providing more insight into the increased importance of transformational leadership for certain groups of workers, this contribution is intended to come up with opportunities for increasing the employability for different types of workers.

This chapter draws attention to the fact that transformational leadership can be a useful tool for stimulating employability of workers. Worker characteristics such as personality, work role (e.g., managerial role) and other life-span factors always have to be taken into account for a customized approach, given the uniqueness of each and every employee.